ABSTRACT
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