Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Ferrão, Maria Fabiana Camargo
 |
| 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/16225
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Resumo: |
Bearing in mind the alphabetization process in Brazil is still marked by historical failures, it is fundamental to do research about teaching procedures. Based on behavioral analysis, the present research evaluated reading and writing teaching procedure through conditional discriminations. Six children took part of it, with age from five to six years old, who attended children s education in primary education school (EMEB) in Jundiaí city. The study design was composed of the initial repertoire evaluation (pre-test), teaching procedure and reading emergence test, writing and reading evaluation of generalization and final repertoire evaluation (post-test). In the initial repertoire evaluation, it was analyzed the alphabet letter nomination, reading of some teaching and generalization words and sentence, own name writing, letters and words previously known by the participants. The choosing procedures were in matching-to-sample(MTS) and Constructed Response Matching To Sample (CRMTS) were utilized to teach the relationship between dictated word and illustration (AB), illustration and written word (BC), dictated word and letters (AEp), dictated syllable and letters (AEs). Twenty one words were taught by syllables with audible-illustrative correspondence. After the teaching period, the participants were subjected to new relations emergency tests, being word written-illustration (CB), written word dictated-word (AC) and illustration-letters (BE). It was also realized a generalization reading test of words and sentences (CDp and CDo) and writing of dictated words (AF) and evaluated the final repertoire (post-test). Among the results, it stands out: all participants presented positive changes in the reading and writing repertoire; all participants presented reading of words; part of them presented sentence reading and writing of words; the performance was better in word reading than sentence reading; the performance was better in reading than in writing. The results show that preschool children are capable of acquiring basic reading and writing repertoire, so they can be targeted by systematic teaching in children s education |
