Da leitura expressiva à compreensão leitora (e vice-versa): proposta de um percurso didático para o 3.º CEB

Noémia de Oliveira Jorge; Paula Cristina Ferreira

doi:10.34624/6etez019

Authors

Noémia de Oliveira Jorge Centro de Linguística da Universidade NOVA de Lisboa, Instituto Politécnico de Leiria https://orcid.org/0000-0002-1909-5762 (unauthenticated)
Paula Cristina Ferreira Centro de Estudos em Educação e Inovação, Instituto Politécnico de Leiria https://orcid.org/0000-0002-7258-6616 (unauthenticated)

DOI:

https://doi.org/10.34624/6etez019

Keywords:

reading fluency, expressive reading, reading comprehension, didactic path

Abstract

Based on the notion of reading fluency and the three dimensions that characterize it (accuracy, speed/automaticity, and prosody – cf. Pinnell et al., 1995; NICHD, 2000), and assuming that reading fluency – especially when viewed as expressive reading – and reading comprehension influence each other, this article argues that expressive reading should be an intentional and systematic object of training throughout compulsory education, in line with the increasing complexity of texts and students’ reading skills. Therefore, we present a didactic path (according to the group DiTo, https://dito.fcsh.unl.pt/ – cf. Jorge, 2019) that exemplifies the possibility of teaching expressive reading and reading comprehension (in articulation), pottencialy applicable, aimed at students in the 3rd Cycle of Basic Education (3rd CBE) in the context of Portuguese teaching. The approach to the path is theoretical and illustrative in nature, and includes two complementary activities: the first focuses on the observation and analysis of the expressive reading of the poem “Poema aos homens constipados” / “Poem to men with a cold” (from António Lobo Antunes), by Pedro Lamares, in order to provide a formative model for students; the second, focuses on the collective interpretation and then, the expressive reading of the microfiction “Microscope” (from José Mário Silva). These two paths illustrate the potential of expressive reading in the service of reading comprehension (and vice versa). With these two activities, strategies are proposed to integrate expressive reading and reading comprehension in teaching-learning contexts appropriate to the 3rd CEB. With the articulation to active interpretation and the development of metalinguistic skills, these strategies also exemplify a possibility for operationalizing an “integral didactics” (Coutinho, 2025a), in which the importance of grammatical knowledge for reading and interpretation is valued.

Downloads

Download data is not yet available.

References

Adam, J.-M. (1992). Les Textes: Types et prototypes. Armand Colin.

Adam, J.-M. (2002). Plan de texte. In P. Charadeau & D. Maingueneau (Eds.), Dictionnaire d’Analyse du Discours (pp. 422–434). Seuil.

Aguiar e Silva, V. (1998/1999). Dez teses sobre o ensino do texto literário. Diacrítica, 13–14, 23–31.

Álvares, C. (2013). Quatro dimensões do microconto como mutação do conto: brevidade, narratividade, intertextualidade, transficcionalidade. Guavira Letras, 15, 255–283.

Basso, F., & Abrahão, M. (2018). Atividades de ensino que desenvolvem a autorregulação da aprendizagem. Educação & Realidade, 43(2), 495–512. http://dx.doi.org/10.1590/2175-623665212

Bogan, B., & Bell, D. (2015). Fluency in early childhood: contributions from the research to support emerging and struggling readers. International Journal for Innovation Education and Resarch, 3(12), 111–121. https://doi.org/10.31686/ijier.vol3.iss12.492

Borges, M., & Viana, M. L. (2020). Ouvintes sortudos: Um programa de promoção da fluência leitora – 2.º ano. ME/PNPSE.

Brèthes, H., Cavalli, E., Denis-Noël, A., Melmi, J.-B., El Ahmadi, A., Bianco, M., & Colé, P. (2022). Text reading fluency and text reading comprehension do not rely on the same abilities in university students with and without dyslexia. Front. Psychol., 13(866543). https://doi.org/10.3389/fpsyg.2022.866543

Bronckart, J. P. (1997). Activité langagière, textes et discours: Pour un interactionisme socio-discursif. Delachaux et Niestlé.

Cadime, I., Freitas, T., Martín-Aragoneses, M. T., & Ribeiro, I. (2024). Does reading fluency mediate the relationship between cognitive-linguistic skills and reading comprehension? A study in European Portuguese. Cognitive Development, 71. https://doi.org/10.1016/j.cogdev.2024.101490

Coutinho, A. (2014). Uma noção, duas análises, algumas comparações. In A. Fiéis, M. Lobo & A. Madeira (Eds.), O universal e o particular: Uma vida a comparar. Homenagem a Maria Francisca Xavier (pp. 125–141). Colibri.

