Fluência de leitura
da teoria à prática pedagógica
Palavras-chave:
Alfabetização, Ensino da Leitura, Fluência de Leitura
Resumo
O interesse pela fluência de leitura intensificou-se após o relatório do National Reading Panel (2000), com repercussões na investigação e nas políticas educativas de muitos países. Na primeira parte deste artigo, é efetuada uma análise das componentes do Modelo Simples de Leitura, sendo apresentada uma breve síntese da investigação sobre o contributo da fluência para o desempenho em leitura. Na segunda parte, são descritas práticas pedagógicas eficazes, dando exemplos para a sua operacionalização em sala de aula, no contexto da língua portuguesa. Defende-se que esta operacionalização seja feita por infusão curricular, atendendo a um conjunto de premissas: a) ser efetuada de forma sistemática; b) ser implementada de modo a evitar ao máximo a exposição pública de leitores ainda muito pouco fluentes; c) recorrer a textos com potencial motivador e adequados ao nível de proficiência que vai sendo sucessivamente atingido pelos alunos. A proposta articula teoria e prática numa perspetiva didática.
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Referências
BANDURA, Albert. Social learning theory. Englewood Cliffs, NJ: Prentice-Hall, 1977.
BOGAN, Barry; BELL, Douglas. Fluency in early childhood: Contributions from the research to support emerging and struggling readers. International Journal for Innovation Education and Research, Bangladesh, v. 3, n. º 12, p.111-121, 2015. Disponível em:
10.31686/ijier.vol3.iss12.492 . Acesso em: 07 de jul. 2025.
BORGES, Miguel; VIANA, Fernanda Leopoldina. Ouvintes sortudos. Um programa de promoção da fluência em leitura – 2.º ano. Lisboa: Ministério da Educação-Programa Nacional de Promoção do Sucesso Escolar, 2020. Disponível em: https://pnpse.min-educ.pt/estudo5. Acesso em: 18 nov. 2021.
CUNHA, Vera Lúcia; MARTINS, Maíra Anelli; CAPELLINI, Simone Aparecida. Relação entre fluência e compreensão leitora em escolares com dificuldades de aprendizagem. Psicologia: Teoria e Pesquisa, Brasil, v. 3, p. 1-8, 2017. Acesso em: https://doi.org/10.1590/0102.3772e33314. Acesso em: 07 de jul. 2025.
DEENEY, Theresa. One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, U.A.S., v. 63, n.º 6, p. 440-450, 2010. DOI:10.2307/25615834
DOLEAN, Dacian; LERVÅG, Arne; VISU-PETRA, Laura; MELBY-LERVÅG, Monica. Language skills, and not executive functions, predict the development of reading comprehension of early readers: Evidence from an orthographically transparent language. Reading and Writing, Netherlands, v. 34, p. 1491-1512, 2021. DOI: 10.1007/s11145-020-10107-4
FENTY, Nicole; CANDACE, Mulcahy, C.; WASHBURN, Erin. (2015). Effects of computer-assisted and teacher-led fluency instruction on students at risk for reading failure. Learning Disabilities: A Contemporary Journal, U.S.A., v.13, n.º 2, p. 141-156, 2015.
FERREIRA, Albertina; RIBEIRO, Iolanda; VIANA, Fernanda Leopoldina. Avaliação de um programa de intervenção na fluência de leitura. Revista Iberoamericana de Educación, México, v. 59, n.º 4, p. 1-13, 2012.
FUCHS, Douglas; FUCHS, Lynn; BURISH, Pamela. Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, U.S.A., v. 15, n.º 2, p. 85-91, 2000. DOI:10.1207/SLDRP1502_4. Acesso em: 06 de jul. 2025.
GOUGH, Philip; TUNMER, William. Decoding, reading, and reading disability. Remedial and Special Education, U.S.A., v. 7, n.º 1, p. 6-10, 1986. Disponível em: http://dx.doi.org/10.1177/074193258600700104. Acesso em: 08 de jul. 2025.
