A avaliação da competência leitora entre alunos do quinto ano do ensino fundamental por meio de protocolos verbais de leitura

Abstract

In our region, although concerning, it has become common for many 5th-grade students in elementary school to reach this grade with reading deficiencies. In fact, in our public schools, there is a worrying number of students who complete the 4th grade without the expected reading proficiency for this stage of schooling, justifying the need for reading competence assessments to be conducted by teachers. This dissertation reports a study conducted to assess the reading competence of 10 5th-grade students in a public school in the municipality of São Caetano, located in the Agreste region of Pernambuco. The interpretative research used the verbal reading protocol technique to assess skills such as word recognition speed, decoding, vocabulary knowledge, and comprehension of a text appropriate to the students’ level and sociocultural background. The use of the verbal reading protocol also served to determine the extent to which remediation efforts should be undertaken to help these children address possible deficiencies. In fact, through the use of the verbal reading protocols, it was possible to identify both strengths and weaknesses in word recognition and decoding, which directly impacted the students’ ability to adequately comprehend the given text. To support the research, we referred to theories and studies by various authors, such as Solé (1998) and Rocha et al. (2009), who emphasize the practice of strategies in teaching reading, and Mingues (2007), who highlights the role of the school in fostering a love for reading. With Piovesan (2008) and Marcuschi (2004), we addressed the complexity of reading comprehension, while Souza and Rodrigues (2008) and Leffa (1999) guided us regarding assessment methods, such as verbal protocols and meaningful reading tasks. Tomitch (2003, 2007), among other authors, stressed the importance of the use, validity, and reliability of these methods to enhance reading skills. Finally, the results showed the need to implement remediation actions focused on problematic skills, with practices targeting word recognition and specific activities to improve students' reading comprehension.