Navegando por Assunto "Leitura oral"

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Acesso aberto (Open Access)
A estratégia da velocidade na fluência da leitura oral: um diagnóstico em seis escolas da Região Metropolitana de Belém
(Universidade Federal do Pará, 2015-05-08) OLIVEIRA, Elisangela Ribeiro de; PICANÇO, Gessiane Lobato; http://lattes.cnpq.br/8504849027565119
The study aimed to identify the level of fluency of oral reading, from the velocity component which the provides data on the reading proficiency of students, the second year of high school, six public schools in Belém (PA) in 2013. We used a standard and specific method called Measurement-Based (DENO, 1985), which evaluates the measured reading speed of a subject, which is calculated by subtracting the total errors of the total words read correctly in one minute. This research was conducted with the participation of 76 students in order to observe if they read a fragmented way or in large groups of words and reading can flow smoothly, with a good level of recognition vocabulary. During conducting the research, it was found considerable information taken from the reading samples. Most of students have shown that their reading fluency is way bellow of the expected for the high school students. The majority demonstrated to have a suitable reading still for the beginning of the 9th grade and the other half of the students got proper reading yet for the 6th grade, and some students less than that. According of reading analysis by the CBM method, it is a result of little knowledge of the vocabulary, failures in automatic recognition of words, causing much slowness and hesitation in reading, which may contribute to failures in students understanding.
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.