HOOVER, Wesley; GOUGH, Philip. The simple view of reading. Reading and Writing, Netherlands, v. 2, p. 127-160, 1990. DOI:10.1007/BF00401799.
HOOVER, Wesley; TUNMER, William. The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning. Literacy Studies 20, 2020. Switzerland: Springer. DOI:10.1007/978-3-030-44195-1_5
HICKMANN, Girlane Moura; BRAZ, Elaine Doroteia Hellwig; GUIMARÃES, Sandra Regina Kirchner. Fluência e compreensão textual: uma revisão sistemática. Educa – Revista Multidisciplinar em Educação, Porto Velho, v. 8, p. 1–22, 2021. Disponível em: https://doi.org/10.26568/2359-2087.2021.4777. Acesso em: 08 de jul. 2025.
JOHNS, Jerry. Basic reading inventories (10th Ed.). Dubuque, IA: Kendall Hunt, 2008.
JOHNS, Jerry; BERGLUND, R. L. Fluency: Differentiated interventions and progress-monitoring assessments. Dubuque, IA: Kendall Hunt, 2010.
KIM, Young-Suk. Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, U.K., v. 21, p. 310-333, 2017. DOI:10.1080/10888438.2017.1291643
KIM, Young-Suk; WAGNER, Richard. Text (oral) reading fluency as a construct in reading development: an investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, U.K., v. 19, n.º 3, p. 224-242, 2015. DOI: 10.1080/10888438.2015.1007375
KUHN, Melanie; RASINSKI, Timothy; YOUNG, Chase. The best practices in fluency instruction. In: MORROW, Lesley Mandel; GAMBRELL, Linda (Eds.), Best practices in literacy instruction (6th ed). Guilford Press, 2018, p. 271-288.
LEE, Jiyeon.; YOON, So Yoon. The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, U.S.A., v. 50, n.º 2, p. 213-224, 2017. DOI:10.1177/0022219415605194
LERVÅG, Arne; HULME, Charles; MELBY-LERVÅG, Monica. Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development, U.S.A., v. 89, n.º 5, p. 1821-1838, 2017. DOI: 10.1111/cdev.12861
L.R.R.C.; CHIU, Y. D. The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills. Remedial and Special Education, U.S.A., v. 39, n.º 5, p. 289-303, 2018. DOI:10.1177/0741932518762055
MONTEIRO, Carla; VIANA, Fernanda Leopoldina. Falar, ouvir e ler: um programa para o desenvolvimento da linguagem oral. Letrônica, Brasil, v. 14, n.º 2, p. 1-16, 2021. DOI: 10.15448/1984-4301.2021.2.38500.
MONTGOMERIE, Robert; LITTLE Steven; AKIN-LITTLE, Angeleque. Video self-modeling as an intervention for oral reading fluency. New Zealand Journal of Psychology, New Zealand, v. 43, p. 18-27, 2014. DOI: 10.1037/e615362013-001
NATIONAL READING PANEL [NRP]. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. S. Government Printing Office, 2000. Disponível em: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf. Acesso em: 18 nov. 2021.
PADELIADU, Susana; ANTONIOU, Faye. The relationship between reading comprehension, decoding, and fluency in Greek: a cross-sectional study. Reading & Writing Quarterly, U.K., v. 30, n.º 1, p. 1-31, 2014. DOI: 10.1080/10573569.2013.758932
PETSCHER, Yiaccov; KIM, Young-Sung. The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, U.K.,v. 49, n.º 1, p. 107-129, 2011. DOI: 10.1016/j.jsp.2010.09.004
PRICE, Katherine et al. The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, U.K.,v. 37, n.º 2, p. 167-210, 2015. DOI: 10.1080/02702711.2015.1025118
PULIEZI, Sandra; MALUF, Maria Regina. A fluência e sua importância para a compreensão da leitura. Psico-USF, Brasil, v. 19, n.º 3, p. 467-475, 2014. DOI:10.1590/141382712014019003009
RAND-READING STUDY GROUP. Reading for understanding toward an R&D program in reading comprehension. Santa Mónica, CA: RAND Corporation, 2002.
