Práticas de leitura: uma análise dos resultados da avaliação de fluência e compreensão leitora de alunos do 2º ano do ensino fundamental anos iniciais

• Ano de defesa: 2025
• Autor(a) principal: Garcia, Elcimar Aparecida dos Reis
• Outros Autores: https://orcid.org/0009-0003-4069-449X
• Orientador(a): Vieira, Mauricéia Silva de Paula
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Faculdade de Filosofia, Ciências Humanas, Educação e Letras (FAELCH)
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• País: brasil
• Palavras-chave em Português: Práticas de leitura; Fluência leitora; Compreensão leitora; Leitura; Literacy; Reading; Reading comprehension; Letramento e alfabetização
• Área do conhecimento CNPq: Educação

Reading is a complex language practice that involves both cognitive and sociocultural factors. This practice requires the individual to actively work to construct meaning(s) from a body of acquired knowledge. To read proficiently, it is also necessary to develop skills such as speed, expressiveness, and automatic recognition. Therefore, knowing how to read fluently and understand texts is the basis for citizens to participate in the social practices of reading and writing that permeate their daily lives. Observing the results of external assessments (CNCA, 2024, SIMAVE, 2024) of literacy and reading fluency in recent years, it is noticeable that a large percentage of students fail to reach the expected level of reading fluency for the 2nd year of elementary school. Fluency can therefore be understood as an indicator of the development of reading proficiency. In this direction, this research discusses the results of reading and fluency assessments, considering the results of the latest reading fluency assessment test (CNCA/2024) of 2nd-grade students from a Municipal School in Minas Gerais, and seeks to understand the role of fluency development in the formation of a proficient reader. The theoretical framework discusses fluency and reading strategies and their importance for the process of acquiring fluent reading and reading comprehension, based on the research of Soares (2020), Silva (2005), Meggiato, Puliezi (2017), Kasinsky (2012), Ribeiro (2015), Kleiman (2022), and Solé (1998). It is a qualitative, exploratory, and document analysis research. The results indicated that the vast majority of students failed to acquire reading fluency, being classified as pre-readers – who do not read – and beginning readers who exhibit slow, syllabic reading, often ignoring punctuation, precision, and expressiveness. As an educational product, a 40-hour course was developed, containing 16 hours of synchronous activities and 24 hours of asynchronous activities, for teachers and education specialists, on the theme of reading: fluency and reading comprehension in literacy classrooms. It is hoped that this research can contribute to reflections on the topic and provide support to teachers and other professionals dedicated to studying reading fluency and comprehension.