Coutinho, A. (2018). Literacia científica e literacia literária: implicações e desafios. In M. Gonçalves & N. Jorge (Orgs.), Literacia científica na escola (pp. 28–42). https://literaciacientifica.fcsh.unl.pt/publicacoes

Coutinho, A. (2023a). Percursos didáticos em gramática e texto (adoções e adaptações). In L. Graça, E. Lousada, L. Bueno & M. Gonçalves (Orgs.), Livro de homenagem a Joaquim Dolz (pp. 171–192). Pontes.

Coutinho, A. (2023b). Da gramática ao contexto – um percurso didático. In T. Oliveira, C. Teixeira, I. Marques, R. Rosa, M. Gonçalves & H. Valentim (Orgs.), Gramática e texto: Contextos, usos e propostas didáticas (pp. 167–188). Colibri/CLUNL.

Coutinho, A. (2025a, 3 de novembro). Para uma didática integral. Público. https://www.publico.pt/2025/11/03/opiniao/opiniao/didatica-integral-2153243

Coutinho, A. (2025b). O conhecimento da “língua em ação”: interpelações teóricas e didáticas. DELTA: Documentação e Estudos em Linguística Teórica e Aplicada, 41(1). https://doi.org/10.1590/1678-460X202541170105

Chung, W. (2022). Oral reading prosody and the relation with reading abilities: A comparison of two rating scales. Read Writ, 37, 869–886. https://doi.org/10.1007/s11145-022-10322-1

Cruz, J., Brito, D., Pinho, M. C., Rodrigues, B., & Cadime, I. (2024). Reading Prosody: The Role of Automaticity and Motivational Variables. Child Studies, 6, 33–52. https://doi.org/10.21814/childstudies.5928

Denton, C. A. (2012). Response to intervention for reading difficulties in the primary grades: some answers and lingering questions. Journal of Learning Disabilities, 45(3), 232–243.

Denton, C. A., Barth, A. B., Fletcher, J. M., Wexler, J., Vaughn, S., Cirino, P. T., Romain, M., & Francis, D. J. (2011). The relations among oral and silent reading fluency and comprehension in middle school: implications for identification and instruction of students with reading difficulties. Scientific Studies of Reading,15(2), 109–135.

Duke, N., & Cartwright, K. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56(51), 525–544. https://doi.org/10.1002/rrq.411

Ehlert, M., Beck, J., Förster, N., & Souvignier, E. (2024). Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities. Reading and Writing, 38(3), 745–764. https://doi.org/10.1007/s11145-024-10536-5

Fernandes, S., Querido, L, Verhaeghe, A., Marques, C., & Araújo, L. (2017). Reading development in European Portuguese: Relationships between oral reading fluency, vocabulary and reading comprehension. Reading and Writing, 30(9), 1987–2007.

Ferreira, A., Viana, L., & Ribeiro, I. (2012). Avaliação de um programa de intervenção na fluência de leitura. Revista Iberoamericana de Educación / Revista Ibero-americana de Educação, 59(4), 1–13. https://rieoei.org/historico/deloslectores/4681Silva.pdf

Ferreira, P. (2022). O professor-mentor e o feedback, promotores da aprendizagem consciente da escrita. Egitania Sciencia, II (Edição Especial: Educação), 177–191. https://egitaniasciencia.ipg.pt/index.php/revista-egitaniasciencia/article/view/78/60

Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239–256. https://doi.org/10.1207/S1532799XSSR0503_3

Goodman, K. S. (1976). Reading: a Psycholinguistic Guessing Game. In H. Singer & R. Rudell (Eds.), Theoretical models and processes of reading (pp. 497-508). International Reading Association.

Jalongo, M. R., & Sobolak, M. J. (2011). Supporting young children`s vocabulary growth: the challenges, the benefits, and evidence-based strategies. Early Childhood Education Journal, 38(6), 421–429.

Johns, J., & Berglund, R. (2010). Fluency: Differentiated interventions and process-monitoring assessments. Kendall Hunt.

Jorge, N. (2019). A exposição oral no 5.o ano de escolaridade – relato de percurso didático. In Atas do 13.º ENAPP (pp. 59–70). APP.

Kane, S. (Coord.). (2014). Livret 1, Initiative francophone pour la formation à distance des maîtres. Améliorer la mise en oeuvre des activités de lecture : de la compréhension du texte à la lecture expressive. http://www.ifadem.org

Keppa, L. (2023). Sinais de pontuação do ponto de vista da leitura. In A. Ribeiro, C. Braz & F. Barbosa (Coords.), Vivências em língua portuguesa: leitura, língua não materna e ensino (pp. 46–57). UERJ.

Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4-6: Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing: An Interdisciplinary Journal, 23(1), 1109–1129.

Kim, Y. S., & Wagner, R. K. (2015).Text (oral) reading fluency as a construct in reading development: an investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading,19(3), 224-242. https://doi.org/10.1080/10888438.2015.1007375

Leite, S. (2012). Leitura x expressividade = + compreensão. In C. Silva, M. Martins & J. Cavalcanti (Coords.), Ler em família, ler na escola, ler na biblioteca: Boas práticas (77–82). ESEPF. http://repositorio.esepf.pt/bitstream/20.500.11796/1202/1/boas_pagina_o_TR.pdf

Marques. C. (2025). Contributos para uma conceptualização do oral. In L. Barbeiro, F. Caels, E. Marrengula, M. Alexandre, P. Silva, C. Marques, O. Faquir & M. Sitoe, Géneros textuais, oralidade e escrita no discurso académico: Conceptualizações e contextos (pp. 77–94). Colibri.

MECI. (2025). Diagnóstico de fluência leitora no 2.º ano: Nota informativa (05/03/2025). https://iave.pt/wp-content/uploads/2025/05/MECI_-estudo-fluencia-leitora.pdf

Monteiro, C. (2024). Soltar a Língua: Um programa didático de promoção da competência comunicativa oral – 7.º ano. Investigare.

Monteiro, C., & Viana, F. (2022). Promoção da competência comunicativa oral no Ensino Básico. Palavras, 58-59, 63-79. https://palavras.appform.pt/ojs/index.php/Palavras/article/view/148/138

NICHD. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S: Government Printing Office. https://eric.ed.gov/?id=ED444126

Novais, A. (2020). Convenções de interfaces digitais e leitura ou: para ler interfaces nos textos. Rizomas, 16(1), 233–265. https://doi.org/10.5007/1807-9288.2020v16n1p233

Novais, C. (2014). Leitura expressiva. In I. Frade, M. G. Val & M. G. Bregunci (Orgs.), Glossário CEALE: Termos de alfabetização, leitura e escrita para educadores. https://www.ceale.fae.ufmg.br/glossarioceale/verbetes/leitura-expressiva

Pinnell, G., Pikulski, J., Wixaon, K., Campbell, J., Gough. P, & Beatty, A. (1995). Listening to children read aloud. Office of Educational Research and Improvement, U. S. – Department of Education.

Rasinski, T. V., Fawcett, G., Lems, K., & Ackland, R. (2010). The fluent reader in action: Grades 1 trough 4. Scholastic.

Serrano, F., Genard, N., Sucena, A., Defior, S., Alegria, J., Mousty, Leybaert, J., Castro, S. L., & Seymour, P. H. (2011). Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison. Journal of Portuguese Linguistics, 10(1), 183-204. https://doi.org/10.5334/jpl.106.

Ribeiro, I., Cadime, I., Freitas, T., & Viana, F. L. (2015). Beyond word recognition, fluency, and vocabulary:The influence of reasoning on reading comprehension. Australian Journal of Psychology, 68, 107–115. https://hdl.handle.net/1822/50089

Ripoll, J. C. S., Aguado, G. A., & Castilla-Earls, A. P. (2014). The simple view of reading in elementary school: a systematic review. Revista de Logopedia, Foniatría y Audiología, 34(1), 17–31.

Santos, L., & Serrão, A. (Coords.) (2025). Diagnóstico de fluência leitora – 2025: Relatório nacional. Instituto de Educação, Qualidade e Avaliação.

Spruce, R., & Bol, L. (2015). Crenças, conhecimento e prática de professores sobre aprendizagem autorregulada. Metacognition Learning, 10, 245–277. https://doi.org/10.1007/s11409-014-9124-0

Torgesen, J. K., & Hudson, R. (2006). Reading fluency: Critical issues for struggling readers. In S. Samuels & A. Farstrup (Eds.), What research has to say about fluency instruction (pp. 130–158). International Reading Association.

Viana, F. (2009). O ensino da leitura: A avaliação. ME-DGIDC.

Viana, F., & Ribeiro, I. (2020). Ler fluentemente é indispensável à compreensão da leitura. LER – Leitura, Escrita, Recursos. https://ler.edulog.pt/texto/fluencia-e-compreensao-na-leitura-recomendacoes

Young, A., & Bowers, P. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60(3), 428–454.