Using Learning Analytics to Monitor and Enhance Early Reading Fluency: A Study in Brazilian Public Schools
Resumo
This paper examines the use of Learning Analytics (LA) to monitor and improve early reading fluency in Brazilian public schools. In July 2024, the Chapecó city launched a policy for assessing 2,072 second-grade students over six monthly cycles using three distinct instruments. Students were classified into six fluency categories, enabling targeted interventions. Results showed a substantial reduction in the number of Non-readers and a significant increase in Fluent Readers across six applications. These findings suggest that systematic application of LA tools, combined with regular teacher feedback and datainformed instructional adjustments, can produce measurable improvements in early literacy outcomes, offering insights for policymakers and educators seeking to implement data-informed strategies in early reading programs.Referências
Camillo, E. d. S. (2024). Social sustainability and reading promotion: linkages between public policies and quality education in brazil. Em Questão, 30:e–135828.
Cunha, V. L. O. and Capellini, S. A. (2017). Informative intervention programs to reading comprehension: Development and implementation. Estudos de Psicologia (Campinas), 34(3):411–422.
Gove, A. and Wetterberg, A. (2011). Early Reading: Igniting Education for All. A report by the Early Grade Reading Assessment (EGRA) program. RTI Press.
International, R. (2016). Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. RTI Press, Washington, DC.
Panel, N. R. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10):1380–1400.
Cunha, V. L. O. and Capellini, S. A. (2017). Informative intervention programs to reading comprehension: Development and implementation. Estudos de Psicologia (Campinas), 34(3):411–422.
Gove, A. and Wetterberg, A. (2011). Early Reading: Igniting Education for All. A report by the Early Grade Reading Assessment (EGRA) program. RTI Press.
International, R. (2016). Early Grade Reading Assessment (EGRA) Toolkit, Second Edition. RTI Press, Washington, DC.
Panel, N. R. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10):1380–1400.
Publicado
25/11/2025
Como Citar
SILVA, Thomaz Edson Veloso da; GUERINO, Guilherme Corredato; RODRIGUES, Luiz.
Using Learning Analytics to Monitor and Enhance Early Reading Fluency: A Study in Brazilian Public Schools. In: WORKSHOP DE APLICAÇÕES PRÁTICAS DE LEARNING ANALYTICS E INTELIGÊNCIA ARTIFICIAL NO BRASIL (WAPLA), 3. , 2025, Curitiba/PR.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 31-36.
DOI: https://doi.org/10.5753/wapla.2025.15887.
