Fluência de Leitura, Reconhecimento de Palavras e Compreensão Leitora em Alunos do 4º ao 9º Ano do Ensino Fundamental: Revisão Sistemática

DOI:  https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10533

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Publicado: ene 23, 2023
Edição: v. 40 n. 3 (2022): Avances en Psicología Latinoamericana
Seção Artículos


Palavras-chave: competência de leitura compreensão de leitura fluência aprendizagem

Conteúdo do artigo principal

Autores

  Gabriel Rodriguez Brito
Universidade Presbiteriana Mackenzie
  Camila F. Ribeiro
Universidade Presbiteriana Mackenzie
  Patricia L. D. Fernandes
Universidade Presbiteriana Mackenzie
  Bruna O. Julião
Universidade Presbiteriana Mackenzie
  Rauni J. R. Alves
Universidade Presbiteriana Mackenzie
  Alessandra G. Seabra
Universidade Presbiteriana Mackenzie

Resumo

O processamento da leitura é resultado da interação de distintos processos cognitivos, como reconhecimento de palavras, compreensão oral e fluência. Há evidências sobre a importância da fluência para predizer a compreensão de leitura, mas ainda não é claro seu papel ao longo do desenvolvimento. Essa revisão sistemática analisou estudos nacionais e internacionais sobre a relação
das habilidades de reconhecimento de palavras
e fluência de leitura com a compreensão de leitura em alunos do 4º ao 9º ano. A revisão foi conduzida de
acordo com a metodologia prisma e utilizou a base
de dados PubMed, de 2000 a setembro de 2019. Foram incluídos artigos que respondiam à pergunta norteadora e atendiam à temática estabelecida pelos descritores e palavras-chave. Foram encontrados 992 artigos, dos quais 904 foram excluídos pelo título e resumo e 56 pela leitura do texto completo. Isto possibilitou a análise de 32 artigos. Os resultados sugerem que, diferentemente do reconhecimento de palavras, a habilidade de fluência de leitura tende a manter relação significativa com a compreensão de leitura no decorrer do segundo ciclo do Ensino Fundamental.

Como Citar
Rodriguez Brito, G., F. Ribeiro, C., L. D. Fernandes, P., O. Julião, B., R. Alves, R. J., & G. Seabra, A. (2023). Fluência de Leitura, Reconhecimento de Palavras e Compreensão Leitora em Alunos do 4º ao 9º Ano do Ensino Fundamental: Revisão Sistemática. Avances En Psicología Latinoamericana , 40(3), 1–20. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.10533
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