Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-17T11:52:13Z No. of bitstreams: 1 Luciana Mirabile.pdf: 5276759 bytes, checksum: 2037b925fcd886f4422364aa9dba6595 (MD5) / Made available in DSpace on 2018-12-17T11:52:13Z (GMT). No. of bitstreams: 1 Luciana Mirabile.pdf: 5276759 bytes, checksum: 2037b925fcd886f4422364aa9dba6595 (MD5) Previous issue date: 2018-11-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This thesis is situated in the Reading, Writing and Portuguese Teaching research area of the Program of Postgraduate Studies in Portuguese Language at the Pontifícia Universidade Católica de São Paulo (PUC-SP) and its main subject is the descriptive textual sequences and their contribution to the inferences generation on reading. The hypothesis of this study is that descriptive textual sequences operate as textual indexes from which the reader can generate the necessary inferences in order to understand the text. Guided by this proposition, the following research question is defined: How do descriptive textual sequences contribute to the inferences generation on reading? The general objective of this research is establish a relation between the descriptive textual sequences and the inferences generation. In order to achieve this major purpose, the following specific objectives have been established: 1º) identify and describe the inferences requested in PISA questions; 2º) identify, describe and analyze the descriptive textual sequences present in the texts related to PISA questions and 3º) reflect on how the descriptive textual sequences contribute to the inference generation in reading. The theoretical contribution that underlies this research is mostly constituted by the assumptions of Text Linguistics (KOCH, 2002; 2004a; 2004b; KOCH, ELIAS, 2006), Textual Analysis of Discourses (ADAM, 2011; PASSEGGI et al., 2010; MARQUESI 2004 [1996]; 2013; 2014; 2016; 2017) and by the studies on inferences (MARCUSCHI, 1999; 2008; THURLOW & VAN DER BROEK, 1997; COLLINS, BROWN, LARKIN, 2010; GRAESSER, LOUWERSE, MCNAMARA, 2007; GRAESSER, SINGER, TRABASSO, 1994; DELL’ISOLA, 2001). The corpus consists of five PISA questions. The chosen categories of analysis are the descriptive categories in descriptive textual sequences and the inferences. The obtained results in the analysis demonstrate that descriptive textual sequences contribute to the inferences generation in reading / Esta tese situa-se na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa do Programa de Estudos Pós-Graduados em Língua Portuguesa da Pontifícia Universidade Católica de São Paulo (PUC-SP) e tem como tema as sequências textuais descritivas e sua contribuição para a geração de inferências na leitura. Nossa hipótese é a de que as sequências textuais descritivas operam como índices textuais com base nos quais o leitor pode gerar as inferências necessárias para compreender o texto. Orientados por essa proposição, definimos a seguinte pergunta de pesquisa: Como as sequências textuais descritivas colaboram para a geração de inferências na leitura? Temos como objetivo geral relacionar as sequências textuais descritivas à geração das inferências. A fim de alcançarmos esse objetivo geral, estabelecemos os seguintes objetivos específicos: 1º) identificar e descrever as inferências solicitadas nas questões do PISA; 2º) identificar, descrever e analisar as sequências textuais descritivas presentes nos textos relacionados às questões do PISA e 3º) refletir sobre como as sequências textuais descritivas colaboram para a geração de inferências. O aporte teórico que embasa esta pesquisa é constituído, sobretudo, pelos pressupostos da Linguística Textual (KOCH, 2002; 2004a; 2004b; KOCH, ELIAS, 2006), da Análise Textual dos Discursos (ADAM, 2011; PASSEGGI et al., 2010; MARQUESI 2004 [1996]; 2013; 2014; 2016; 2017) e pelos estudos sobre inferências (MARCUSCHI, 1999; 2008; THURLOW & VAN DER BROEK, 1997; COLLINS, BROWN, LARKIN, 2010; GRAESSER, LOUWERSE, MCNAMARA, 2007; GRAESSER, SINGER, TRABASSO, 1994; DELL’ISOLA, 2001). O corpus é composto por cinco questões do PISA. Elegemos como categorias de análise as sequências textuais descritivas nas categorias descritivas e as inferências. Os resultados obtidos nas análises demonstram que as sequências textuais descritivas contribuem para a geração de inferências na leitura

Made available in DSpace on 2016-04-28T20:56:31Z (GMT). No. of bitstreams: 1 Ioana da Cunha Pereira Yacalos.pdf: 2335995 bytes, checksum: d1e4b2648a8e9acda7bf3282f275bca9 (MD5) Previous issue date: 2012-06-01 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to test the utilization of a inferential training, to evaluates its effects on the text comprehension skill, in a class with students on the fourth grade of the Basic Education. For this, the 38 participants were divided in groups: 19 children to Intervention s Group and 19 children to the Control Group. For the GI's children, was performed one intervention in class whom students were stimulated and taught to seek clue that would lead them to make inferences and justified the generating bases of these inferences, relating text's information with previous knowledge, and to integrate information mentioned in the same