Emergência da leitura recombinativa de palavras do Alfabeto Romano em relevo e EVA após o ensino de discriminações de sílabas em cegos

Abstract

The present study investigated the effect of the conditional discrimination (CD) of Embossed Roman Alphabet (ERA) and promote the development of identifying syllables taught and new recombined syllables, textual reading, and understanding of words working with EVA (Ethyl Vinyl Acetate) material, in addition to the develop performances in making copies, dictated with two blind participants. The experimental design consisted of a pre-test, a stage of teaching CD's syllabus and four stages of tests. The stage I consists of CD's teaching, tests of oral naming (NO) of eight syllables as well as the test of oral identifying of these teaching syllables besides ten syllables recombined. In step II was applied the NO's test and reading test with the understanding of 22 words formed by these syllables in Arial, size 24, with spacing between the letters, besides of making copy and dictation tests of these words. In step III, it was tested the reading of a new set of words with size 24 without spacing and size 22 with and without spacing between letters. In Stage IV, oral naming tests were applied in Times New Roman, sizes 24 and 22 with and without spacing. In Stage IV, oral naming tests were applied in Times New Roman, sizes 24 and 22 with and without spacing. Akemi's and Lisboa's results demonstrate that the objectives proposed for this research were achieved; it was found that the teaching of CD's syllables developed improvements in teaching results in oral naming syllables and new syllables with letter recombination, textual reading, and comprehension of words formed by the teaching syllables and recombined, including the ones with EVA.'s material The objectives according to the copy tasks were reached in Step II by both participants and the dictation objectives were reached by Akemi.