RASINSKI, Timothy (Ed.). Essential readings on fluency. Newark, DE: I.R.A, 2009.
RASINSKI, Timothy. The fluent reader (2nd Ed.). New York: Scholastic, 2010.
RASINSKI, Timothy et al. Reading Fluency. In: KAMIL, Michael; PEARSON, David; MOJE, Elizabeth; AFFLERBACH, Peter (Eds.), Handbook of Reading Research, Vol. IV. Philadelphia, PA: Routledge, 2011. p. 286-319.
RASINSKI, Timothy; PADAK, Nancy. From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Boston, MA: Pearson, 2008.
RIPOLL, Juan; AGUADO, Gerardo; CASTILLA-EARLS, Anny Patricia. The simple view of reading in elementary school: a systematic review. Revista de Logopedia, Foniatría y Audiología, Espanha, v. 34, n.º 1, p. 17-31, 2014. DOI: org/10.1016/j.rlfa.2013.04.006
ROBSON, Cathy; BLAMPIED, Neville; WALKER, Lawrence Edward. Effects of feedforward video self-modelling on reading fluency and comprehension. Behaviour Change, U.K., v. 32, n.º 1, p. 46-58, 2015.
SPEAR-SWERLING, Louise; STERNBERG, Robert. What science offers teachers of reading. Learning Disabilities Research & Practice, U.S.A., v. 16, p. 51-57, 2001. DOI:10.1111/0938-8982.00006
STEVENS, Elizabeth; WALKER, Melodee; VAUGHN, Sharon. The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, U.S.A., v. 50, n.º 5, p. 576-590, 2017. DOI:10.1177/0022219416638028
SUCENA, Ana; CASTRO, São Luís; SEYMOUR, Philip. Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese. Reading and Writing, Netherlands, v. 22, n.º 7, 791–810, 2009. DOI:10.1007/s11145-008-9156-4
THERRIEN, William. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, U.S.A., v. 25, n.º 4, p. 252-261. DOI:10.1177/07419325040250040801
VEENENDAAL, Nathalie; GROEN, Margriet;VERHOEVEN, Ludo. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, U.K., v. 38, n.º 3, p. 213-225, 2015. DOI: 10.1111/1467-9817.12024
BOGAN, Barry; BELL, Douglas. Fluency in early childhood: Contributions from the research to support emerging and struggling readers. International Journal for Innovation Education and Research, Bangladesh, v. 3, n. º 12, p.111-121, 2015. Disponível em:
10.31686/ijier.vol3.iss12.492 . Acesso em: 07 de jul. 2025.
BORGES, Miguel; VIANA, Fernanda Leopoldina. Ouvintes sortudos. Um programa de promoção da fluência em leitura – 2.º ano. Lisboa: Ministério da Educação-Programa Nacional de Promoção do Sucesso Escolar, 2020. Disponível em: https://pnpse.min-educ.pt/estudo5. Acesso em: 18 nov. 2021.
CUNHA, Vera Lúcia; MARTINS, Maíra Anelli; CAPELLINI, Simone Aparecida. Relação entre fluência e compreensão leitora em escolares com dificuldades de aprendizagem. Psicologia: Teoria e Pesquisa, Brasil, v. 3, p. 1-8, 2017. Acesso em: https://doi.org/10.1590/0102.3772e33314. Acesso em: 07 de jul. 2025.
