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

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...

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Detalles Bibliográficos
Autores principales: Martins-Reis, Vanessa de Oliveira, Pedroso, Dâmaris Alves de Araújo, de Almeida, Letícia Mendes, Pereira, Edlaine Souza, Alves, Luciana Mendonça, Celeste, Letícia Correa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Sociedade Brasileira de Fonoaudiologia 2023
Materias:
Original Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10547134/
https://www.ncbi.nlm.nih.gov/pubmed/37672411
http://dx.doi.org/10.1590/2317-1782/20232021251en
Descripción
Sumario: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.

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