Leitura em voz alta em interfaces com a fluência leitora: uma experiência do PIBID-UFAL

Abstract

This study aims to reflect on the contributions of reading aloud to the development of reading fluency among fifth-grade elementary school students, based on experiences carried out within the Institutional Program for Teaching Initiation Scholarships (PIBID), at the Pedagogy Teaching Initiation Center (NID) of the A. C. Simões Campus, Federal University of Alagoas. The research was conducted in a public municipal school in Maceió, Alagoas, Brazil, using a qualitative action research approach that combined classroom observation, pedagogical intervention, and analysis of the results obtained. Initially, classroom observations and reading fluency assessments were carried out to identify students' needs related to reading fluency. Subsequently, pedagogical interventions focused on reading aloud were implemented, as they promote aspects such as expressiveness and prosody. Among the activities developed, the reading and recitation of a poem stood out. After the interventions, a second reading fluency assessment was conducted, and the results showed improvements in students' performance, particularly in reading speed, confidence, and intonation. The findings indicate that reading aloud is an important pedagogical strategy for strengthening reading fluency, contributing to the development of more proficient, autonomous, and engaged readers. Furthermore, the study highlights the relevance of PIBID in fostering closer collaboration between the university and public schools, promoting meaningful educational experiences for both pre-service teachers and elementary school students.