DEENEY, Theresa. One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, U.A.S., v. 63, n.º 6, p. 440-450, 2010. DOI:10.2307/25615834
DOLEAN, Dacian; LERVÅG, Arne; VISU-PETRA, Laura; MELBY-LERVÅG, Monica. Language skills, and not executive functions, predict the development of reading comprehension of early readers: Evidence from an orthographically transparent language. Reading and Writing, Netherlands, v. 34, p. 1491-1512, 2021. DOI: 10.1007/s11145-020-10107-4
FENTY, Nicole; CANDACE, Mulcahy, C.; WASHBURN, Erin. (2015). Effects of computer-assisted and teacher-led fluency instruction on students at risk for reading failure. Learning Disabilities: A Contemporary Journal, U.S.A., v.13, n.º 2, p. 141-156, 2015.
FERREIRA, Albertina; RIBEIRO, Iolanda; VIANA, Fernanda Leopoldina. Avaliação de um programa de intervenção na fluência de leitura. Revista Iberoamericana de Educación, México, v. 59, n.º 4, p. 1-13, 2012.
FUCHS, Douglas; FUCHS, Lynn; BURISH, Pamela. Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, U.S.A., v. 15, n.º 2, p. 85-91, 2000. DOI:10.1207/SLDRP1502_4. Acesso em: 06 de jul. 2025.
GOUGH, Philip; TUNMER, William. Decoding, reading, and reading disability. Remedial and Special Education, U.S.A., v. 7, n.º 1, p. 6-10, 1986. Disponível em: http://dx.doi.org/10.1177/074193258600700104. Acesso em: 08 de jul. 2025.
HOOVER, Wesley; GOUGH, Philip. The simple view of reading. Reading and Writing, Netherlands, v. 2, p. 127-160, 1990. DOI:10.1007/BF00401799.
HOOVER, Wesley; TUNMER, William. The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning. Literacy Studies 20, 2020. Switzerland: Springer. DOI:10.1007/978-3-030-44195-1_5
HICKMANN, Girlane Moura; BRAZ, Elaine Doroteia Hellwig; GUIMARÃES, Sandra Regina Kirchner. Fluência e compreensão textual: uma revisão sistemática. Educa – Revista Multidisciplinar em Educação, Porto Velho, v. 8, p. 1–22, 2021. Disponível em: https://doi.org/10.26568/2359-2087.2021.4777. Acesso em: 08 de jul. 2025.
JOHNS, Jerry. Basic reading inventories (10th Ed.). Dubuque, IA: Kendall Hunt, 2008.
JOHNS, Jerry; BERGLUND, R. L. Fluency: Differentiated interventions and progress-monitoring assessments. Dubuque, IA: Kendall Hunt, 2010.
KIM, Young-Suk. Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, U.K., v. 21, p. 310-333, 2017. DOI:10.1080/10888438.2017.1291643
KIM, Young-Suk; WAGNER, Richard. Text (oral) reading fluency as a construct in reading development: an investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, U.K., v. 19, n.º 3, p. 224-242, 2015. DOI: 10.1080/10888438.2015.1007375
KUHN, Melanie; RASINSKI, Timothy; YOUNG, Chase. The best practices in fluency instruction. In: MORROW, Lesley Mandel; GAMBRELL, Linda (Eds.), Best practices in literacy instruction (6th ed). Guilford Press, 2018, p. 271-288.
LEE, Jiyeon.; YOON, So Yoon. The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, U.S.A., v. 50, n.º 2, p. 213-224, 2017. DOI:10.1177/0022219415605194
LERVÅG, Arne; HULME, Charles; MELBY-LERVÅG, Monica. Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development, U.S.A., v. 89, n.º 5, p. 1821-1838, 2017. DOI: 10.1111/cdev.12861
L.R.R.C.; CHIU, Y. D. The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills. Remedial and Special Education, U.S.A., v. 39, n.º 5, p. 289-303, 2018. DOI:10.1177/0741932518762055
MONTEIRO, Carla; VIANA, Fernanda Leopoldina. Falar, ouvir e ler: um programa para o desenvolvimento da linguagem oral. Letrônica, Brasil, v. 14, n.º 2, p. 1-16, 2021. DOI: 10.15448/1984-4301.2021.2.38500.
