There is strong evidence that the explicit teaching of conditional discriminations of syllables
with letter recombination establishes control over all word components, promoting the
emergence of textual reading and comprehension of the words formed by these syllables, as
well as copying and dictation. With the present study, we investigated whether the teaching
of conditional syllable discriminations would promote the emergence of oral naming of
teaching syllables and new recombined syllables of the Roman Alphabet in relief and
emergence of textual reading and with understanding, copying and dictation of words blind
participants. In Stage I the conditional discriminations of eight syllables were tested and the
oral naming of the syllables of teaching and of ten recombined syllables tested. In Stages II
and III the textual and comprehension reading was verified, with and without spacing
between letters besides the copy and dictation of two groups of words, printed in Fonte Aria
24 and 22. Step IV consisted of the test of textual reading of the words printed in Times New
Roman font 24 and 22, with and without letter spacing. The two participants presented
immediate emergency of the oral nomination of the syllables of teaching and recombined,
with few errors in some phases. Immediate and error-free emergence of all performances
tested in Steps II and III and with few errors in Step IV. The results demonstrate the
efficiency of explicit teaching of conditional discrimination of syllables in promoting the
emergence of textual reading and word comprehension and copying and dictation of words
printed in Roman alphabet in relief, which is an alternative technological resource to Braille,
efficient and economical if programmed properly.
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