A fluência e sua importância para a compreensão da leitura

Abstract

O processo histórico da produção da estrutura fundiária urbana no litoral norte de João Pessoa revela várias contradições. Nesse sentido, a discussão preocupa-se em abordar a construção da renda fundiária urbana, suas relações complexas e as intermediações dos promotores imobiliários e o Estado. Num outro momento, faz-se um levantamento no espaço-tempo da projeção desta estrutura fundiária salientando os atores e agentes participantes desse processo. O objetivo desse texto é não apenas abordar o modelo de projeção da estrutura fundiária urbana na porção litorânea norte de João Pessoa, mas também discutir sobre as contradições reveladas a partir da aquisição da renda fundiária que a terra urbana passa a proporcionar para aqueles atores e agentes que participam de forma ativa do sistema produtivo. Sob este aspecto, discute-se também a falta de compromisso do Estado, bem como a segregação socioespacial, que transforma a cidade em uma rara mercadoria destinada a poucos. Palavras-Chaves: Abstract Resumo Keywords: The historical production process of the structure urban in the north coast of Joao Pessoa reveals several contradictions. Accordingly, the discussion focuses on addressing the construction of income urban land, their complex relationships and the hook of property developers and State. In another moment, we do a survey of the space-time projection of the land structure, highlighting the agents and participants in this process. The goal here is not only addressing the projection model of the structure of urban land in the coastal portion north of Joao Pessoa, but also discuss the contradictions revealed through the acquisition of the rent that urban land provides for those actors and agents who participate actively in the production system. In this regard, we discuss also the lack of commitment of the State and spatial segregation, which transforms the city into a rare commodity for a few.

Relação entre fluência de leitura oral e compreensão de leitura

“…From the moment when the reader gets to perform any activity, as reading, with decoding automaticity, his conscious attention and memory previously totally dedicated to the level of word, can be used in the cognitive processes at the level of sentences and the meaning itself, specifically at the semantic of the written message, improving this way, processes involved in comprehension, as the performance of interferences (1,5) .…”

“…For the reader to be considered fluent, he should necessarily properly develop the three dimensions of reading fluency, which are: accuracy in decoding words, automatic processing (speed) and prosody during the reading. In other words, a fluent reader has the ability to read aloud on a fast, accurate and expressive way (5) .…”

“…To assess the reading fluency, it is observed in the literature (1,5,7) measures described such as the decoding accuracy (through the percentage calculation of words that a reader can correctly read), and the automaticity (through reading rate, calculated by the number of words correctly read in a minute). The automaticity is connected to the performance in the skills of decoding and recognizing words quickly and without effort.…”

Coeficiente de Progressão da Fluência de Leitura no Acompanhamento de Escolares do Ensino Fundamental I

“…Ela está relacionada à conversão correta das letras em sons, interpretação dos acentos gráficos e conhecimento prévio de palavras irregulares. Um leitor que emprega a prosódia e a Acurácia de forma apropriada, tende a ler de forma mais automática, com pouco esforço e atenção consciente (Puliezi & Maluf, 2014).…”

Contribution of Word Reading Speed to Reading Comprehension in Brazilian Children: Does Speed Matter to the Comprehension Model?

“…This fact can lead to difficulty in making comparisons between the findings in the area because there is no clarity regarding the independence or overlap between these several measurements. Additionally, aspects of reading fluency had been poorly studied in Brazil (Puliezi and Maluf, 2014). In this context, we evaluated accuracy and speed at the word level [that is, the reading of isolated words and word reading speed (RS), respectively], listening and RC at the sentence level.…”