Evaluation of reading performance in students from 3rd to 7th grade levels, with different text types

Purpose: This study aimed to develop a reading profile of children from the third to seventh grade levels of elementary school. Methods: Fifty five children, between seven and 14 years of age, participated in the study. Four texts were previously developed by the researcher for reading evaluation - one composed of short words, another with long words, a third syntactically simple, and a syntactically complex text, which were read orally by the participants. After an evaluation of the results, the data were computed and the appropriate statistical analysis was applied. Results: There was a gradual decrease in the mean time necessary for reading according to the participant's school grade level and a longer time for reading text containing long words in relation to texts containing short words. The same occurred for the reading of the syntactically complex text compared to the simple one, in all grade levels. It could be observed the higher rate of reading with the evolution of the grade levels, for each text, as well as a higher rate of reading for the text composed of short words in relation to the one with long words and for the syntactically simple text compared to the complex one. There was, in general, an increase in the percentage of words read correctly according to schooling. As for comprehension, very similar results were found, indicating good overall index of comprehension. Conclusion: It is important to develop reading instruments in relation to psycholinguistic parameters and cognitive demands, to better estimate the success in reading.