Navegando por Assunto "Dislexia"
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Item Acesso aberto (Open Access) Leitura recombinativa generalizada após procedimentos de correção com fading em pessoas com atraso no desenvolvimento cognitivo(Universidade Federal do Pará, 2008-01-07) ALVES, Keila Regina Sales; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465; ASSIS, Grauben José Alves de; http://lattes.cnpq.br/0722706223558223Several studies have investigated the use of correction procedures, such as copy exercises, dictates, and oralization in promoting recombinative reading in people with some or no cognitive developmental deficit. The use of supporting techniques, such as fading, have not been tested as another variable that could immediately favor generalized recombinative reading. This work reports two studies. Study one, which included two students with cognitive developmental deficit, was divided in two stages. In Condition A, students were taught the relationships among spoken and printed words (AC), followed by equivalence tests among figures and printed words (BC), and printed words and figures (CB). Following those tests, reading tests about the taught words (MALA, PATO and BOCA) and generalized words (built up from the recombination among syllables) were used. Participants showed the reading of words only after formation of equivalence classes among figures, spoken words and printed have been documented. Afterwards, control probes used for syllable units and then a correction procedure was implemented, highlighting specific syllables (those identified after control probes have been used for syllable units) during copy, dictate and oralization combined teaching. Following four expositions to the correction procedure, participants were still showing only the reading of the words. In Condition B, fading in the specific syllables was introduced for the correction procedure. Participant MAR demonstrated a correct reading of all generalized words after the second use of the correction procedure, while participant CLA only after its third use. Participants showed function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. These results indicated the need to evaluate the two correction procedures separately. In Study 2, two participants with cognitive developmental deficit were selected and subjected to the same experimental design used in Study 1. One participant was subjected to the correction procedure and the other to the fading in correction procedure. Participant FER was subjected to fading in correction procedure, while participant JOS to correction procedure highlighting syllables. Both participants showed generalized recombinative reading after fading in correction procedure, as well as function transference to new verbal forms AB, AC, BC, CB, AB, AC, BC and CB. The results indicate that fading in procedure immediately favor generative recombinative reading in people with cognitive developmental deficit.Item Acesso aberto (Open Access) Oficina pedagógica para docentes em formação: concepção de jogos educativos para alunos com dislexia(Universidade Federal do Pará, 2019-05-08) SILVA, Shirley dos Santos; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592This is a qualitative research of an applied nature, starting from the question-focus: How can the systematization of a pedagogical workshop contribute to the initial formation of teachers, motivating them to elaborate educational games to facilitate the learning of dyslexic students? Thus, this research proposed as general objective to systematize a pedagogical workshop as teaching-learning methodology that approaches theory, practice and creativity, in the initial formation of teachers. For data collection, the procedures of bibliographical research, documentary research were carried out, and the pedagogical projects of the undergraduate courses in History and Pedagogy were analyzed, a questionnaire for primary school teachers and a form for the participants of the Workshop for validation of the product. In this way, the educational product titled "Pedagogical Workshop for Teachers in Training: Designing Educational Games for Students with Dyslexia" was structured and evaluated, with the objective of developing the pedagogical workshop methodology, in order to enable an educational action that articulates theory and practice, providing workshop testing and validation, as well as promoting meaningful learning and the making of educational games for use with dyslexic students. The field of application of the product was the Federal University of Amapá and the Federal University of Pará. The workshop was aimed at academics of undergraduate courses in history, UNIFAP and the UFPA Pedagogy course. The product was submitted to the validation process aiming at its improvement, and for that purpose the panel technique was used. It was important to bring to the academic public the proposal of a workshop, as they demonstrated an interest in the themes of games and dyslexia, as well as understood the meaning of the workshop for teacher training and revealed that they will replicate the practice as a methodological teaching-learning strategy.