Resumen

MEGGIATO, Amanda; CORSO, Helena Vellinho; NOGUES, Camila Peres  y  CORSO, Luciana Vellinho. Reading fluency: influences of word recognition and comprehension in 5^th graders of Elementary School. Educação. Santa Maria [online]. 2025, vol.50, e83762.  Epub 27-Nov-2025. ISSN 1984-6444.  https://doi.org/10.5902/1984644483762.

Reading involves word recognition, fluency and comprehension. However, there are still few national empirical studies dealing with the relations between fluency and other reading skills. Research also does not assess the dimensions of precision, automaticity and prosody in an integrated way, and does not make it clear whether fluency contributes to comprehension or the opposite. The aim of this empirical research was to investigate the relations between word recognition, fluency and reading comprehension of students in the 5th grade of elementary school. Participated in the study 57 students from public schools in Porto Alegre. The assessment were the Avaliação de Leitura de Palavras e Pseudopalavras Isoladas (SALLES; PICCOLO; MINÁ, 2017), Avaliação da Fluência de Leitura Textual (BASSO et al., 2018) and Avaliação da Compreensão de Leitura Textual (CORSO et al., 2017). Correlation (Pearson) analyzes using SPSS (2022) showed that skills are weakly to moderately correlated. In multiple regression analyses, fluency and word recognition explained 11% to 13% of the variance in comprehension and, in the opposite direction, word recognition and comprehension explained 6% to 19% of the variance in fluency. Prosody played an important role in mediation analyses. The findings contribute to the development of a more effective teaching of reading, being essential to ensure not only decoding, but also to develop didactic strategies focused on fluency and comprehension.

Palabras clave : Reading fluency; Word recognition; Reading comprehension.

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