MONTGOMERIE, Robert; LITTLE Steven; AKIN-LITTLE, Angeleque. Video self-modeling as an intervention for oral reading fluency. New Zealand Journal of Psychology, New Zealand, v. 43, p. 18-27, 2014. DOI: 10.1037/e615362013-001
NATIONAL READING PANEL [NRP]. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. S. Government Printing Office, 2000. Disponível em: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf. Acesso em: 18 nov. 2021.
PADELIADU, Susana; ANTONIOU, Faye. The relationship between reading comprehension, decoding, and fluency in Greek: a cross-sectional study. Reading & Writing Quarterly, U.K., v. 30, n.º 1, p. 1-31, 2014. DOI: 10.1080/10573569.2013.758932
PETSCHER, Yiaccov; KIM, Young-Sung. The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, U.K.,v. 49, n.º 1, p. 107-129, 2011. DOI: 10.1016/j.jsp.2010.09.004
PRICE, Katherine et al. The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, U.K.,v. 37, n.º 2, p. 167-210, 2015. DOI: 10.1080/02702711.2015.1025118
PULIEZI, Sandra; MALUF, Maria Regina. A fluência e sua importância para a compreensão da leitura. Psico-USF, Brasil, v. 19, n.º 3, p. 467-475, 2014. DOI:10.1590/141382712014019003009
RAND-READING STUDY GROUP. Reading for understanding toward an R&D program in reading comprehension. Santa Mónica, CA: RAND Corporation, 2002.
RASINSKI, Timothy (Ed.). Essential readings on fluency. Newark, DE: I.R.A, 2009.
RASINSKI, Timothy. The fluent reader (2nd Ed.). New York: Scholastic, 2010.
RASINSKI, Timothy et al. Reading Fluency. In: KAMIL, Michael; PEARSON, David; MOJE, Elizabeth; AFFLERBACH, Peter (Eds.), Handbook of Reading Research, Vol. IV. Philadelphia, PA: Routledge, 2011. p. 286-319.
RASINSKI, Timothy; PADAK, Nancy. From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Boston, MA: Pearson, 2008.
RIPOLL, Juan; AGUADO, Gerardo; CASTILLA-EARLS, Anny Patricia. The simple view of reading in elementary school: a systematic review. Revista de Logopedia, Foniatría y Audiología, Espanha, v. 34, n.º 1, p. 17-31, 2014. DOI: org/10.1016/j.rlfa.2013.04.006
ROBSON, Cathy; BLAMPIED, Neville; WALKER, Lawrence Edward. Effects of feedforward video self-modelling on reading fluency and comprehension. Behaviour Change, U.K., v. 32, n.º 1, p. 46-58, 2015.
SPEAR-SWERLING, Louise; STERNBERG, Robert. What science offers teachers of reading. Learning Disabilities Research & Practice, U.S.A., v. 16, p. 51-57, 2001. DOI:10.1111/0938-8982.00006
STEVENS, Elizabeth; WALKER, Melodee; VAUGHN, Sharon. The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, U.S.A., v. 50, n.º 5, p. 576-590, 2017. DOI:10.1177/0022219416638028
SUCENA, Ana; CASTRO, São Luís; SEYMOUR, Philip. Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese. Reading and Writing, Netherlands, v. 22, n.º 7, 791–810, 2009. DOI:10.1007/s11145-008-9156-4
THERRIEN, William. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, U.S.A., v. 25, n.º 4, p. 252-261. DOI:10.1177/07419325040250040801
VEENENDAAL, Nathalie; GROEN, Margriet;VERHOEVEN, Ludo. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, U.K., v. 38, n.º 3, p. 213-225, 2015. DOI: 10.1111/1467-9817.12024
Publicado
2026-02-03
Seção
Artigos - Fluxo contínuo
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