text. No significant differences were found between the two groups in the pre-test. In the pos-test, every GI s children were significantly more successful than those in the CG. Only the children in the GI showed improvement of their comprehension skills when compared in the pre- and in the post-test 1 and 2. These intervention proceedings and their educational implication are analyzed and discussed in terms of finding useful ways of teaching comprehension in the school setting / A presente pesquisa teve como objetivo testar a utilização de um procedimento de treino em fazer inferências, para verificar seus efeitos sobre a habilidade de compreensão de textos em uma turma de alunos de 4º ano do Ensino Fundamental. Para isso, os 38 participantes do estudo foram divididos em 19 crianças para um Grupo de Intervenção, e 19 crianças para um Grupo Controle. Com as crianças do GI foi realizada uma intervenção em sala de aula, na qual os alunos foram estimulados e ensinados a procurar pistas que os levassem a fazer inferências e justificar as bases geradoras destas inferências, relacionando informações textuais com seu conhecimento de mundo e relacionando informações diferentes presentes no mesmo texto. Não foram identificadas diferenças significativas entre os grupos no Pré-teste. No Pós-teste, todas as crianças do GI tiveram desempenho melhor do que as do GC. Foram as únicas que melhoraram significativamente seu desempenho do Pré-teste para os Pós-testes 1 e 2. Os procedimentos de intervenção e suas implicações educacionais são analisados e discutidos em termos de práticas de ensino que possam ser utilizadas para desenvolver a compreensão de texto em sala de aula

The aim of this study was to investigate the effects of responsibility inferences on judgments about helping older parents and stepparents with activities of daily living, health management, and recovery in the aftermath of an illness or injury. Using Weiner’s theory of responsibility inferences as a guiding framework, we evaluated (1) the amount of intergenerational aid adult (step)children should provide, (2) the extent to which adult (step)children were perceived to be obligated to help, (3) the extent to which government agencies should assist, and (4) attitudes about older adults’ responsibilities to help themselves. A sample of 252 adults was obtained using the Qualtrics online survey platform. Hypotheses derived from Weiner’s theory received support regarding responsibility inferences and perceptions about public assistance and personal responsibility to resolve problems. The theory was only partially supported, however, when examining intergenerational help to older kin, being at fault reduced expectations for providing help only under some conditions, and perceived obligations to kin were never affected by culpability.

Les entrepôts des données centralisent des données critiques et sensibles qui sont nécessaires pour l'analyse et la prise de décisions. La centralisation permet une gestion efficace et une administration aisée, par contre de point de vu sécurité, centraliser les données critiques dans un seul endroit ; l'entrepôt de données, attire la convoitise des pirates. En 2011 par exemple, les entreprises SONY et RSA, ont été victime d'attaques qui ont engendré des pertes considérables. En plus, les entreprises sont de plus en plus dépendantes des entrepôts des données du faite qu'ils génèrent de plus en plus de données. Le cabinet d'analyse IDC indique que les quantités des données générées par les entreprise sont en train d'exploser et que en 2015, la quantité des données atteindra 8 billion TB. La sécurisation des entrepôts de données est donc primordiale. Dans ce contexte, nos travaux de thèse consiste a proposer une architecture pour la sécurisation des entrepôts de données de la conception à l'exploitation. Au niveau conceptuel, nous proposons un profil UML pour la définition des autorisations et les niveaux de sensibilités des données, une méthode pour la prévention des inférences, et des règles pour analyser la cohérence des autorisations. Au niveau exploitation, une méthode pour renforcer les autorisations définis au niveau conception, une méthode pour la prévention des inférences, une méthode pour respecter les contraintes d'additivités.Afin de valider l'architecture que nous proposons et montrer son applicabilité, nous l'avons tester le benchmark Star Schema Benchmark. / Companies have to make strategic decisions that involve competitive advantages. In the context of decision making, the data warehouse concept has emerged in the nineties. A data warehouse is a special kind of database that consolidates and historizes data from the operational information system of a company. Moreover, a company's data are proprietary and sensitive and should not be sold without controls. Indeed, some data are personal and may harm their owners when they are disclosed, for example, medical data, religious or ideological beliefs. Thus, many governments have enacted laws to protect the private lives of their citizens. Faced with these laws, organizations are, therefore, forced to implement strict security measures to comply with these laws. Our work takes place in the