<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312025000100102</article-id>
<article-id pub-id-type="doi">10.18222/eae.v36.11287</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[COMPREENSÃO DE LEITURA EM INGLÊS EM ESCOLAS DE MODALIDADES DE ENSINO DISTINTAS]]></article-title>
<article-title xml:lang="es"><![CDATA[COMPRENSIÓN DE LECTURA EN INGLÉS EN ESCUELAS DE MODALIDADES DE ENSEÑANZA DIFERENTES]]></article-title>
<article-title xml:lang="en"><![CDATA[READING COMPREHENSION IN ENGLISH IN SCHOOLS WITH DIFFERENT EDUCATIONAL FORMATS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRUM]]></surname>
<given-names><![CDATA[KURT DAVI GOULART]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CUNHA]]></surname>
<given-names><![CDATA[NEIDE DE BRITO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Estadual Programa de Ensino Integral Vereador Elísio de Oliveira Neves  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Estadual de Educação Tecnológica Paula Souza  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312025000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312025000100102&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312025000100102&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo geral deste estudo é o de verificar se há diferença no nível de compreensão de leitura em inglês como língua estrangeira de alunos de duas escolas de ensino médio, de modalidades de ensino distintas. Participaram 225 estudantes, sendo 115 de escola técnica estadual e 110 de uma escola estadual, que responderam ao Teste de Cloze informatizado no programa de computador OnlineCloze. Os resultados apontaram uma boa compreensão de leitura em inglês em ambas as escolas e as diferentes modalidades de ensino não influenciaram na compreensão de leitura em inglês dos participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo general de este estudio es verificar si hay diferencia en el nivel de comprensión de lectura en inglés como lengua extranjera entre estudiantes de dos escuelas secundarias con diferentes modalidades de enseñanza. Participaron 225 estudiantes, siendo 115 de una escuela técnica estatal y 110 de una escuela estatal, que respondieron al test computarizado Cloze mediante el programa informático OnlineCloze. Los resultados indicaron una buena comprensión de lectura en inglés en ambas escuelas y las diferentes modalidades de enseñanza no influyeron en la comprensión de lectura en inglés de los participantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The overall objective of this study is to determine whether there is a difference in the level of reading comprehension in English as a foreign language among students from two high schools with distinct educational formats. A total of 225 students participated: 115 from a state technical school and 110 from a regular state school. Participants completed a computerized Cloze Test using the online program OnlineCloze. The results indicated good reading comprehension in English at both schools, and the different educational formats did not influence the students&#8217; reading comprehension in English.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INGLÊS LÍNGUA ESTRANGEIRA]]></kwd>
<kwd lng="pt"><![CDATA[LEITURA]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO MÉDIO.]]></kwd>
<kwd lng="es"><![CDATA[INGLÉS COMO LENGUA EXTRANJERA]]></kwd>
<kwd lng="es"><![CDATA[LECTURA]]></kwd>
<kwd lng="es"><![CDATA[ESCUELA SECUNDÁRIA.]]></kwd>
<kwd lng="en"><![CDATA[ENGLISH AS A FOREIGN LANGUAGE]]></kwd>
<kwd lng="en"><![CDATA[READING]]></kwd>
<kwd lng="en"><![CDATA[HIGH SCHOOL.]]></kwd>
</kwd-group>
</article-meta>
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