Avaliação e intervenção em fluência de leitura oral em estudantes da educação básica com dificuldades de leitura

Abstract

Despite a growing body of national research assessing oral reading fluency, few Brazilian studies have investigated the impact of interventions targeting this skill in students with reading difficulties. International systematic reviews and meta-analyses have recently highlighted the potential of repeated reading and listening-while-reading interventions to support these learners. Grounded in the theoretical frameworks of Behavior Analysis, Special Education, and Speech-Language Pathology, this doctoral research aimed to investigate, through empirical studies, the oral reading fluency performance of students in Special Education or with specific educational needs, as well as the efficacy of intensive, individualized interventions, using a single-subject research design. The first study evaluated 14 students in Special Education or with specific educational needs, analyzing the number of words read correctly per minute, accuracy rate, total reading time, and comprehension through the CBM-Maze task. Results showed that 10 of the 14 participants exhibited oral reading fluency deficits relative to their grade level. The study emphasizes the importance of objective, individualized assessments to analyze students’ performance in oral reading fluency and related academic skills. The second study assessed the effects of repeated reading with error correction and listening-while-reading on oral reading fluency and comprehension among elementary and secondary students with difficulties in these areas, regardless of specific diagnoses. Five basic education students participated. A pre- and post-intervention experimental design was employed, along with an alternating treatment design to compare intervention conditions. Following the intervention sessions, all participants showed increased numbers of correctly read words compared to baseline measures. Both repeated reading with error correction and listening-while-reading produced similar effects on oral reading fluency, though repeated reading resulted in a higher average of accurately read words per minute. Reading comprehension improved for two participants and remained stable for the others. The procedures and findings have implications for the assessment, monitoring, and development of reading fluency interventions, particularly for students with neurodevelopmental disorders.