Navegando por Assunto "Inabilidade na leitura"

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Acesso aberto (Open Access)
Emergência de leitura recombinativa de frases em crianças de escolas públicas
(Universidade Federal do Pará, 2010-03-05) VALE, Juliana Baía do; BAPTISTA, Marcelo Quintino Galvão; KATO, Olivia Misae; http://lattes.cnpq.br/3612219210222465
One of the main complaints in the academy concerns reading comprehension difficulty presented by a large segment of Brazilian students, at the various learning levels. Equivalence paradigm has contributed for the understanding of the behavior processes involved in the acquisition and understanding of the texts reading repertoires. This study, through systematic replication, aimed to: 1) verify the outcome of syllable discrimination teaching in textual reading emergency of words and teaching and recombined phrases; 2) investigate the effect of a teaching procedure of discrimination of dictated and printed words (AC) in reading emergency with understanding of words and teaching and recombined phrases; 3) program a teaching procedure capable of producing few or no mistakes at all; 4) improve the procedures used by previous studies, making them more efficient and economical with less performance variability among the participants. The stimuli were auditive, visual, and auditive - visuals (syllables, words, and spoken and printed phrases, as well as printed pictures). Conditional discrimination teaching was done between words/ spoken phrases and pictures (AB Relation) syllables/ words/ spoken phrases and printed stimuli AC relation). Six experimental phases were programmed. The reading unit was gradually expanded during the phases, and by Phase V they were composed of demonstrative pronouns, concrete nouns, adjectives and intransitive verbs. All participants showed textual reading of simple and complex syllables and immediate emergency with understanding of the teaching words. Most participants promptly showed the textual reading of the words. All participants, but for one, showed emergency of textual reading of all phrases with four words. Most participants promptly showed reading with understanding of words and phrases. On Phase III, most participants showed reading of phrases with two words during the first exposition, and one female participant read correctly in the second exposition. On Phase IV, five participants showed textual reading of phrases with three words during the first exposition while a female participant after the reading emergency with understanding. In the repertoire maintenance test, most participants read all study words and phrases, except for two participants during the reading of phrases with two and three words. The performance of the participants occurred during the reading of phrases with four words. These results indicate that if the discrimination between syllables were taught directly, recombinative generalized reading emergency of words and up to four components phrases will occur without establishing the partial control, meanwhile special learning procedures will not be felt necessary.
Acesso aberto (Open Access)
Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
(Universidade Federal do Pará, 2004) RAMOS, Luciane; GALVÃO, Olavo de Faria; http://lattes.cnpq.br/7483948147827075
Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship). formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship).
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/0722706223558223
Several 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.