context of secure data warehouses that can be addressed at two levels: (i) design that aims to develop a secure data storage level, and (ii) operating level, which aims to strengthen the rights access / user entitlements, and any malicious data to infer prohibited from data it has access to user banned. For securing the design level, we have made three contributions. The first contribution is a specification language for secure storage. This language is a UML profile called SECDW+, which is an extended version of SECDW for consideration of conflicts of interest in design level. SECDW is a UML profile for specifying some concepts of security in a data warehouse by adopting the standard models of RBAC security and MAC. Although SECDW allows the designer to specify what role has access to any part of the data warehouse, it does not take into account conflicts of interest. Thus, through stereotypes and tagged values , we extended SECDW to allow the definition of conflict of interest for the various elements of a multidimensional model. Our second contribution, at this level, is an approach to detect potential inferences from conception. Our approach is based on the class diagram of the power sources to detect inferences conceptual level. Note that prevention inferences at this level reduces the cost of administering the OLAP server used to manage access to a data warehouse. Finally, our third contribution to the design of a secure warehouse consists of rules for analyzing the consistency of authorizations modeled. As for safety operating level, we proposed: an architecture for enhancing the permissions for configuration, a method for the prevention of inferences, and a method to meet the constraints of additive measures. The proposed architecture adds to system access control, typically present in any secure DBMS, a module to prevent inferences. This takes our security methods against inferences and respect for additivity constraints. Our method of preventing inferences operates for both types of inferences: precise and partial. For accurate inferences, our method is based on Bayesian networks. It builds Bayesian networks corresponding to user queries using the MAX and MIN functions, and prohibits those that are likely to generate inferences. We proposed a set of definitions to translate the result of a query in Bayesian networks. Based on these definitions, we have developed algorithms for constructing Bayesian networks to prohibit those that are likely to generate inferences. In addition, to provide a reasonable response time needed to deal with the prevention treatment, we proposed a technique for predicting potential applications to prohibit. The technique is based on the frequency of inheritance queries to determine the most common query that could follow a request being processed. In addition to specific inferences (performed through queries using the MIN and MAX functions), our method is also facing partial inferences made through queries using the SUM function. Inspired by statistical techniques, our method relies on the distribution of data in the warehouse to decide to prohibit or allow the execution of queries ....

nÃo hà / Esta pesquisa objetivou avaliar a compreensÃo leitora das situaÃÃes-problema do Exame Nacional do Ensino MÃdio (ENEM), que contÃm em sua estrutura questÃes contextualizadas,creditando ao aspecto leitor o cerne de sua resoluÃÃo. Nossa base teÃrica fundamentou-se nos estudos de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994),Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). A pesquisa foi realizada em duas etapas assim definidas: simulado e prova subjetiva. Para o simulado foram escolhidas dez questÃes das provas do ENEM entre 1998,ano de implantaÃÃo do exame, e 2007, que abordavam o conteÃdo de LÃngua Portuguesa e apresentavam como situaÃÃes-problema textos de gÃneros variados. A finalidade do simulado foi selecionar questÃes de nÃveis de dificuldade variados. Os resultados obtidos no simulado possibilitaram a elaboraÃÃo da prova subjetiva composta por quatro questÃes, assim discriminadas: 1 (uma) questÃo com o maior percentual de acertos no simulado, 1 (uma)questÃo com o menor percentual de acerto no Simulado e 2 (duas) questÃes com percentual de acerto mÃdio. Na prova subjetiva elaboramos perguntas com a finalidade de identificarmos a correlaÃÃo entre a compreensÃo leitora das situaÃÃes problemas e a resoluÃÃo das questÃes de LÃngua Portuguesa no ENEM, a partir da produÃÃo de inferÃncias e da identificaÃÃo do propÃsito dos enunciados das questÃes de LÃngua Portuguesa do ENEM. A anÃlise dos resultados obtidos na prova subjetiva evidenciou que nem sempre a compreensÃo da situaÃÃoproblema â o texto â que se apresenta na questÃo assegurou a identificaÃÃo do que està sendo inquirido no enunciado, apesar de os alunos terem produzido inferÃncias necessÃrias à compreensÃo leitora. TambÃm foi constatado que, por vezes, os alunos nÃo conseguiram estabelecer uma relaÃÃo lÃgica de sentido entre o texto (situaÃÃo-problema), o enunciado e as opÃÃes. A este fato, destacamos a maneira como a questÃo à apresentada e o enfoque que se faz do texto (situaÃÃo-problema) para a relaÃÃo de coerÃncia com o enunciado, o