Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school

Purpose  to verify whether fluency and reading comprehension vary throughout the third year of elementary school and can be used as performance indicators in reading.

Methods  this is a prospective longitudinal study. 53 children participated in the study, regardless of gender. Four assessments were carried out throughout the year, using the LEPIC software to record the reading made by the children, recording reading errors, as well as the answers to questions regarding comprehension.

Results  there was an evolution of reading fluency and literal comprehension throughout the tests, but not in inferential comprehension.

Conclusion  reading fluency and literal comprehension are good performance indicators in the third year of elementary school.

Keywords:
Language; Reading; Educational Status; Students; Learning