ASSESSMENT OF READING FLUENCY AMONG 2ND-GRADE STUDENTS IN ANGOLA: ANALYSIS OF THE 2024 NATIONAL LEARNING ASSESSMENT REPORT

Abstract

Reading fluency remains an under-explored topic internationally, particularly in countries such as Angola. In Angola, when one refers to reading fluency, it's a very serious issue that requires multiple studies, given the coexistence of various national languages alongside a single medium of instruction—Portuguese. It remains evident that many second-grade students in Angola face pronounced difficulties in word recognition, showing poor accuracy, limited expressiveness, and significant comprehension and interpretation challenges. The present study aims to analyze the results of second-grade students’ reading fluency assessments derived from the 2024 National Learning Assessment report (Avaliação Nacional das Aprendizagens, ANA-2024). The research applied an interpretive methodological paradigm using a document-based technique. Major findings indicate that urban students outperform their rural counterparts in reading fluency. The study also reveals that public primary schools in Angola lack children’s books—many primary students finish the school year without having read even a single children’s book. Furthermore, educational policies in Angola remain far from being realized in daily student life.