Caracterização da fluência de leitura em escolares do Ensino Fundamental II

Andrade, Alair Junio Lemes de; Celeste, Letícia Corrêa; Alves, Luciana Mendonça

doi:10.1590/2317-6431-2018-1983

Cited by 5 publications

(12 citation statements)

References 22 publications

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“…Despite its limitations, this study extended the literature (Andrade et al, 2019 ; Dellisa & Navas, 2013 ; Komeno et al, 2015 ; Moutinho, 2016 ; Oliveira et al, 2013 ; Pacheco & Santos, 2017 ; Peres & Mousinho, 2017 ) as part of the research movement to obtain ORF subsidiary reference data for professionals in the health-education interface. However, it is necessary to note that one limitation of this study is the number of samples used.…”

Section: Discussionmentioning

confidence: 88%

“…Considering the Brazilian studies on the characterization of ORF, we note that despite their small number (Andrade et al, 2019 ; Dellisa & Navas, 2013 ; Komeno et al, 2015 ; Moutinho, 2016 ; Oliveira et al, 2013 ; Pacheco & Santos, 2017 ; Peres & Mousinho, 2017 ), the results help to predict and compare student performance. It is necessary to advance the description of the results to create fluency references so that they can be used to screen for students with general reading difficulties, according to each region of the country.…”

Section: Discussionmentioning

confidence: 94%

“…Little research has been conducted in Brazil on measures to assess reading fluency (Gentilini et al, 2020 ; Andrade, Celeste, & Alves, 2019 ; Moutinho, 2016 ; Pacheco & Santos, 2017 ; Peres & Mousinho, 2017 ), and a search for research on reading fluency in official documents of the Brazilian Ministry of Education (Martins, 2018 ) also reveals that such measures are not a type of assessment that is widely known or applied by teachers within the classroom. Nonetheless, research has continually indicated the importance of developing oral reading fluency (ORF; reading with appropriate rate, accuracy, and prosody) as a vital and necessary skill for the overall development of proficient reading (Machado, Santos, & Cruz, 2019 ; Rasinski & Young, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, in another recent study, researchers characterized the ORF by 232 middle-grade students from the sixth to the ninth grades from public and private education. The study provided an estimate of the expected values for each grade surveyed by reading an easy passage based on the 1-min oral fluency assessment, with scores for words read per minute and WCPM (Andrade et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures

Martins

Capellini

2021

Psicol. Refl. Crít.

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Background To identify readers who are struggling or at risk of reading difficulties, reference standards in oral reading fluency (ORF) are used to conduct an assessment that is based on a widely reported method known as curriculum-based measurement (CBM), which itself is based on 1-min fluency measures. The purpose of this study was to evaluate students’ ORF (with a 1-min fluency measure) to characterize their fluency and to determine references of appropriate development in reading at the 50th percentile. Method For this study, a database of readings made available by the Learning Studies Research Laboratory was used. This database consisted of 365 readings by elementary-school students from the third to fifth grades in two cities in the interior of the state of São Paulo from two different public school systems that use the same teaching methodology. The data consisted of digital audio recordings of the passage “The Umbrella” (text suitable for schooling levels) of the Protocol for Assessment of Reading Comprehension procedure. For this procedure, three steps were performed: step 1—listening to the 365 readings and assessing the scores for the number of words read correctly per minute; step 2—the calculation of the mean and percentiles for each grade; and step 3—the adaptation of the reference table to indicate students eligible to receive reading fluency intervention. Results Third-year students who correctly read 86 or more words per minute, fourth-year students who correctly read 104 or more words per minute, and fifth-year students who correctly read 117 or more words per minute were considered students who had made adequate progress in reading. Conclusion It was possible to classify students based on the 1-min fluency measures, with reference intervals of words read correctly per minute per school year (for the third, fourth, and fifth years) for those who were making adequate progress in reading and reference intervals for those who were considered readers who were struggling or at risk of reading difficulties.

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures

Martins

Capellini

2021

Psicol. Refl. Crít.

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“…13 Several studies have found that RF increases as the number of years of schooling increases. [14][15][16] Andrade, Celeste, and Alves found that the mean of correct words per minute rose from 137.7 in sixth grade to 149.9 in ninth grade in children from public schools. 14 Biemiller using the years from second grade to adulthood found similar results.…”

Section: Introductionmentioning

confidence: 99%

Reading fluency as a measure of educational level

Fernández

Arriondo

2021

Dement. neuropsychol.

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Education exerts a powerful influence on the performance on neuropsychological tests. Recently, the number of years that a person attends school has been the preferred method to operationalize educational level (EL). However, reading fluency (RF) has emerged as an alternative method that can define the quality of education. Objective: To compare the influence of the number of years of education with RF on the cognitive performance in a control sample. Methods: Fifty-six control participants with varying ages (17–87 years) and levels of education (3–19 years of formal schooling) were administered a neuropsychological scale along with an RF task. This scale measured attention, memory, language, executive functions, and constructional praxis. The RF task consisted of a short text. The score was the number of words read correctly per minute. Pearson’s r was used to compute correlations. Results: Results showed that RF had a higher correlation (0.53) than the years of schooling (0.38) with the scores of the neuropsychological scale. Conclusions: Reading fluency is a short, practical task that is easy to use in different languages and is a promising tool for EL assessment. It is also an adequate alternative to the reading of irregular words as a qualitative measure of EL.

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Reading processes of public and private middle school and high school students

de Oliveira,

Santos,

Capellini

2024

Psicol. Refl. Crít.

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Introduction Reading has been widely discussed, mainly due to the published results of international performance tests of schoolchildren. The gaps generated in literacy hinder the development of basic skills necessary for reading, which will have a negative impact on the teaching-learning process from elementary school to high school. This study aimed to compare the reading performance of the students in public and private schools through tests of the Brazilian reading processes-PROLEC-SE-R. Methods Cross-sectional study. The Brazilian adaptation of the PROLEC-SE-R was administered to 436 students: 221 from the state school (G1 6th year, n = 30; G2 7th year, n = 33; G3 8th year, n = 35; G4 9th year, n = 31; G5 1st year, n = 32; G6 2nd year, n = 30; G7 3rd year, n = 30) e 215 private schools (G8 6th year, n = 31; G9 7th year, n = 31; G10 8th year, n = 30; G11 9th year, n = 31; G12 1st year, n = 30; G13 2nd year, n = 31; G14 3rd year, n = 31). Tools of descriptive and bivariate analysis were used. Results Superior performance of the private school students on spelling tests helps their reading as evidenced by their scores for syntactic and semantic processes. When the knowledge of the use of the word in text, extraction of meaning and its understanding was needed, the difficulty of access to the mental lexicon of the studied population became evident. Conclusion The PROLEC-SE-R, in addition to establishing the reading profile of elementary and high school students, shows that the gaps in teaching and learning, which exist between public and private education in the literacy period, accompany students throughout the basic education cycle. Knowing the reading profile and in which process there is a disruption is important so that the teaching of specific strategies can be promoted throughout the entire schooling process, especially in primary and secondary education.

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Caracterização da fluência de leitura em escolares do Ensino Fundamental II

Cited by 5 publications

References 22 publications

Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures

Identification of struggling readers or at risk of reading difficulties with one-minute fluency measures

Reading fluency as a measure of educational level

Reading processes of public and private middle school and high school students

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