tipo de abordagem e as opÃÃes de resposta, ou seja, a prÃpria estrutura da questÃo. / The main purpose of this study was to evaluate the comprehension of texts which contextualize questions on the âNational High School Examâ (Exame Nacional do Ensino MÃdio â ENEM). The answers to the questions in this exam are, therefore, highly dependent on studentsâ reading skills. The study is theoretically grounded on the works of: de Alliende e Condemarin (2005), Brown (1980), Haberlandt (1988), Kintsch (1994), Van Dijk e Kintsch (1978), Rumelhart (1985), Silva (2005), Singer (1988), Smith (1989, 1999), Solà (1998), Spiro (1980), Van Dijk (1996), Kato (2004), Koch (2006a, 2006b) e Marcuschi (2008). The research was conducted in two parts: Practice Test and Open-Ended Questions. Ten multiplechoice questions from previous tests of the National Exam (from 1998 to 2005) were chosen for the Practice Test. The choice of the questions was based on two criteria: questions which dealt with Portuguese content and which used texts of different genres for contextualization. The goal of the Practice Test was to select questions of different difficulty levels to use for the Open-ended Questions. Based on the results of the Practice Test four questions were chosen for the Open-ended Questions: 01 (one) question with the highest scores in the Practice Test, 01 (one) question with the lowest scores, and 02 (two) questions with medium percentage of scores. The Open-ended questions were elaborated so as to allow for the identification of the correlation between the Reading comprehension; Inferences; Contextualized questions; National High School Exam (ENEM).based on the inferences made and on the identification of the purpose of the questions. The analysis of the results obtained for the Open-ended Questions demonstrated that the comprehension of the contextualizing texts is not always enough to guarantee the understanding of what is being asked in the question or the answering of the question, even when students make appropriate inferences and are able to establish logical relationships between the texts and the questions. Other factors such as the form and structure of questions and the degree of coherence among the text, the instructions to the question and the question itself also affect question responses.

La théorie de la relativité linguistique propose un effet des catégories lexico-grammaticales obligatoires et constamment utilisées des langues sur la cognition et la pensée habituelle des locuteurs. En observant l’historique de ce principe, on peut retracer les orientations des chercheurs et, ainsi, faire un portrait global des origines de l’idée et de ce qu’elle constitue maintenant. Le principe de la relativité linguistique apparaît, d’abord, dans l’esprit des philosophes allemands du 18e siècle, puis est transmis par divers chercheurs et leurs perspectives jusqu’à aujourd’hui. Dans ce cheminement, il a pris forme chez les anthropologues par le biais de Boas, de Sapir et de Whorf. Plus récemment, la théorie est grandement étudiée dans les sciences cognitives. De plus, au travers de ses diverses manipulations par divers acteurs scientifiques, sa définition et ses principes ont été modifiés. Les ethnolinguistes la conçoivent différemment des scientifiques cognitifs, et ce, malgré le fait que ces deux champs traitent des mêmes principes originaux. Ainsi, dans ce mémoire, il sera question de ces développements pluridisciplinaires du principe de la relativité linguistique. Puis, une conception multidisciplinaire sera proposée : un niveau d’étude ignoré jusqu’alors sera avancé et appuyé par l’analyse des inférences grammaticales entre la catégorie de l’évidentialité et celle de la temporalité, montrant les compétences métalinguistiques relatives des locuteurs. / The linguistic relativity theory proposes that obligatory lexico-grammatical categories of languages have an effect on the cognition and habitual thinking of speakers. By observing the history of this principle, we can retrace the orientations of researchers and thus make a global portrait of the origins of the idea and what it now constitutes. The principle of linguistic relativity first appears in the work of 18th century German philosophers, then is passed on by various researchers and their perspectives to the present day. On this journey, it took shape among anthropologists through Boas, Sapir and Whorf. More recently, although from a disputed point of view of linguistic determinism, it is widely studied in the cognitive sciences. In addition, through its various manipulations by various scientific actors, its definition and principles have been modified. Ethnolinguists understand it differently from cognitive scientists, even though these two fields deal with the same original principles. Thus, in this thesis, these multidisciplinary developments of the principle of linguistic relativity will be discussed. Then, a multidisciplinary conception will be proposed : a level of study previously ignored will be advanced and supported by the analysis of grammatical inferences between the category of evidentiality and that of temporality ; showing the relative metalinguistic skills of the speakers.

