Navegando por Autor "MOUTINHO, Michell Gadelha"

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Fluência em leitura oral, compreensão e hábitos de leitura: influência da leiturabilidade no desempenho em textos narrativos e informativos
(Universidade Federal do Pará, 2024-05-08) MOUTINHO, Michell Gadelha; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119; https://orcid.org/0000-0001-5699-1470
This research aims to investigate, from two dimensions of oral reading fluency (rate and accuracy), the performance of 6th and 9th graders from public and private schools from Belém in reading narrative and informative texts (extracted from textbooks adequate for both grades) with different Readability levels. Moutinho (2016) noticed in his research that students’ performances in relation to accuracy in oral reading of both types is distinct, confirming previous researches (PAIGE et al., 2015). To evaluate more deeply these performances, it was used Curriculum-based measurement (CBM), which states that 1-minute oral reading is enough to assess global performance in reading. However, it was necessary to establish if the texts used to the assessment were actually adequate to the development level of students. Moutinho e Picanço (2022) observed that there is a great difference in textual complexity in texts from textbooks used for 5th to 9th grades. Considering this, in order to manage to more reliably evaluate students’ performance, the Flesch Readability Index was used, adapted to Portuguese (MARTINS et al., 1996) with the tool Coh-Metrix (SCARTON; ALUÍSIO, 2010). The research was conducted in seven schools from Belém’s metropolitan region, four private and three public schools. Each student read two narrative and two informative texts, one simpler and another more complex from each type, according to the Flesch Index. Moreover, to measure students’ comprehension, at the end of each oral reading, participants retold what they had read in the texts and also told, in a semi-structured interview, their reading habits. Results were divided according to the different tasks. To assess reading rate and accuracy, it was observed that both grades are below the stipulated level set up by research and official institutions. There was a difference between narrative and informative text reading for the 6th grade, whereas for the 9th grade the differences were inverted, as the complex texts been read with better performance than the simple ones. In the comprehension task, results show that many of the students had difficulty in retelling what they had read, especially for the 9th grade, which mentioned less propositions than the 6th grade. Regarding the reading habits, most of the students from both grades stated they read at home and are encouraged to read. Both the comprehension task and the statements from reading habits interview had no statistically significant correlation with their performance related to the accuracy performance, though data may suggest possibilities for intervention which can encompass all three variables, so that they promote development in reading performance.
Acesso aberto (Open Access)
A precisão na fluência em leitura oral: avaliando a leitura de alunos do 6º ano do Ensino Fundamental
(Universidade Federal do Pará, 2016-03-09) MOUTINHO, Michell Gadelha; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119
This study aims at examining students’ performance levels in oral reading accuracy. 46 sixthgraders from four schools – two public and two private –participated voluntarily in the study, which took place in Belém – Pará. The work intends to contribute to discussions about reading assessment, since Pará students’ performance in national and international exams, such as Prova Brasil, Enem and PISA, has been below the expectations. In order to achieve this goal, we followed the Curriculum-based measurement method, proposed by Deno (1985), which considers one-minute of oral reading to be enough to analyze and determine the students’ major difficulties in a more specific way, in this case, accuracy in word decoding. Oral reading samples were collected in two visits, which took place in the beginning and the end of 2015 school year. The analysis was based on the levels of performance for word decoding accuracy (RASINSKI, 2004), accuracy rate and self-correction rate. The results show a difference between students’ performance from public and private schools, in that the latter reached better levels than the former. Moreover, we also analyze the types of errors that students mostly make in reading aloud, which were substitutions (usually driven by lexemic similarity, graphic similarity, pluralization/singularization and influence of the context) and pronunciation (especially driven by lack of knowledge about phoneme-grapheme relations, deletion of word sounds and misplacement of stress position). These errors exhibited different manifestations and were the ones with a major impact on reading comprehension. We conclude that the difficulty in word decoding is more frequent in public schools, thus, if nothing is done to solve these problems, these students will continue to recede in their reading skills.