Reading efficiently is synonymous with success in the act of learning. Therefore, the aim of this study is to evaluate the linguistic, social and cultural aspects that are in involved in the act of reading, because they entail reading comprehension and become decisive in learning. We assigned as protagonists in this study students attending six municipal public schools from Manaus‟ East Zone, in order to examine their reading performance on written comprehension tests and text reading recordings. The reading performance analysis of the surveyed students was guided by the following theories: segmental and prosodic aspects proposed by Ferreira Netto (2001), Couto (1997) and Weiss (1980); and the linguistic parameters of reading assessment (accuracy, fluency, speed and comprehension) which were evinced by Martin (2008), Lima (2009), Alliende and Condemarín (2005), Maranhe (2005), Ellis (1995 ) and Guimaraes (2005). Moreover, we observed, reflected and were able to relate students‟ performance to sociocultural aspects inherent in the school community within this particular city zone, just as Mello (1990) and Lima Barreto (2010) posit. Among the results that were obtained, we draw attention to the existence of three types of deviations: those that curb comprehension by altering the understanding of the text (suppression, change, stress, addition and intonation), those that do not hinder comprehension (inversion, vowel opening, repetition error, suppression for reliance on orality, addition for reliance on orality) and those which benefit comprehension (syllabication and correction) It was possible to confirm that when we compared the rates of students who obtained poor performance and students who achieved good performance on the comprehension tests, seeing that we found that both groups committed deviations, however, students with a good performance, when doing the oral reading, committed more deviations which benefit (34%) and do not hinder reading comprehension (34%) than the students with poor performance on the comprehension test (24% and 24% respectively). In contrast, students with poor performance on the reading comprehension test committed more deviations (59%) than students with good performance (50%). This research makes us rethink the teaching of reading beyond the first stage of primary education, since statistics show high rates of difficulties in reader performance throughout the 9th year, the final stage of primary education. Keywords: Reading, Linguistic Parameters, Socio-cultural Aspects.
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