Navegando por Assunto "Alfabeto romano em relevo"

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Acesso aberto (Open Access)
Emergência de Leitura Recombinativa de Sílabas e Palavras em Alfabeto Romano em Relevo Fonte Arial e Times New Roman em Cegos Leitores de Braille
(Universidade Federal do Pará, 2017-07-24) RODRIGUES, Stéphanie Conceição Corrêa; KATO, Olívia Misae; http://lattes.cnpq.br/3612219210222465
There is strong evidence that the explicit teaching of conditional discriminations of syllables with letter recombination establishes control over all word components, promoting the emergence of textual reading and comprehension of the words formed by these syllables, as well as copying and dictation. With the present study, we investigated whether the teaching of conditional syllable discriminations would promote the emergence of oral naming of teaching syllables and new recombined syllables of the Roman Alphabet in relief and emergence of textual reading and with understanding, copying and dictation of words blind participants. In Stage I the conditional discriminations of eight syllables were tested and the oral naming of the syllables of teaching and of ten recombined syllables tested. In Stages II and III the textual and comprehension reading was verified, with and without spacing between letters besides the copy and dictation of two groups of words, printed in Fonte Aria 24 and 22. Step IV consisted of the test of textual reading of the words printed in Times New Roman font 24 and 22, with and without letter spacing. The two participants presented immediate emergency of the oral nomination of the syllables of teaching and recombined, with few errors in some phases. Immediate and error-free emergence of all performances tested in Steps II and III and with few errors in Step IV. The results demonstrate the efficiency of explicit teaching of conditional discrimination of syllables in promoting the emergence of textual reading and word comprehension and copying and dictation of words printed in Roman alphabet in relief, which is an alternative technological resource to Braille, efficient and economical if programmed properly.
Acesso aberto (Open Access)
Ensino de discriminações de palavras com Onset/Rime e a emergência da leitura recombinativa em inglês da simbologia braille e do alfabeto romano em relevo em cegos
(Universidade Federal do Pará, 2009-08-31) LEITÃO, Graça Maria Evangelista; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Recent studies have documented that the explicit teaching of discrimination of syllables promotes the emergence of reading of syllables of teaching and syllables with recombination of the letters of the syllables of teaching. It also readily promotes the reading of words formed by the syllables of teaching and recombined. Studies have shown the reading of new words with recombination of onset and rime as facilitator factor when the English language is taught as mother tongue. The learning of English by blind people have been documented as a factor of inclusion. This study investigated whether the teaching of discrimination of words with segmentation onset/rime facilitates the reading of new words in English, as foreign language, using Braille symbols and the Roman alphabet in raised letters. Three blind women, fluent Braille readers, participated. The study comprised three stages. Stage Ia (auditory/Braille), Stage Ib (Braille/Roman alphabet in raised letters) and Stage Ic (auditory/Roman alphabet in raised letters). In Stage I the participants were exposed to a pretest, teaching of conditional discrimination and textual reading test of training and generalization words. In Stage Ic it was applied a test of conditional discrimination. In Stages II and III were applied tests of textual reading of recombined simple (Stage II) and compound (Stage III) words and naming of objects. It was tested the relations between spoken words and objects (AB), spoken words and printed words (AC), objects and printed words (BC) and printed words and objects (CB) which documented the comprehension reading of the words in Braille and Roman alphabet in raised letters, and the emergence of copy and dictation. The three participants reached the criterion in all phases of all stages. The results showed that the teaching of discrimination of words with segmentation onset/rime facilitated the emergence of recombinative reading in English, as foreign language, with blind speakers of Portuguese, using Braille and Roman alphabet in raised letters, it also showed the emergence of reading with comprehension with the equivalence of stimuli procedure. These results indicate that new technologies for teaching, that enable greater inclusion of blind people in community, can be generated.
Acesso aberto (Open Access)
Leitura recombinativa de palavras de inglês com onset e rime em braille e alfabeto romano em relevo por cegos
(Universidade Federal do Pará, 2009-09-10) FEITOSA, Maria de Belém Rolla Bôas; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
Studies have documented that the explicit teaching of discrimination of syllables promotes the emergence of reading of taught syllables, syllables with recombination of the letters of the taught syllables and the reading of words formed by taught and recombined syllables. Research on recombinative reading in English has demonstrated the emergence of reading of new words formed by the recombination of onset e rime. The present study investigated if the teaching of reading monosyllabic words formed by recombination among onset and rime promote reading of new English words in Braille code and Roman alphabet in raised letters to blind people. Three blind adults participated in the study that was divided in three stages. In Stage I, the participants were exposed to a pretest, three sequences of gradual teaching units of conditional discrimination interspersed with textual reading tests of training and generalization words. In Stage Ic it was applied a test of conditional discrimination among words printed in braille and words in Roman alphabet printed in raised letters. In Stages II and III, tests of textual reading of simple generalization words (Stage II) and compound words (Stage III) and the naming of objects were applied. After that, the relations AB (spoken words – objects), AC, AD (spoken words – printed words), BC, BD (objects – printed words) e CB, DB (printed words – objects) were tested. These relations have documented reading comprehension. After the equivalence tests, it was also verified the emergency of performance in copy and dictation. The words were printed in braille in Stages Ia, IIa e IIIa. The words in Roman alphabet were printed in raised letters in Stages Ib, IIb, and IIIb. All participants reached immediately the criterion in all or in most stages of teaching and test. All participants have presented both textual reading and reading comprehension of simple generalization words and compound words, printed in braille and Roman alphabet in raised letters. The results showed the emergence of recombinative reading after the teaching of conditional discrimination of monossilabic words formed by onset and rime.