<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442025000100218</article-id>
<article-id pub-id-type="doi">10.5902/1984644483762</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Fluência de leitura: influências do reconhecimento de palavras e da compreensão em estudantes do 5º ano do Ensino Fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading fluency: influences of word recognition and comprehension in 5th graders of Elementary School]]></article-title>
<article-title xml:lang="es"><![CDATA[Fluidez lectora: influencias del reconocimiento de palabras y la comprensión en estudiantes de 5º año de primaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meggiato]]></surname>
<given-names><![CDATA[Amanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Helena Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogues]]></surname>
<given-names><![CDATA[Camila Peres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Luciana Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</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>50</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442025000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442025000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442025000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A leitura envolve reconhecimento de palavras, fluência e compreensão. No entanto, ainda são escassos os estudos empíricos nacionais que tratem da relação entre fluência e outras habilidades de leitura. As pesquisas também não avaliam as dimensões de precisão, automaticidade e prosódia de forma integrada, e não deixam claro se a fluência de leitura (FL) contribui para a compreensão leitora (CL) ou o contrário. O objetivo desta pesquisa empírica foi investigar as relações entre as habilidades de reconhecimento de palavras (RP), FL e CL de estudantes do 5º ano do ensino fundamental. Participaram 57 estudantes de escolas públicas de Porto Alegre. Foram utilizadas a Avaliação de Leitura de Palavras e Pseudopalavras Isoladas (SALLES; PICCOLO; MINÁ, 2017), a Avaliação da Fluência de Leitura Textual (BASSO et al., 2018) e a Avaliação da Compreensão de Leitura Textual (CORSO et al., 2017). Análises de correlação (Pearson) utilizando o SPSS (2022) mostraram que as habilidades estão correlacionadas de fraca a moderadamente. Nas análises de regressão múltipla, a FL e o RP explicaram 11% a 13% da variância na CL e, na direção oposta, o RP e a CL explicaram 6% a 19% da variância na FL. Prosódia mostrou ter um papel importante nas análises de mediação. Os achados contribuem para o desenvolvimento de um ensino mais efetivo da leitura, sendo fundamental garantir não apenas a decodificação, mas elaborar estratégias didáticas focadas em FL e CL.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Existen pocos estudios empíricos nacionales que traten la relación entre la fluidez y otras habilidades lectoras. Las investigaciones tampoco evalúan las dimensiones de precisión, automaticidad y prosodia de forma integrada, y no aclara si la fluidez contribuye a la comprensión o, al contrario. El objetivo de esta investigación empírica fue analizar las relaciones entre las habilidades de reconocimiento de palabras, fluidez y comprensión lectora de estudiantes del 5º año de primaria. Participaron 57 estudiantes de escuelas públicas de Porto Alegre. Fueron utilizados para evaluar la Avaliação de Leitura de Palavras e Pseudopalavras Isoladas (SALLES; PICCOLO; MINÁ, 2017), Avaliação da Fluência de Leitura Textual (BASSO et al., 2018) y la Avaliação da Compreensão de Leitura Textual (CORSO et al., 2017). Los análisis de correlación (Pearson) usando SPSS (2022) mostraron que las habilidades están correlacionadas de débil a moderadamente. En análisis de regresión múltiple, la fluidez y el reconocimiento de palabras explicaron entre 11% y 13% de la varianza en la comprensión y, en sentido contrario, el reconocimiento y la comprensión de palabras explicaron entre 6% y 19% de la varianza en la fluidez. La prosodia jugó un papel importante en los análisis de mediación. Los hallazgos contribuyen al desarrollo de una enseñanza de la lectura más eficaz, siendo fundamental para asegurar no solo la decodificación, sino también para desarrollar estrategias didácticas enfocadas en la fluidez y la comprensión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fluência de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Reconhecimento de palavras]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão de leitura]]></kwd>
<kwd lng="en"><![CDATA[Reading fluency]]></kwd>
<kwd lng="en"><![CDATA[Word recognition]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="es"><![CDATA[Fluidez lectora]]></kwd>
<kwd lng="es"><![CDATA[Reconocimiento de palabras]]></kwd>
<kwd lng="es"><![CDATA[Comprensión lectora]]></kwd>
</kwd-group>
</article-meta>
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