<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742017000200010</article-id>
<article-id pub-id-type="doi">10.1590/19805314</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Monitorização do progresso do aluno na identificação de risco na leitura]]></article-title>
<article-title xml:lang="en"><![CDATA[Monitoring student progress in identifying risk in reading]]></article-title>
<article-title xml:lang="fr"><![CDATA[Contrôle du progrès de l&#8217;élève à l&#8217; identification des risques dans la lecture]]></article-title>
<article-title xml:lang="es"><![CDATA[Monitoreo del progreso del alumno en la identificación de riesgo en la lectura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaz]]></surname>
<given-names><![CDATA[Paula Marisa Fortunato]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ana Paula Loução]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correia]]></surname>
<given-names><![CDATA[Luís De Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Bragança Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Bragança Portugal]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho Instituto de Educação Centro de Investigação em Educação]]></institution>
<addr-line><![CDATA[Minho ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A">
<institution><![CDATA[,Portugal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,lmiranda@ie.uminho.pt  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho Instituto de Educação ]]></institution>
<addr-line><![CDATA[Minho ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>47</volume>
<numero>164</numero>
<fpage>612</fpage>
<lpage>630</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742017000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742017000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742017000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo tem por finalidade analisar o uso da monitoriza&#231;&#227;o com base no curr&#237;culo como sistema escolar de identifica&#231;&#227;o de alunos em risco na leitura, no contexto de um modelo educativo baseado no grau de resposta &#224; interven&#231;&#227;o. Realizou-se uma investiga&#231;&#227;o quantitativa em que participaram todos os alunos do 3&#186; ano (82 alunos) de um agrupamento de escolas do norte de Portugal. O tratamento de dados foi feito com recurso &#224; estat&#237;stica descritiva e inferencial. Destacam-se, entre outras conclus&#245;es, a exist&#234;ncia de dez alunos em risco na leitura durante todo o ano letivo e o facto de, no final do 3&#186; ano de escolaridade, a m&#233;dia de resultados dos alunos que nunca estiveram em risco ser superior ao dobro da m&#233;dia de resultados dos alunos que estiveram em risco todo o ano]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to analyze the use of curriculum-based monitoring as a school system to identify students at risk in reading, in the context of an educational model based on the degree of response to intervention. A quantitative investigation was conducted with all third grade students (82 students) from a group of schools in the north of Portugal. Data processing was done using descriptive and inferential statistics. Among the conclusions, the following stand out: the existence of ten students at risk in reading throughout the school year and the fact that, at the end of the third year of schooling, the mean results of students who were never at risk was more than double the mean results of students who were at risk for the entire year.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tiene la finalidad de analizar el uso del monitoreo del curr&#237;culo como sistema escolar de identificaci&#243;n de alumnos en riesgo en la lectura, en el marco de un modelo educativo basado en el grado de respuesta a la intervenci&#243;n. Se llev&#243; a cabo una investigaci&#243;n cuantitativa en la que participaron todos los alumnos del 3er a&#241;o (82 alumnos) de un agrupamiento de escuelas del norte de Portugal. El tratamiento de datos se efectu&#243; por medio de la estad&#237;stica descriptiva e de inferencias. Se destacan, entre otras conclusiones, la existencia de diez alumnos en riesgo en la lectura durante todo el a&#241;o lectivo y el hecho de que, al final del 3er a&#241;o de escolaridad, el promedio de resultados de los alumnos que nunca estuvieron en riesgo era superior al doble del promedio de resultados de los alumnos que estuvieron en riesgo todo el a&#241;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[R&#201;SUM&#201; Cette &#233;tude a pour but d&#8217;analyser l&#8217;usage du cont&#244;le ayant pour base le coursus comme syst&#232;me scolaire d&#8217;identification des &#233;l&#232;ves pr&#233;sentant des risques dans la lecture, dans le contexte d&#8217;un mod&#232;le &#233;ducatif fond&#233; sur le degr&#233;e de r&#233;ponse &#224; l&#8217;intervention. On a fait une investigation quantitative &#224; laquelle ont particip&#233; tous les &#233;l&#232;ves de CM1 (82 &#233;l&#232;ves) d&#8217;un groupement d&#8217;&#233;coles du nord du Portugal. Le traitement des donn&#233;es a &#233;t&#233; fait &#224; l&#8217;aide de la statistique descriptive et inf&#233;rentielle. On souligne, entre autres conclusions, l&#8217;existence de dix &#233;l&#232;ves en risque dans la lecture pendant toute l&#8217;ann&#233;e scolaire et le fait qu&#8217;&#224; la fin de la troisi&#232;mme ann&#233;e de scolarit&#233;, la moyenne des r&#233;sultats des &#233;l&#232;ves n&#8217;...]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Portugal]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Quantitativa]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldade de Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Portugal]]></kwd>
<kwd lng="en"><![CDATA[Quantitative Research]]></kwd>
<kwd lng="en"><![CDATA[Learning Disabilities]]></kwd>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Portugal]]></kwd>
<kwd lng="es"><![CDATA[Investigación Cuantitativa]]></kwd>
<kwd lng="es"><![CDATA[Incapacidad para el Aprendizaje]]></kwd>
<kwd lng="fr"><![CDATA[Lecture]]></kwd>
<kwd lng="fr"><![CDATA[Portugal]]></kwd>
<kwd lng="fr"><![CDATA[Recherche Quantitative]]></kwd>
<kwd lng="fr"><![CDATA[Difficulté de L&#8217;apprentissage]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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