Gentilini Lorene Karoline Silva, Andrade Marina Emília Pereira, Basso Fabiane Puntel, Salles Jerusa Fumagalli de, Martins-Reis Vanessa de Oliveira, Alves Luciana Mendonça
Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Universidade Federal do Rio Grande do Sul - UFRGS - Porto Alegre (RS), Brasil.
Codas. 2020 Mar 2;32(2):e20190015. doi: 10.1590/2317-1782/20192019015. eCollection 2020.
The study presents the process of developing of an instrument for collective evaluation of reading fluency and comprehension of secondary elementary school students in grades 6-9 and verifies the effect of schooling on performance in the instrument.
100 students regularly enrolled in grades 6-9 in secondary elementary public schools participated in the study. The construction of the instrument involved seven steps, with the participation of two judges. The instrument was composed of narrative text appropriate for secondary elementary school students and for 10 multiple choice questions, which five were literal questions and five were inferential questions.
The results showed a better performance for the participants with higher schooling in fluency and in reading comprehension. The reading fluency presented positive and moderate correlations with the reading comprehension.
The instrument is easy to apply and analyze, and can be used in clinical, educational and research context to measure the performance of students in grades 6-9 in fluency and reading comprehension.
本研究展示了一种用于集体评估六年级至九年级初中学生阅读流畅性和阅读理解能力的工具的开发过程，并验证了学校教育对该工具测试表现的影响。
100名在公立初中六年级至九年级正常就读的学生参与了本研究。该工具的构建涉及七个步骤，有两名评委参与。该工具由适合初中学生的叙事文本和10道多项选择题组成，其中五道是字面问题，五道是推理问题。
结果显示，受教育程度较高的参与者在流畅性和阅读理解方面表现更好。阅读流畅性与阅读理解呈正相关且相关性中等。
该工具易于应用和分析，可用于临床、教育和研究环境，以测量六年级至九年级学生在流畅性和阅读理解方面的表现。
