Discriminação de Sílabas e Emergência de Leitura Recombinativa de Palavras em Cegos: Braille e Alfabeto Romano em Relevo

Abstract

Reading for the blind has been taught through generally inefficient procedures, causing learning deficits or even dropping out before completing literacy. Several studies show that the explicit teaching of syllable discrimination promotes the emergence of textual reading and comprehension of words and phrases formed by teaching and recombined syllables. This study aimed to investigate the teaching of conditional discrimination of syllables to three blind participants, assessing its effect on the emergence of textual reading of teaching syllables and new syllables with letter recombination; of textual reading and comprehension of words formed by teaching syllables and recombined, in addition to copying and dictation performance. For this, the Braille code and letters of the Raised Roman Alphabet were used. The tasks performed were conditional discriminations of syllables, words and objects; emission of echoic response before an auditory model; oral syllable naming and textual word reading; and copy and dictation with word construction. The participant Paul presented percentages of correct answers above 70% in the oral syllable naming and textual word reading, word comprehension reading, and copying and dictation of these words in Braille and Raised Roman Alphabet. In addition, the equivalence between the word sets in Braille and the Raised Roman Alphabet was verified, without direct teaching of this relationship. Participants Lucy and George did not complete the study and did not meet the hit criterion (100%) in the Braille syllable discrimination stages. It was concluded that the study is efficient to promote recombinant reading, however, it is recommended a review of the Braille teaching schedule to obtain better results with this set.