Fluência em leitura oral como avaliação diagnóstica de leitura de estudantes do 6º ano

Abstract

This study presents the results of the diagnostic assessment of reading of studentsin the 6th year of the Colégio de Aplicação of the Federal University of Sergipe (CODAP-UFS). The research is based on the theoretical framework of the reading model established by Machado (2018), which conceives reading in the processing of automaticity in the decoding of the written word, reading comprehension and comprehension monitoring. The objective was to carry out a diagnostic assessment of reading through an oral reading fluency test, identify the reader profile and contribute to reading assessment studies. We followed the Curriculum-Based Measurement method (DENO, 2003), which proposes to analyze reading processes in one minute of reading aloud. Reading collection took place through the oral readingfluency test, which consists of recording the participant's reading aloud in a reserved environment and individually (MACHADO, 2018). 55 students participated in the research, of these, 4 students are in profile 1, therefore, they still do not havethe specific ability to read, that is, they cannot decode words automatically. It means, then, that they are learning readers. The data also indicate that the largest number of students fit into profile 2 of reader. Even having a more advanced initial learning level of reading compared to profile 1, profile 2 is still not a fluent reader. Finally, it wasobserved that only 7 students denoted being the skillful reader profile -profile 3. Thus, we understand that the oral reading fluency test makes it possible to assess automaticity in decoding and provides data that give clues about the reader's understanding of the text reading. Clues that can be confirmed with the correlation between the fluency test and the Cloze test.