Emergência da Leitura de Palavras em Inglês com Recombinação de Onset e Rime em Crianças do Ensino Fundamental

Abstract

This study aimed to investigate the emergence of textual reading and reading with comprehension of taught and recombined English words, using intrasyllabic onset and rime structures. Participants were two girls and one boy, aged 11 to 12, enrolled in the 5th grade of a full-time Elementary School. A pretest assessed letter naming and word reading in Portuguese and English. In Stage I, conditional discrimination (CD) training of simple words was conducted, followed by textual reading tests of taught and recombined words, and a CD test. Stage II included naming tests for recombined simple words and figures in English and Portuguese, AB relation training, and AC, BC, and CB relation tests, as well as copying and dictation tasks. Stage III followed a similar structure, replacing simple words with compound words. Results demonstrated the immediate emergence of accurate and meaningful reading of simple, recombined, and compound English words across all phases, highlighting the effectiveness of the teaching procedure and contributing to the advancement of the literature. The findings suggest that the teaching procedure, even with a larger set of words, produced promising outcomes for the development of English language and reading instruction technologies.