Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Silva, Camila Maria Silveira da
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| Orientador(a): |
Micheletto, Nilza |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
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| Departamento: |
Psicologia
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| País: |
BR
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| 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/16751
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Resumo: |
Behavior analysts have been investigating the acquisition of recombinative reading, but few studies verified the effect of audio-visual correspondence between phonemes and graphemes. This study aimed to verify the effect of teaching relations involving syllables and phonemes-grapheme on recombinative reading. The participants were six children. Three were submitted to computerized teaching procedure and the other three only performed the tests (control participants). For children of teaching, three sets of four words chosen based on a syllabic matrix were taught. For each word´s set, the procedure was: 1) pretest of word´s sets; 2) teaching of spoken word-picture relation (AB) and picture naming; 3) teaching of spoken word-written word relation (AC) and textual behavior of words; 4) intermediate test; 5) teaching of audio-visual relation with syllables and phonemes and graphemes and textual behavior of these minimal units; 6) identity constructed-response matching (CRMTS-ID) with letters and syllables, after the echoic of the minimum units and word; 7) post-test of word´s sets. In addition, at the beginning and end of the procedure the participants performed the Initial and Final Assessment, respectively, with all word´s sets and the Phonological Awareness Test. The results showed that two of the three teaching participants demonstrated recombinative reading at the end of the study. One (E1) of them presented recombinative reading in Set 1post-test, although accuracy rates have decreased after the teaching of Set 2 and risen again in the Set 3 post-test. The other (E2) demonstrated recombinative reading starting from the Set 2 post-tests. C1 (E1´s control) showed no equivalent level of learning, although C2 (E2´s control) had. The third participant (E3) showed learning of relations directly teaching only, and his control (C3) showed recombinative reading starting from post-tests of Set 2. A second control participant of E3 (C4) didn´t presented recombinative reading. Children had higher difficulty with Set 2, demonstrated by the number of teaching applications to meet the criteria in the post-tests and by the percentage of correct response in the textual behavior teaching. These results indicated the need to review the word´s matrix proposed in this study, whereas Set 2 of words did not include overlapping syllables of Set 1. However, in another study conducted with identical teaching procedure, except for the teaching only phonemes and graphemes as minimum units, better results were showed, even after the teaching of Set 2. We questioned whether the teaching of phonemes and graphemes omitting syllables teaching facilitated the control of the children´s behavior by the letters, so that the absence of syllabic overlap in the words of Set 2 doesn´t affected the participant´s performancee |
