Departamento de Fonoaudiologia, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Programa de Pós-graduação em Ciências Fonoaudiológicas, Faculdade de Medicina, Universidade Federal de Minas Gerais - UFMG - Belo Horizonte (MG), Brasil.
Codas. 2021 Jul 12;33(5):e20200168. doi: 10.1590/2317-1782/20202020168. eCollection 2021.
To verify the influence of schooling on reading speed measures in Elementary School and Junior High, also aims to explore the levels of accuracy of the variables of reading speed in the epidemiological investigation stages of cases.
535 students from the 2nd to the 9th grade from a private school and a state school system participated in the study. The oral reading of a simple text was evaluated in the following parameters: words read per minute and correctly words read per minute. Descriptive statistics and T-test measures with the significance of 5% were conducted, besides the z-score, standardized and individual.
The results corroborate the literature review which shows an increase in reading speed with the progression of schooling. The reading fluency was presented in the construction process between the 2nd and 7th grades, with stabilization from the 7th year. A more fluent and homogeneous reading was sedimented between the 7th and 9th grades. The study proposes the interpretation of the findings with scales suggestive of the deficit using the z-score. The data are stratified from values suggestive of significant deficit to non-suggestive, with a total of five strata. The stratification allows a clearer reference on which point the scholar found in the expected ranges for their schooling.
The measures of the expected values according to schooling are essential for better-quality knowledge of reading development, to provide reference standards for adequate monitoring in the clinical and educational sphere and prediction of reading skills and difficulties.
验证学校教育对小学和初中阅读速度测量的影响，同时旨在探讨阅读速度变量在病例流行病学调查阶段的准确性水平。
从一所私立学校和一所州立学校系统的 2 年级到 9 年级的 535 名学生参与了这项研究。在以下参数中评估了简单文本的口头阅读：每分钟阅读的单词数和每分钟正确阅读的单词数。进行了描述性统计和 T 检验，置信水平为 5%，还进行了 z 分数、标准化和个体分数。
结果证实了文献综述，表明随着学校教育的进展，阅读速度会提高。阅读流畅性在 2 年级和 7 年级之间的构建过程中呈现，从 7 年级开始稳定。在 7 年级和 9 年级之间，阅读更加流畅和均匀。该研究提出了使用 z 分数解释有缺陷的发现的建议。数据分层为有缺陷的建议值和非建议值，总共有五个层次。分层可以更清楚地了解学生在其学校教育预期范围内的位置。
根据学校教育制定的预期值测量对于更好地了解阅读发展至关重要，为临床和教育领域的适当监测提供参考标准，并预测阅读技能和困难。
