Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
Zanco, Giselda
 |
| Orientador(a): |
Moroz, Melania |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Psicologia
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16009
|
Resumo: |
Teaching reading and writing from conditional discriminations for high school. Before the low-rate performance in reading and writing presented by high school students, it urges to conduct researches that help them acquire such repertoirs. Studies about equivalent relations present themsevles as a possible way yet to be explored, aiming at the student s formation that although perceived as included within classroom spaces, are excluded from the literate world. The present work s goal was to evaluate the efficiency of a reading and writing repertoir teaching proposal through conditional discriminations for high school students. Such proposal based on the model of stimulus equivalence and applied with the use of JClic software, had clauses as teaching units. The set of stimulus that were used were planned according to the following criteria: clauses composed only by simple syllables (Unit 1); clauses that presented Portuguese language complexities: digraph n (Unit 2), interpolated r and at the syllable s end (Unit 3) and digraphs ch and nh (Unit 4). The stimulus were presented in form of sound/dictated clauses (A), images/scenes that represented clauses (B), text/written clauses (C) and letters (E). Five students of Embu das Artes city s State Public School participated in the program. The experimental procedure held: a repertoir previous evaluation (through instruments IAL-In and IAL-I); Unit pre-test (words and generalization clauses reading and writing), Relations teaching (AB, BC, CC, AC, CE, CE- syllables and AE), Emerging relations test (CB, CD, BE, AF e BF), Unit post-test (words and generalization clauses reading and writing), Test generalization reading and final repertoir Evaluation (reaplication of IAL-I). After the teaching experience, the emergence of both relations concerning reading and writing ocurred. Comparing the previous performance with the one presented after the teaching procedure, it was verified that most of participants presented generalized reading and writing skills for both words and clauses, obtaining at least 80% of hits, besides presenting texts generalized reading (reading repertoir varied between 75,5% and 100% hits). Hence it is considered that the teaching of conditional discriminations having clauses as teaching units was proven effective to install reading and writing repertoirs in a more complex level |
