Compreensão leitora : possibilidades de avaliação ao término do ciclo de alfabetização.

Abstract

To investigate the level of reading and textual comprehension reached by subjects at the end of the literacy cycle was the proposal of this research. Through the use of nine data collection instruments, the profile was mapped and the main difficulties presented by 3rd year students from a public school in the municipal network of Santa Cruz do Sul were mapped. The tests verified the level of reading, according to the reference matrices of Provinha Brasil, the level of decoding and the level of phonological awareness, to verify how linguistic abilities are mobilized in the use of reading strategies and to identify the main difficulties of the students in relation to the reading comprehension and to the ability to produce inferences. Matters related to implicit informations imbricated in the act of reading were investigated, such as knowledge of the alphabetic principle, ability to decode, awareness of the sounds of the language and ability to manipulate these sounds, reading fluency, brain processing time to perform a task of reading and its relation with comprehension, ability to anticipate information, make inferences, identify textual clues and select those that are useful for understanding, considering the veracity or not of the predictions and inferences made during the reading. The results indicate that most of the subjects, at the end of the literacy cycle, can not produce inferences, nor do they master metallinguistic and / or metacognitive abilities, not reaching an understanding of what they read. Both the elaboration of the tests and the subsequent analysis of these, were supported by a large bibliographical research, anchored in Dehaene (2012), Morais (1996; 2013), Navas et al (2009), Seabra and Capovilla (2010), Siqueira (2006), Coscareli (1999, 2005), Pöppel (1987, 1991), Flôres (2014, 2016), Dell’isola (2011), Smith (1991), Kintsch and Rawson (2013), Marcuschi (2008; 2015), among others. The research points out some possible paths to the teaching of reading, in that it indicates where the main difficulties of the students are located. It brings important contributions to teachers and researchers in education, who are concerned with teaching and learning to read.