Alunos em risco na fluência da leitura
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Abstract
Este estudo teve por finalidade conhecer o impacto da variável risco nas trajetórias do nível da identificação de fonemas, grafemas e fluência leitora desde o final do pré-escolar ao final do 1.º ano do Ensino Básico. Recolhemos dados com provas de monitorização com base no currículo junto de - 22 crianças de um agrupamento Português. Concluímos que para a fluência do som e o nome das letras a diferença entre os alunos em risco e os que não estão em risco diminui ao longo do tempo; enquanto a diferença para os resultados da fluência da leitura aumenta.
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