No description available.

L’approche cognitive du trouble obsessionnel-compulsif (TOC) propose un lien bidirectionnel entre les émotions et les cognitions. Cependant, même si des études montrent une association entre les émotions et le TOC, aucune étude ne s’est attardée à la relation entre les émotions, les cognitions et les comportements au cours d’une thérapie cognitive. La présente étude a pour but d’examiner la relation entre les processus cognitif, béhavioral et émotionnel au cours d’une thérapie basée sur les inférences (TBI) chez des personnes souffrant du TOC. Plus précisément, nous avons observé comment les émotions et les symptômes du TOC s’influencent et comment ils s’influencent à travers le temps. Les patients ont rempli un journal de bord tout au long du processus thérapeutique, notant (de 0 à 100) des émotions clés, ainsi que les croyances et les comportements ciblés durant la thérapie. Des analyses à mesures répétées ont été utilisées afin de maximiser le potentiel des données longitudinales. Les résultats montrent que l’anxiété, la tristesse et la joie ont des trajectoires similaires aux croyances et aux comportements au cours de la thérapie. Les forces et limites de l’étude sont discutées. Les implications des résultats pour le traitement des émotions et des pensées à différents moments de la thérapie sont aussi discutées. / Cognitive approach of obsessive-compulsive disorder (OCD) has suggested a bidirectional link between emotions and cognitions. Few studies have looked at a link between those two components. Although some studies tend to show a relationship between emotions and OCD, no study has looked into the relationship between emotions, cognitions and behaviours over the course of a cognitive therapy. The present case series examines the relationship between cognitive, behavioural and emotional processes over the course of an inference-based therapy (IBT) in OCD clients. More precisely, we looked at how emotions and OCD symptoms influence each other and how they influence each other over time (through therapy). Clients filled in daily diaries rating key emotions, behaviours and beliefs over the course of treatment. A longitudinal analysis based on an event-based approach was used to maximize the potential of longitudinal data. Results showed that anxiety, sadness and joy share similar trajectories with beliefs and behaviours over the course of therapy. Strengths and limitations of the study are noted. Implications for targeting emotions and thoughts at different stages of therapy are also discussed.

Made available in DSpace on 2016-04-28T20:56:42Z (GMT). No. of bitstreams: 1 Edilson Goncalves de Carvalho.pdf: 1963751 bytes, checksum: afeef298e9bf59993a61671d13c581f5 (MD5) Previous issue date: 2014-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The origin of this research lies on the issues that came out through the observations of reading and text comprehension lessons in Science classes and it is based on the theoretical assumptions of the information processing approach in the perspective of Cognitive Psychology. It aims at using a training procedure, which consists of making inferences, in order to verify its effects on the ability of comprehending written texts in a group of students enrolled in the second stage of the Youth and Adult Education Program, which (corresponds to the 7th and 8th grades, in a municipal school in the city of São Paulo). To reach the objective, 40 participants were taught during twenty sessions with the purpose of searching for clues which could lead them to make inferences and comprehend texts. In the pre-test phase, the students were given one task of recognizing words and three tasks of text comprehension, two of which were done using the Cloze technique and one consisting of questions to be answered after the students had finished reading the texts. As soon as the intervention session was completed, the same three tasks were applied in the post-test phase. Following, the tasks were corrected, the scores were computed and they were submitted to statistical tests. The results indicated that the students improved significantly their performance in the comprehension tasks from the pre-test to the post-test phase. The results still showed that comprehensive reading can be taught, in the formal context of the classroom, mediated by a teacher with knowledge of the cognitive processes involved in the reading and comprehension processing / A pesquisa tem sua origem em questões provindas de observações feitas em sala de aula sobre a leitura e compreensão de textos escritos nas aulas de Ciências. Possui como referencial teórico o enfoque de processamento da informação na perspectiva da Psicologia Cognitiva. Teve como objetivo utilizar um procedimento de treino em fazer inferências, para verificar seus efeitos sobre a habilidade de compreensão de textos escritos em um grupo de alunos matriculados na Educação de Jovens e Adultos Fase II da segunda etapa (equivalente a 7ª e 8ª séries de uma escola municipal de São Paulo). Para isso, os 40 participantes foram ensinados, durante vinte sessões, a procurar pistas que os levassem a fazer inferências e compreender textos. No pré-teste, uma tarefa de reconhecimento de palavras e três tarefas de compreensão textual foram aplicadas, sendo duas pela técnica de Cloze e uma por questões para serem respondidas depois da leitura. Após as sessões de intervenção, aplicaram-se no pós-teste as mesmas três tarefas de compreensão textual. Em seguida as tarefas foram corrigidas, pontuadas e submetidas a testes estatísticos. Os resultados indicaram que os alunos melhoraram significativamente seu desempenho nas tarefas de compreensão do pré-teste para o pós-teste. Os resultados mostraram ainda que, no contexto formal de sala de aula, é possível ensinara leitura compreensiva mediada por um professor com conhecimentos dos processos cognitivos envolvidos no processamento da leitura e da compreensãoiva.

