Introduction:

Reading is a cognitive ability of complex activity for acquiring information. Reading encompasses the processes of decoding, fluency and reading comprehension. The COVID-19 pandemic resulted in the suspension of in-person school activities and negatively affected the learning and literacy process of basic education students.

Objective:

To characterize the fluency and reading comprehension performance of students in the third year of Elementary School, after the COVID-19 pandemic.

Methods:

Cross-sectional study of a quantitative nature, composed of 64 students, enrolled in the third year of elementary education at a municipal school and all ethical precepts were respected. The Reading Fluency Assessment instrument (AFLeT) was used to categorize fluency variables: speed (automaticity), precision and prosody, in addition to reading comprehension. Corresponding statistics were used for the analyses, adopting a significance level.

Results:

The relationship between reading rates and analyzed variables is statistically significant in the correlation between reading fluency, automaticity and comprehension. Furthermore, there was a relationship between the accuracy of words read correctly per minute and textual comprehension, reading speed directly influenced textual comprehension and only 42% of 3rd year students presented the expected score for schooling, the remaining 57.9% divided by alert for deficits and deficits of important severity.

Considerations:

The majority of students did not reach satisfactory levels in reading fluency and comprehension. The variables and reading rates studied understood the relationship with the automaticity of words, impact on fluency, and textual comprehension.

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