DESEMPENHO DE ESCOLARES DO ENSINO FUNDAMENTAL I EM FLUÊNCIA E COMPREENSÃO DE LEITURA

摘要: For that to occur a good performance in reading, many cognitive processes are activated together with the skills necessary for this activity. Knowing importance of improving quality education students relation development and learning aspects fluent reading investigated. Thus study aimed characterize relate on fluency comprehension complementary characteristic evaluation used by teachers elementary school I. Participated 97 from 3 5 grade level public Marilia City, Sao Paulo, Brazil, both genders, aged 7 years 11 months old, distributed following groups: Group I (GI): composed 32 level, II (GII): 28 4 III (GIII): 37 level. As procedure were realized evaluate time prosody text comprehension. The oral application test multiple choice questions groups was recorded later analysis. From record we proposed understand how group judges (professionally involved teaching reading) perceived auditory pauses made during students, proceed analysis influence prosodic constituents students. results statistically analyzed revealed different conceptions definitions about concept pause between researcher. able reveal difficulties present processing reading. It verified GI, showed performed worse when compared GII GIII, revealing measures effective identifying differences groups, evidencing profiles readers. In concordance comprehension, although have found relations varied weak moderate, considering various factors emphasize research relevant because it explains relationship is expected added evaluations I, complementarily.