Some studies have demonstrated the reading of words formed by recombined syllables in
pre-school children. However, the restricted control through syllables has occurred in those
studies, making the generalized reading more difficult. The present study investigated the
effect of the teaching of conditional discriminations among syllables in the emergence of the
textual reading of those syllables and the new ones recombined by the letters of the teaching
syllables, avoiding the establishment of the restricted control. It also verified the emergence of
the textual and comprehensive reading of meaningful and meaningless words formed by the
teaching and recombined syllables. Five pre-school children participated of the study that was
divided in three Stages. In Stage I, the syllables NO, BO, NA, DO and NE were taught
through a matching-to-sample procedure, and the recombined syllables BA, DA, DE and BE
were tested. In Stage II, it was verified the textual and comprehensive reading of the
meaningful words DADO, DEDO, BEBÊ and BOBO. In Stage III, it was verified the textual
and comprehensive reading of the meaningless words NEBA, NODE, BEDO and DABO. All
the participants presented the emergence of the textual reading of the taught and recombined
syllables. The five participants readily presented the comprehensive reading of all the
meaningful and meaningless words, documented through the equivalence relations between
pictures and written words and spoken words. In Stage II, four participants demonstrated the
immediate emergence of the textual reading of all the meaningful words before the
comprehensive reading of them, and one participant demonstrated it after the emergence.
After the reading of the taught and recombined syllables in Stage I, the reading of all the
meaningful words (Stage II) and meaningless words (Stage III) occurred. The restricted
control, that has been related in some studies, was not established in this present study. The
recombinative reading occurred without applying the special procedures. These results
indicate that if the discriminations among syllables are taught directly, the emergence of the
recombinative generalized reading will occur without the establishment of the restricted
control and without the application of teaching special procedures.
|
