Identificação de alunos em risco de apresentarem dislexia: um estudo sobre a utilização da monitorização da fluência de leitura num contexto escolar

Mendonça, Rosa Filipa Ferreira de; Martins, Ana Paula Loução

doi:10.1590/s1413-65382014000100002

Cited by 3 publications

(2 citation statements)

References 11 publications

(13 reference statements)

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“…Therefore, the method of assessing a measure of ORF in given passages can be used to assess student progress in reading fluency competence; to predict and compare students’ performance with peers or benchmarks (since their performance is compared over time) as well as conduct individual assessments; set annual goals; assess the effectiveness of intervention programs; develop standards for the class, school, and/or region; identify students at risk of dyslexia or in need of further intervention; and serve as the initial source of data collection in the response-to-intervention model (Mendonça & Martins, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

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: 99%

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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“…Estudos longitudinais realizados com escolares regulares (sem deficiências) do Ensino Fundamental demonstraram evolução das variáveis de fluência de leitura, no monitoramento de escolares, sendo importante na detecção de escolares com dificuldades de aprendizagem (Arnesen et al, 2017;Mendonça, 2013;Lopes et al, 2015).…”

Section: Introductionunclassified

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

Pereira

Alves

Martins-Reis

et al. 2021

Rev. bras. educ. espec.

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RESUMO: A fluência de leitura é tida como uma meta no desenvolvimento da leitura oral e pode, de forma mais rápida e objetiva, indicar a evolução do desempenho dos estudantes. A Base Nacional Comum Curricular do Brasil prevê que, entre o 3º e 5º ano do Ensino Fundamental, o escolar deve ler de forma autônoma e fluente com textualidade adequada. Assim sendo, o objetivo deste estudo é verificar se a fluência leitora pode ser utilizada como um indicador de competência com o avanço do ano letivo para os estudantes do Ensino Fundamental I. Trata-se de um estudo observacional, longitudinal e descritivo. Participaram 36 crianças matriculadas do 3º ao 5º ano do Ensino Fundamental, sendo 18 do público-alvo da Educação Especial ou contemplados pela política no Distrito Federal, Brasil. A fluência de leitura textual foi avaliada com intervalo de cinco meses com as variáveis Taxa de leitura e Acurácia. A comparação intergrupo demonstrou resultados superiores para o Grupo de Controle em ambas a variáveis, já a intragrupo indicou evolução estatisticamente significante somente para o Grupo de Interesse. Foi desenvolvido o Coeficiente de Progressão, cujos resultados mostraram evolução nas medidas de fluência de leitura. Assim, a fluência de leitura parece ser um indicador de competência de leitura para a Educação Especial.

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Perspectives and Challenges in the Quality of Brazilian Education

Soares Brasileiro da Silva,

Geraldo Leite Mororó,

Joseny Ferreira da Silva

et al. 2024

GEI

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Education being the mainspring of a whole country takes center stage in the current social, political and economic context. However, remnants of a bourgeois and pseudo-democratic education are still present in the ideals of education professionals. Brazil, even with its educational system expanding at all levels, still presents great difficulties in the quality of teaching and in terms of its efficiency. As a whole, the needs of Brazilian education are not very different, in the use of creating effective mechanisms that correct educational problems and the efficient use of public resources to achieve quality education for all. On the other hand, education brings in its essence the possibility of building new paradigms and educational practices aimed at building a just and truly democratic society, as a privileged field for political and ideological interventions. The study suggests some axes of a transformation agenda, examining Brazilian education as a whole and recent educational policies: historical participation of the Jesuits in Brazil; Sociopolitical Panorama of Public Education; Policy and its educational systems; A perspective of transformation of education and the important liberating role for the educational process in public policies. Today, the effective, autonomous and critical work of the school context are permeated by reflectivity, diagnosing a role of extreme importance in the process of constructing critical and reflective educational awareness. The educational and transformative make aware of the ideologies that determine the educational and social processes, breaking with high numbers of illiteracy that oppresses reason.

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Identificação de alunos em risco de apresentarem dislexia: um estudo sobre a utilização da monitorização da fluência de leitura num contexto escolar

Cited by 3 publications

References 11 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

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

Perspectives and Challenges in the Quality of Brazilian Education

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