The growing contingent of deaf people in human society has a fundamental basic
reading academic behavior in social inclusion policies. The proposed study seeks to
observe the teaching of conditional discrimination sentences on the emergence of
syntactic relations, from the construction of sentences in the affirmative and negative
assertions in deaf children. Pre-tests verify the repertoire readings in LBS and
Portuguese. The study used three sets of stimuli: A - Signs in LSB, B - words written in
Portuguese and C - figures. The conditional relations AB and AC were taught and BA
relations, CA, BC and CB tested with no differential feedback. The procedure adopted
was matching-to-sample (MTS) to teach reading words. After training and testing, the
participant was exposed to the constructed-response matching-to-sample (CRMTS) of
affirmative and negative sentences. The participant should write sentences in the
presence of a model (LBS signals or written sentences), from words written in
Portuguese (or LBS) to compose the affirmative sentences and negative sentences.
Next, specific tests for CRMTS evaluated the formation of new sentences, including a
recombination test.
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