<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000200035</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Teste de cloze no ensino fundamental: evidências de validade de critério]]></article-title>
<article-title xml:lang="en"><![CDATA[Cloze test in elementary school: evidence of criterion validity]]></article-title>
<article-title xml:lang="es"><![CDATA[Test de cloze en la educación primaria: evidencias de validez de criterio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Katya Luciane de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trassi]]></surname>
<given-names><![CDATA[Angélica Polvani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Acácia Aparecida Angeli dos]]></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[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Vale do Sapucaí  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<numero>45</numero>
<fpage>35</fpage>
<lpage>44</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa visou levantar evid&#234;ncias de validade de crit&#233;rio de um Teste de Cloze para ensino fundamental, bem como identificar o n&#237;vel de leitura dos estudantes. Participaram 359 alunos dos 1&#176; ao 9&#176; anos do ensino fundamental p&#250;blico dos estados do Paran&#225; e de S&#227;o Paulo. Aplicou-se coletivamente um teste de Cloze, com aproximadamente 103 palavras e 15 omiss&#245;es, em sua vers&#227;o tradicional no qual se omitem todos os quintos voc&#225;bulos. Os resultados indicaram que &#224; medida que h&#225; avan&#231;o no ano escolar tamb&#233;m h&#225; aumento gradativo na pontua&#231;&#227;o do teste de Cloze, sendo que a diferen&#231;a entre os anos escolares foi estatisticamente significante. A discuss&#227;o dos dados aponta para a possibilidade de emprego do teste de Cloze como medida de avalia&#231;&#227;o da compreens&#227;o de leitura em alunos do ensino fundamental. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aimed at finding evidence of validity of criteria of a Cloze test for elementary school and identifying the reading level of the participants. 359 students from the 1st to 9 th years of public elementary school in the states of Paran&#225; and S&#227;o Paulo participated. The Cloze test in its traditional version was collectively applied, where all fifth words are omitted. The text presented approximately 103 words and 15 omissions. The results indicated that as there is progress in the school year there is also a gradual increase in the Cloze test scores, and the difference between the school years was statistically significant. The discussion of the data points to the possibility of using the Cloze test as a measure to assess reading comprehension in elementary school students. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Esta investigaci&#243;n tuvo como objetivo levantar evidencias de validez de criterio de un Teste de Cloze para la educaci&#243;n primaria, as&#237; como identificar el nivel de lectura de los estudiantes. Participaron 359 alumnos del primero al noveno a&#241;o de la educaci&#243;n primaria p&#250;blica de los Estados de Paran&#225; y S&#227;o Paulo-Brasil. Se aplic&#243; colectivamente un test de Cloze. Los resultados indicaron que el promedio de puntuaci&#243;n de la muestra se clasific&#243; en el nivel de comprensi&#243;n de lectura independiente, y con el avanzo del a&#241;o escolar, tambi&#233;n hay aumento en la puntuaci&#243;n del test de Cloze. La diferencia entre los a&#241;os escolares fue estad&#237;sticamente significante. No se encontraron diferencias estad&#237;sticamente significativas entre los Estados de Paran&#225; y S&#227;o Paulo, sin embargo, en el Estados de Paran&#225; se obtuvo mayor promedio. La discusi&#243;n de los datos plantea la posibilidad del empleo del test de Cloze como medida de evaluaci&#243;n de la comprensi&#243;n de lectura en alumnos de la educaci&#243;n primaria. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Compreensão de Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Evidências de Validade]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Psicoeducacional]]></kwd>
<kwd lng="en"><![CDATA[Reading Comprehension]]></kwd>
<kwd lng="en"><![CDATA[Validity of Evidence]]></kwd>
<kwd lng="en"><![CDATA[Psycho-Educational Evaluation]]></kwd>
<kwd lng="es"><![CDATA[Comprensión de Lectura]]></kwd>
<kwd lng="es"><![CDATA[Validez de la Prueba]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Psicológica]]></kwd>
<kwd lng="es"><![CDATA[Técnica de Cloze]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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