Reading skills in the literacy stage (grades 1-3): an analysis on equality of knowledge

Naira Muylaert Alicia Bonamino Hilda Micarello About the authors


Considering the concept of equality of knowledge, the present study analyzes the variation in the percentage of correct answers given by 7,781 third-grade students (primary education) in the state of Espírito Santo, Brazil, on items considered difficult in the PAEBES-Alfa cognitive test administered in the 2014. The variation in the rate of correct answers was analyzed for two groups examined: high and low-performance classes. Of the set of skills assessed, five were analyzed for their degree of complexity, considering the linguistic aspects involved in their development. Our results indicate that the correct-answer rate variation between the classes is relatively small, thus suggesting that the acquisition of knowledge is relatively equitable. As for the most complex skills, low correct-answer rates were found for both groups of students. This reveals that most of the students in both high and low-performance classes did not consolidate their learning of more complex skills in the literacy stage (grades 1-3) of Brazilian primary education.

Reading skills assessment; Equality of knowledge; Educational inequalities

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