Reading skills in the literacy stage (grades 1-3): an analysis on equality of knowledge

Resumo

MUYLAERT, Naira; BONAMINO, Alicia  e  MICARELLO, Hilda. Reading skills in the literacy stage (grades 1-3): an analysis on equality of knowledge. Educ. Pesqui. [online]. 2019, vol.45, e187778.  Epub 12-Abr-2019. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201945187778.

Considering the concept of equality of knowledge, the present study analyzes the variation in the percentage of correct answers given by 7,781 third-grade students (primary education) in the state of Espírito Santo, Brazil, on items considered difficult in the PAEBES-Alfa cognitive test administered in the 2014. The variation in the rate of correct answers was analyzed for two groups examined: high and low-performance classes. Of the set of skills assessed, five were analyzed for their degree of complexity, considering the linguistic aspects involved in their development. Our results indicate that the correct-answer rate variation between the classes is relatively small, thus suggesting that the acquisition of knowledge is relatively equitable. As for the most complex skills, low correct-answer rates were found for both groups of students. This reveals that most of the students in both high and low-performance classes did not consolidate their learning of more complex skills in the literacy stage (grades 1-3) of Brazilian primary education.

Palavras-chave : Reading skills assessment; Equality of knowledge; Educational inequalities.

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