Ensino de discriminações de sílabas e emergência da leitura recombinativa em crianças com dificuldades em leitura

Abstract

Reading is one of the social and communication skills that is widely required in a social environment, but often the efficient teaching of reading does not occur, creating other problems in the school and family environment of children. Several studies have been done with the discriminative teaching of syllables, units smaller than the word, to promote reading, and in these studies the results document the emergence of recombinative and understanding reading. This proposed study investigated whether applying the methodology of teaching conditional discrimination could emerge oral naming, copy and dictation, textual reading withx understanding and the construction of new words in three children from the 1st and 2nd year of elementary school with difficulties in reading. In Stage I, the teaching and testing phases of the teaching syllables (no, bo, na, do, ne, to, la and pe) and the recombined (ba, be, da, de, ta,te, lo) phases were carried out , le, pa and po), in Stage II the tests of word naming, textual reading and with understanding and construction of new words with the syllables previously used in Step I were carried out. The results document that there was the emergence of textual reading and with understanding, in which all participants met the criteria for correct answers required in each type of phase (teaching and testing), being able to affirm the efficiency of the teaching method used for recombinative reading, and the insertion of the new phase of word construction contributed methodologically for this line of research.