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Sandra Puliezi.pdf: 2112077 bytes, checksum: 65039a7eb052fad7e1682ee760969c50 (MD5) Previous issue date: 2015-12-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Current studies about reading show that there is a strong relationship between comprehension and reading fluency, to the extent that one influences another. In order to contribute to the growth of this knowledge, we conducted a study to investigate the relationship between reading comprehension and reading fluency of Brazilian children who attend the 4th year of elementary school. Objectives of this research were: verify the effects of an intervention in comprehension; verify the effects of an intervention in reading fluency; and create a series of activities for the improvement and stimulation of reading fluency and comprehension. To accomplish these objectives, we created two intervention groups (one in fluency and the other in comprehension) and a control group. At the beginning of the school year all the groups completed two tests: an assessment of fluency (accuracy, speed and prosody) and an assessment of comprehension. The intervention lasted three months. At the end of that time, every group completed the same assessments of fluency and comprehension, plus a test to evaluate inferential comprehension. We then analyzed the data to compare student performance between the three groups. The results showed that interventions helped to improve the performance of students in the skills that were being targeted, but not the other skill. Pearson's correlations allowed us to see that high performance in comprehension is accompanied by high performance in fluency, highlighting the importance of the two skills for success in reading. Our study indicated the need to direct teaching in order to fully develop the three dimensions of fluency and the different levels of comprehension, leading us to conclude that the teaching of one of these skills alone does not ensure success in the other / Estudos atuais sobre leitura mostram que existe uma relação muito forte entre compreensão e fluência na leitura, a ponto de haver influência de uma sobre a outra. Com o intuito de contribuir para o crescimento desse conhecimento, conduzimos um estudo para investigar relações entre a compreensão de textos e a fluência na leitura de crianças brasileiras que cursam o 4º ano do ensino fundamental. Os objetivos foram: verificar os efeitos de uma intervenção em compreensão; verificar os efeitos de uma intervenção em fluência e criar uma série de atividades para a melhoria e estimulação da fluência de leitura e da compreensão. Para tanto, foram constituídos dois grupos de intervenção (um em fluência e outro em compreensão) e um grupo controle. No início do ano letivo todos os grupos passaram pelo pré-teste que continha duas provas: uma para avaliar a fluência (precisão, velocidade e prosódia) e uma para avaliar a compreensão. A intervenção durou três meses. Ao fim desse tempo, todos os grupos passaram pelo pós-teste, constituído pelas mesmas provas do pré-teste, acrescido de uma prova que avaliou a compreensão inferencial. Na análise dos dados foram comparados o desempenho dos alunos dos três grupos. Os resultados mostraram que as intervenções ajudaram a melhorar o desempenho dos alunos nas habilidades que estavam sendo treinados, mas não na outra. As correlações de Pearson nos permitiram ver que o bom desempenho em compreensão é acompanhado do bom desempenho em fluência, evidenciando a importância das duas habilidades para o sucesso na leitura. Nosso estudo indicou que é preciso haver um ensino direcionado para podermos desenvolver ao máximo as três dimensões da fluência e os diferentes níveis de compreensão, fazendo-nos concluir que apenas o ensino de uma dessas habilidades é insuficiente para o sucesso da outra