<?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>S1413-65382021000100308</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0093</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Coeficiente de Progressão da Fluência de Leitura no Acompanhamento de Escolares do Ensino Fundamental I]]></article-title>
<article-title xml:lang="en"><![CDATA[Coefficient of Progression of Reading Fluency in the Monitoring of Students of Elementary School]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Edlaine Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ALVES]]></surname>
<given-names><![CDATA[Luciana Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS-REIS]]></surname>
<given-names><![CDATA[Vanessa de Oliviera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CELESTE]]></surname>
<given-names><![CDATA[Leticia Correa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Brasília Faculdade de Ceilândia Curso de Fonoaudiologia e Pós-Graduação em Ciências da Reabilitação]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Brasília Faculdade de Ceilândia Curso de Fonoaudiologia]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,UFMG  ]]></institution>
<addr-line><![CDATA[Brasília ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100308&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100308&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A fluência de leitura é tida como uma meta no desenvolvimento da leitura oral e pode, de forma mais rápida e objetiva, indicar a evolução do desempenho dos estudantes. A Base Nacional Comum Curricular do Brasil prevê que, entre o 3º e 5º ano do Ensino Fundamental, o escolar deve ler de forma autônoma e fluente com textualidade adequada. Assim sendo, o objetivo deste estudo é verificar se a fluência leitora pode ser utilizada como um indicador de competência com o avanço do ano letivo para os estudantes do Ensino Fundamental I. Trata-se de um estudo observacional, longitudinal e descritivo. Participaram 36 crianças matriculadas do 3º ao 5º ano do Ensino Fundamental, sendo 18 do público-alvo da Educação Especial ou contemplados pela política no Distrito Federal, Brasil. A fluência de leitura textual foi avaliada com intervalo de cinco meses com as variáveis Taxa de leitura e Acurácia. A comparação intergrupo demonstrou resultados superiores para o Grupo de Controle em ambas a variáveis, já a intragrupo indicou evolução estatisticamente significante somente para o Grupo de Interesse. Foi desenvolvido o Coeficiente de Progressão, cujos resultados mostraram evolução nas medidas de fluência de leitura. Assim, a fluência de leitura parece ser um indicador de competência de leitura para a Educação Especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Reading fluency is seen as a goal in the development of oral reading and can, more quickly and objectively, indicate the evolution of student performance. The National Common Curricular Base of Brazil provides that between the 3rd and 5th grade of Elementary School the student must read autonomously and fluently with adequate textuality. Thus, the objective of this study is to verify whether reading fluency can be used as a competency indicator with the advancement of the school year for Elementary School students. This is an observational, longitudinal and descriptive study. Thirty-six children enrolled from the 3rd to the 5th grade of Elementary School participated, 18 of whom were the target population of Special Education or contemplated by the policy in the Distrito Federal, Brazil. The fluency of textual reading was assessed with an interval of 5 months with the variables reading rate and accuracy. The intergroup comparison showed superior results for the Control Group in both variables, whereas the intragroup indicated a statistically significant evolution only for the Interest Group. The Progression Coefficient was developed, whose results showed an evolution in the reading fluency measures. Thus, reading fluency seems to be an indicator of reading competence for Special Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Habilidade de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional.]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Reading ability]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
</kwd-group>
</article-meta>
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