<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382014000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Identificação de alunos em risco de apresentarem dislexia: um estudo sobre a utilização da monitorização da fluência de leitura num contexto escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Rosa Filipa Ferreira de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Ana Paula Loução]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>01</numero>
<fpage>09</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A finalidade deste estudo foi descrever o uso da monitorização com base no currículo (MBC)&#8209; fluência, na identificação de alunos em risco de apresentarem dislexia. Participaram 146 alunos do 3º ano do 1º Ciclo do Ensino Básico dum agrupamento de escolas do concelho de Braga, Portugal, que foram monitorizados em dois momentos ao longo do ano letivo. Foram considerados alunos em risco, aqueles cujo resultado se encontrava abaixo ou no percentil 20. Os resultados permitiram concluir que: 1) A prova de MBC mostrou ser econômica, fácil e rápida de aplicar, de cotar e bem aceita pelos professores e alunos; 2) Em média, a prestação dos alunos na primeira aplicação foi de 85,21 (DP = 28,41) palavras corretas por minuto (pcpm), na segunda aplicação (final do ano letivo) foi de 97,46 (DP = 30,07) pcpm; 3) O crescimento semanal foi de 0,49 (DP=0,38) pcpm; 4) Encontram-se em risco de apresentarem dislexia, após a segunda aplicação 11 rapazes e 18 raparigas; 5) A diferença de resultados entre turmas é estatisticamente significativa; 6) No final do ano letivo em duas turmas mais de 30% dos alunos estão em risco de apresentarem dislexia, tendo em conta o valor do risco da amostra; 7) 70,55% dos participantes não atingiram o objetivo das 110 pcpm estipulado pelo Ministério da Educação para aquele ano de escolaridade; 8) O valor do Alfa de Cronbach para a primeira aplicação foi de 0,981 e para a segunda aplicação foi de 0,978.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The purpose of this study was to describe the use of curriculum-based monitoring (CBM) of reading fluency for identifying students at risk for presenting dyslexia. One hundred and forty six third grade students from a group of schools in Braga, Portugal, participated in the study; they were monitored twice during the school year. The students whose result was below or in the 20th percentile were considered at risk. The results show that: 1) The CBM reading fluency test was economic, quick and easy to apply and measure and well accepted by teachers and students; 2) On average, the students’ results for the first application were 85.21 (SD=28.41) correct words per minute (cwpm), and 97.46 (SD=30.07) cwpm in the second application (at the end of the school year); 3) The weekly increase was 0.49 (SD=0.38) cwpm; 4) After the second application, 11 boys and 18 girls were considered at risk for presenting dyslexia; 5) The difference in results between class groups was statistically significant; 6) Considering the sample results, at the end of the school year in two classes, more than 30% of students were at risk; 7) 70.55 % did not reach the goal of 110 cwpm stipulated by the Ministry of Education for that school level; 8) The Cronbach’s Alpha coefficient for the first application was 0.981 and 0.978 for the second application.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Risco]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Risk Factors]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Identifica&ccedil;&atilde;o  de alunos em risco de apresentarem dislexia: um estudo sobre a utiliza&ccedil;&atilde;o da  monitoriza&ccedil;&atilde;o da flu&ecirc;ncia de leitura num contexto escolar.</h2> <h3>A study of the use of reading fluency monitoring in a  school context.</h3>     <p>&nbsp;</p> <h4>Rosa  Filipa Ferreira de Mendon&ccedil;a, Ana Paula Lou&ccedil;&atilde;o Martins</h4> </font>      ]]></body><back>
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