A relação entre fluência e compreensão leitora no ensino fundamental

Abstract

The present course completion paper (TCC) aims to analyze the interdependent relationship between the development of fluency and the acquisition of reading comprehension in the context of Basic Education. The study is motivated by the reading proficiency crisis in Brazil, evidenced by the alarming increase in pre-readers and functional illiterates in external assessment data (SAEB/CAEd).Anchored in bibliographic research that explores the Conception of Reading and the Dual-Route Model, this work argues that fluency is the facilitating condition for comprehension. Fluency is defined by its components: Accuracy, Speed, and Prosody (Vieira, 2019). The mastery of these components leads to the automatization of decoding through the efficient use of the Lexical Route, which is crucial for liberating the reader's cognitive capacity. With automated decoding, the reader can direct their attention and mental resources toward mobilizing high-level strategies—such as inferring, monitoring coherence, and synthesizing the text—in accordance with Isabel Solé (1998) guidelines. The study concludes that the absence of the full development of fluency acts as a cognitive obstacle that prevents the effective application of strategies, blocking access to the full and critical meaning of the text. Therefore, investment in the explicit teaching of fluency and its strategies is an urgent and fundamental didactic challenge for ensuring reading proficiency.

Keywords: Reading Fluency; Text Comprehension; Reading Routes; Reading Strategies; Basic Education.