Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Lima, Victor Macedo Alcantara
 |
| Orientador(a): |
Gianfaldoni, Mônica Helena Tieppo Alves
|
| 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 Psicologia Experimental: Análise do Comportamento
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/29527
|
Resumo: |
This research assessed the teaching of relationships between phonemes, graphemes and images of people or objects which emit the sounds of the phonemes. In conjunction to the aforementioned, phoneme junction training in receptive reading and textual behavior of previously taught words was done. The research was done with three elderly participants, residents of the city of São Paulo, and who either evaded or had no access to formal education. The stages of teaching and testing were: 1. Rey’s Auditory-Verbal Learning Test; 2. Post training with colors; 3. Letter naming test; 5. Letter naming teaching; 5. Initial assessment; 6. Pre-test; 7. Teaching of relationships between graphemes, phonemes and corresponding image; 8. Matching-to-sample testing of phonemes and corresponding graphemes (AlCl) and of textual behavior of graphemes (ClDl); 9. Phoneme recombination probing; 10. Teaching of the relationships between spoken syllables and written syllables; 11. Syllable recombination probing; 12. Teaching of relationships between spoken and written words; 13. Post testing and 14. Final assessment. Out of the three participants, only P1 was able to finish the whole procedure. The remaining participants, P2 and P3, had to interrupt their participation because of work and health issues, respectively. P1 showed the emergence of textual behavior and of receptive learning when faced with word recombination with few mistakes during the teaching phases and with no complete variation of the positioning of all syllables. She also demonstrated the emergence of recombinatory reading of syllables and words during the third and fourth probings. P2 showed a relevant improvement in performance after a few changes in procedure, designed specifically for him. Changes include changing the font in written materials, including copying tasks and reducing the number of relations taught per block. P3 showed a need for elderly specific neuropsychological testing to be done, being that his performance was compromised by neurological disorders |
