Dissertação

Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura

Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized rea...

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Autor principal: RAMOS, Luciane
Grau: Dissertação
Idioma: por
Publicado em: Universidade Federal do Pará 2011
Assuntos:
Leitura
Inabilidade na leitura
Teste de equivalência
Crianças
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
Acesso em linha: http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1918
id ir-2011-1918
recordtype dspace
spelling ir-2011-19182017-12-22T14:11:00Z Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura Stimulus equivalence and generalization reading in first grade children with reading acquisition difficulties RAMOS, Luciane GALVÃO, Olavo de Faria http://lattes.cnpq.br/7483948147827075 Leitura Inabilidade na leitura Teste de equivalência Crianças CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship). formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship). CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico O paradigma da equivalência de estímulos tem sido relevante para a compreensão da aprendizagem de leitura em crianças de séries iniciais do ensino fundamental. O objetivo deste estudo foi verificar a formação de relações de equivalência entre palavras ditadas, palavras impressas e figuras e investigar procedimentos que podem facilitar a aquisição da leitura generalizada em crianças com dificuldades de leitura. Participaram oito crianças, de ambos os sexos, com idades entre sete e oito anos, alunos de uma classe da primeira série do ensino fundamental de uma escola pública. As fases experimentais foram: Pré-teste, aplicado a todas as crianças da classe, que consistiu de exercícios de cópia, ditado, leitura de palavras e nomeação de figuras; Ensino, aplicado a quatro de oito crianças selecionadas no pré-teste. Esta fase consistiu de exercícios programados no computador e Testes, também aplicado aos quatro participantes, em que foi verificada a emergência das relações de equivalência entre as figuras e as palavras impressas e palavras impressas e figuras, e teste de generalização de leitura. Três participantes demonstraram a formação de relações de equivalência entre palavras ditadas, palavras impressas e figuras, e leitura com compreensão; mas não demonstraram leitura generalizada. O trabalho continuará, com ensino da leitura por exclusão, até a leitura generalizada, e será, então, aplicado um Pósteste às oito crianças. 2011-03-23T21:19:42Z 2011-03-23T21:19:42Z 2004 Dissertação RAMOS, Luciane. Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura. 2004. 101 f. Dissertação (Mestrado) - Universidade Federal do Pará, Centro de Filosofia e Ciências Humanas, Belém, 2004. Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento. http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1918 por Acesso Aberto application/pdf Universidade Federal do Pará Brasil Núcleo de Teoria e Pesquisa do Comportamento UFPA Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento
institution Repositório Institucional - Universidade Federal do Pará
collection RI-UFPA
language por
topic Leitura
Inabilidade na leitura
Teste de equivalência
Crianças
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
spellingShingle Leitura
Inabilidade na leitura
Teste de equivalência
Crianças
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
RAMOS, Luciane
Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
topic_facet Leitura
Inabilidade na leitura
Teste de equivalência
Crianças
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
description Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class Considering that the stimulus equivalence paradigm has been relevant to understanding literacy this study was designed aiming to verify the formation of equivalent class between dictated words, printed words and pictures, and to investigate procedures to facilitate the acquisition of generalized reading. Participated eight students, boys and girls, aging from 7 y-o to 8 y-o, in the first grade of a public school. The study consisted of three phases: Pretest, that was applied to the whole class, consisting of a word-naming test (reading), and a picture-naming test. Eight children were unable to read. Teaching, applied to four children of the eight, consisting of programmed computer exercises, with immediate differential feedback for correct and incorrect responses. And Tests, to verify the emergence of the relation of pictures to printed words and relation of printed words to pictures and test reading generalization. Three participants showed equivalence class formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship). formation involving dictated words, printed words and pictures, and reading with comprehension. Generalized reading tests were negative. The study is continuing, reading will be taught using exclusion and other procedures until generalized reading emerges. A postest of reading will also be applied to the eight children. A similar procedure will be provided to the four children that showed difficulty in the pretest and stood in the control group. (CNPq Master Fellowship).
author_additional GALVÃO, Olavo de Faria
author_additionalStr GALVÃO, Olavo de Faria
format Dissertação
author RAMOS, Luciane
title Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
title_short Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
title_full Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
title_fullStr Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
title_full_unstemmed Equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
title_sort equivalência de estímulos e generalização de leitura em crianças de primeira série com dificuldade na aquisição de leitura
publisher Universidade Federal do Pará
publishDate 2011
url http://www.repositorio.ufpa.br:8080/jspui/handle/2011/1918
_version_ 1832603802799177728
score 11.755432

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