<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100681</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349259865</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A avaliação da leitura no Brasil entre os anos 2014-2020: instrumentos e habilidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Reading assessment in Brazil between the years 2014-2020: instruments and skills]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Margarete Gonçalves Macedo de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Ana Cláudia de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100681&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100681&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta os resultados de uma pesquisa de revisão sistemática que teve como tema geral a avaliação da leitura. O problema que moveu a pesquisa foi: Que parâmetros, critérios e condições da avaliação podem ser distinguidos nas investigações sobre a avaliação da leitura no Brasil? Objetivou-se, portanto, identificar, caracterizar e discutir pesquisas que foram realizadas no Brasil sobre a avaliação da leitura, entre os anos 2014 e 2020. Neste estudo, focalizaram-se três aspectos centrais das 151 publicações selecionadas, conforme rigorosos critérios de inclusão descritos no método: 1) os processos cognitivos investigados; 2) as habilidades de leitura medidas; e 3) os instrumentos de testagem utilizados. Como critério de análise foram observados os perfis das pesquisas (tipo, ano, local, instituição de vínculo, programa de pós-graduação, autoria, base de dados) e os seus conteúdos (foco, objetivo, público-alvo, instrumento de avaliação da leitura, habilidades medidas, resultados). A análise indicou que as pesquisas experimentais, voltadas principalmente para estudantes dos primeiros anos do Ensino Fundamental, foram as mais frequentes, tendo como processos cognitivos investigados pela maioria a decodificação e suas habilidades relacionadas (reconhecimento de palavras, acesso lexical e fluência). Os resultados mostraram ainda que, de forma geral, os métodos de pesquisa são relatados com poucos detalhes, o que limita a identificação das justificativas para balizar as decisões de elaboração ou escolha dos instrumentos empregados. Além disso, entende-se que a falta de rigor ou clareza desses aspectos também dificulta ao leitor a compreensão de como a pesquisa foi desenvolvida e do quão confiável ela é.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper presents the results of a systematic review on reading assessment. The problem that inspired the research was: What parameters, criteria, and assessment conditions can be distinguished in investigations on reading assessment in Brazil? Therefore, the goal was to identify, characterize, and discuss studies that were carried out on reading assessment in Brazil between 2014 and 2020. The focus of the study was on three central aspects of the 151 selected publications, according to the strict inclusion criteria described in the method: 1) the investigated cognitive processes, 2) the measured reading skills, and 3) the testing instruments used. As a criterion for analysis, we observed the research profiles (type, year, location, institution, graduate program, authorship, database) and their contents (focus, objective, target audience, reading evaluation instrument, measured skills, results). The analysis indicated that experimental studies, aimed mainly at students in the first grades of elementary school, were the most frequent, with decoding and its related skills as the most commonly investigated cognitive processes (word recognition, lexical access, and fluency). The results also showed that, in general, authors report the research methods with little detailing, which limits the identification of arguments to guide the decisions concerning elaboration or choice of instruments used. In addition, the lack of rigor or clarity of these aspects also makes it difficult for readers to understand the development of the studies and evaluate their reliability.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Revisão sistemática]]></kwd>
<kwd lng="pt"><![CDATA[Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa em leitura]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Testes de leitura]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos de avaliação]]></kwd>
<kwd lng="en"><![CDATA[Systematic review]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Reading research]]></kwd>
<kwd lng="en"><![CDATA[Reading assessment]]></kwd>
<kwd lng="en"><![CDATA[Reading tests]]></kwd>
<kwd lng="en"><![CDATA[Assessment instruments]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>1953</year>
<volume>30</volume>
<page-range>415-33</page-range></nlm-citation>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VIANA]]></surname>
<given-names><![CDATA[Fernanda Leopoldina]]></given-names>
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<source><![CDATA[O ensino da leitura: a avaliação. Lisboa: Direcção-geral de Inovação e de Desenvolvimento Curricular: Ministério da Educação, 2009]]></source>
<year>2009</year>
<publisher-loc><![CDATA[O ensino da leitura: a avaliação ]]></publisher-loc>
<publisher-name><![CDATA[Lisboa: Direcção-geral de Inovação e de Desenvolvimento Curricular: Ministério da Educação]]></publisher-name>
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