Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school-Reference-Cited by-同舟云学术

Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school

Published:2023 Issue:6 Volume:35 Page:
ISSN:2317-1782
Container-title:CoDAS
language:
Short-container-title:CoDAS

Author:

Martins-Reis Vanessa de Oliveira¹^ORCID,Pedroso Dâmaris Alves de Araújo¹^ORCID,Almeida Letícia Mendes de¹^ORCID,Pereira Edlaine Souza¹^ORCID,Alves Luciana Mendonça²^ORCID,Celeste Letícia Correa³^ORCID

Affiliation:

1. Universidade de Brasília, Brasil

2. Universidade Federal de Minas Gerais, Brasil; Universidade Federal de Minas Gerais, Brasil

3. Universidade de Brasília, Brasil; Universidade de Brasília, Brasil

Abstract

ABSTRACT Purpose to verify whether fluency and reading comprehension vary throughout the third year of elementary school and can be used as performance indicators in reading. Methods this is a prospective longitudinal study. 53 children participated in the study, regardless of gender. Four assessments were carried out throughout the year, using the LEPIC software to record the reading made by the children, recording reading errors, as well as the answers to questions regarding comprehension. Results there was an evolution of reading fluency and literal comprehension throughout the tests, but not in inferential comprehension. Conclusion reading fluency and literal comprehension are good performance indicators in the third year of elementary school.

Publisher

FapUNIFESP (SciELO)

Subject

Speech and Hearing,Otorhinolaryngology,Language and Linguistics

Link

http://www.scielo.br/scielo.php?script=sci_pdf&pid=S2317-17822023000600305&tlng=en

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