Avaliação de leitura: escala de fluência baseada em textos narrativos
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Conteúdo do artigo principal
O objetivo deste artigo é aplicar uma escala de fluência subjetiva a fim de determinar se esta modalidade de avaliação é uma ferramenta eficiente para avaliar a fluência da leitura. Uma amostra de crianças argentinas do 5º ano da escola primária foi avaliada com uma tarefa ad hoc de compreensão de leitura silenciosa (TCL), uma tarefa estandardizada de leitura de palavras (TL) e uma tarefa de leitura em voz alta para avaliar a fluência com a Escala de Fluência de Leitura para Textos (EFT). Os dados obtidos através da aplicação do EFT foram analisados e comparados com as pontuações das tarefas CL e TL. Primeiro, foi realizada uma análise de correlação que constatou que a pontuação total da EFT e cada uma das categorias no desenho da EFT estavam significativamente associadas umas às outras e às pontuações de TL e TCL dos participantes. Depois, para estabelecer se o EFT pode diferenciar entre sujeitos com diferentes níveis de compreensão, a amostra foi dividida em dois grupos de acordo com o seu desempenho no TCL e foi realizada uma análise de contrastes para meios relacionados, indicando diferenças na pontuação global e nas diferentes categorias de EFT entre os grupos de alta e baixa compreensão. Estes resultados sugerem que o EFT é uma ferramenta fiável para a avaliação da fluência da leitura em contextos educativos e clínicos e é um instrumento sensível para detectar diferenças no desempenho da compreensão da leitura.
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