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Desempenho De Escolares Do Ensino Fundamental I Em Fluência E Compreensão De Leitura
| Content Provider | Semantic Scholar |
|---|---|
| Author | Martins, Maíra Anelli |
| Copyright Year | 2013 |
| Abstract | For that to occur a good performance in reading, many cognitive processes are activated together with the skills necessary for this activity. Knowing the importance of improving the quality of education of students in relation to the development and learning of reading, aspects of a fluent reading are investigated. Thus this study aimed to characterize and relate the performance on fluency and reading comprehension and complementary characteristic for evaluation of reading used by teachers of the elementary school I. Participated in this study 97 students from 3 to 5 grade level of the public school of the Marilia City, Sao Paulo, Brazil, of both genders, aged of 7 years to 11 years and 11 months old, distributed in the following groups: Group I (GI): composed of 32 students from 3 grade level, Group II (GII): composed of 28 students from 4 grade level and Group III (GIII): composed of 37 students from 5 grade level. As procedure were realized to evaluate of the time for reading, prosody and text comprehension. The oral reading of a text and application of a test with multiple choice questions to evaluate the performance in the comprehension of the groups was recorded for later analysis. From the record we proposed to understand how a group of judges (professionally involved with the teaching of reading) perceived auditory the pauses made during the oral reading of the students, to proceed the analysis of the influence of prosodic constituents in reading and comprehension of the students. The results were statistically analyzed and revealed different conceptions and definitions about the concept pause between the judges and the researcher. The performance in reading fluency of the students was able to reveal aspects of the difficulties that present during the processing of reading. It was verified that the students of GI, showed performed worse when compared with GII and GIII, revealing that the measures used in the evaluation were effective in the identifying of differences between groups, evidencing profiles of fluent readers. In concordance between measures of fluency and comprehension, although we have found relations that varied from weak to moderate, considering the influence of various factors on the performance of the students and emphasize that this research was relevant because it explains the relationship between measures of fluency and comprehension. Thus it is expected that measures of fluency are added the evaluations of the reading of students of the elementary school I, complementarily. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio.unesp.br/bitstream/handle/11449/91229/martins_ma_me_mar.pdf;jsessionid=699A1AB359B6259FEF1EA1223FE4B266?sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
