Desafios e estratégias para o desenvolvimento da fluência leitora: um estudo com alunos do Ensino Fundamental maior

Abstract

This study aims to analyze the levels of oral reading fluency of students in the final years of Elementary Education (6th and 9th grades) at a public riverside school in the municipality of Curralinho, in the state of Pará, as well as to identify school and out-ofschool factors that interfere with the development of this competence and to propose pedagogical intervention strategies. Grounded in socio-interactionist conceptions of language and reading, based on Textual Linguistics as proposed by Koch and Elias (2011), on the dialogism of Bakhtin/Volóchinov (2006), and on studies of reading fluency by LaBerge and Samuels (1974), Kuhn and Stahl (2003), and Machado (2018), the investigation understands fluency as the combination of three fundamental factors: speed, accuracy, and prosody, which are closely related to text comprehension. Methodologically, this is a mixed-methods study with a qualitative and quantitative approach, of an applied nature, developed through action research. Data were collected through oral reading tests, a socioeconomic questionnaire, and systematic observations, allowing for the classification of students’ reading fluency levels (high, medium, and low). The results show that a significant portion of the students presents marked difficulties in automatic decoding and reading expressiveness, which compromises text comprehension; this is especially evident in contexts marked by socioeconomic constraints, scarcity of reading materials, limited reading practice outside school, and long commuting times on school transportation. On the other hand, better performance was observed among students who maintain regular reading practices in out-of-school spaces, such as study groups linked to community religious institutions. Based on these findings, a proposal for pedagogical intervention is presented, aimed at strengthening oral reading fluency while considering the specificities of the riverside context. It is concluded that the systematic development of reading fluency in the final years of Elementary Education is an essential condition for improving text comprehension and aca