Ensino de discriminações de sílabas e emergência da leitura em alunos da Educação de Jovens e Adultos

Abstract

Research using conditional discrimination for teaching reading and writing is conducted with illiterate adults, but its main focus is on teaching word naming as opposed to teaching initial explicit smaller units than the word. Studies with teaching from smaller units of the word, in this case syllables, are conducted with typically developing children with reading difficulties and visually impaired adults, documenting through the studies the emergence of reading comprehension. The purpose of this study was to investigate the effect of explicit teaching of conditional syllable discriminations on the emergence of textual reading and word comprehension in two adult participants enrolled in EJA (Education of Young People and Adults). The design was programmed in two stages. In Stage I, the stages of teaching syllable discriminations (no, bo, na, do, ne, to, la, pe,bi, vi, fu, and mu) and naming tests of the teaching and recombined syllables (ba, be, da, de, ta, te, lo, le, pa, po, bu, vu, fi, mi, fa, fe, fo, va, ve, vo, ma, me, mo, lu, li, pu, pi, tu, li, nu, ni, du, and di) were performed. In Stage II, the tests of reading textually and with comprehension, construction of new words with the teaching and recombined syllables from Stage I, and sentence construction with the constructed words were performed. The results indicate that the errors in naming the syllables may be due to stimulus superselectivity. Both participants correctly named recombined syllables after re-exposure to the teaching and conditional discrimination phases with these syllables. Both showed oral naming of some words, but demonstrated reading with comprehension of most words and copying of all words. Socioeconomic factors, work activities, and low student attendance may have contributed to the results