Ensino de leitura de palavras via Equivalence Based Instruction sobre a leitura de narrativas em alunos da sala de recursos.
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Data
2019-03-25
Autores
Mozela, Larissa de Oliveira
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Universidade Estadual Paulista (Unesp)
Resumo
O paradigma das relações de equivalência compreende a leitura como uma rede de relações, existente entre estímulos e estímulos, e estímulos e respostas, o que permite criar procedimentos para investigar como esse repertório se desenvolve, além da emergência de relações não ensinadas diretamente. Partindo dessa premissa, o programa informatizado de ensino Aprendendo a Ler e a Escrever em Pequenos Passos® foi desenvolvido a fim de estabelecer o repertório elementar de leitura e de escrita com diferentes níveis de complexidade para diversas populações. O objetivo do presente estudo foi verificar os efeitos do ensino de palavras isoladas, por meio do referido programa, sobre a leitura de palavras isoladas e generalização para leitura em narrativas em alunos de sala de recursos. Participaram do estudo três crianças, com idades entre 09 e 12 anos, regularmente matriculadas no Ensino Fundamental I, que frequentavam a sala de recursos. Previamente ao ensino, as crianças foram submetidas ao Diagnóstico de Leitura e Escrita, ao Teste de Desempenho Escolar, à Escala de Maturidade Mental Colúmbia e ao Peabody Picture Vocabulary Test, Fourth Edition. Em seguida, os participantes foram expostos a duas unidades de ensino do Módulo 1 do ALEPP, abrangendo 9 passos de ensino. Antes e após cada unidade de ensino foram realizadas sondagens, por meio da leitura de narrativas, compostas à partir das palavras alvo ensinadas nas unidades. A análise dos dados consistiu em verificar o desempenho de leitura intra participante antes e após o ensino, o número de exposições aos passos das unidades ensinadas e a porcentagem de acertos em emissões de palavras totais e palavras alvo de ensino das narrativas, diretamente treinadas nas unidades. Ao final da pesquisa verificou-se a replicabilidade dos dados existentes na literatura, quanto à eficácia do programa de ensino para aquisição de leitura, a extensão do programa de ensino para alunos de sala de recursos e a generalidade da leitura para as narrativas para dois dos três participantes.
The paradigm of equivalence relations understands reading as a network of relations, which exists between stimuli and stimuli, and stimuli and responses, which allows creating procedures to investigate how this repertoire develops, and the emergence of relations not taught directly. Based on this premise, the computerized program of teaching “Aprendendo a Ler e a Escrever em Pequenos Passos” was developed in order to establish the elementary repertoire of reading and writing with different levels of complexity for different populations. The objective of the present study was to verify the effects of teaching isolated words through the program of teaching on the reading of isolated words and generalization for reading in narratives in resource room students. Three children, from 9 to 12 years old, regularly enrolled in Elementary School, who attended the resource room participated in the study. Before teaching, the children were assessed through the Diagnostic of Reading and Writing (Diagnóstico de Leitura e Escrita), the School Performance Test (Teste de Desempenho Escolar), the Mental Maturity Scale Columbia (Escala de Maturidade Mental Colúmbia) and the Peabody Picture Vocabulary Test, Fourth Edition. Participants were then exposed to two teaching units of the ALEPP´s Module 1, covering 9 teaching steps. Before and after each teaching unit, probes were conducted on the reading of narratives, composed of the target words taught in the units. The data analysis consisted in verifying the participant´s reading performance before and after teaching, the number of exposures to the steps of the units taught and the percentage of correct answers in utterances of words and target words of the teaching of the narratives, directly trained in the units. At the end of the research, we verified the replicability of data in the literature regarding the efficacy of the reading acquisition teaching program, the extension of the teaching program for resource-room students and the general reading for the narratives for two of the three participants.
The paradigm of equivalence relations understands reading as a network of relations, which exists between stimuli and stimuli, and stimuli and responses, which allows creating procedures to investigate how this repertoire develops, and the emergence of relations not taught directly. Based on this premise, the computerized program of teaching “Aprendendo a Ler e a Escrever em Pequenos Passos” was developed in order to establish the elementary repertoire of reading and writing with different levels of complexity for different populations. The objective of the present study was to verify the effects of teaching isolated words through the program of teaching on the reading of isolated words and generalization for reading in narratives in resource room students. Three children, from 9 to 12 years old, regularly enrolled in Elementary School, who attended the resource room participated in the study. Before teaching, the children were assessed through the Diagnostic of Reading and Writing (Diagnóstico de Leitura e Escrita), the School Performance Test (Teste de Desempenho Escolar), the Mental Maturity Scale Columbia (Escala de Maturidade Mental Colúmbia) and the Peabody Picture Vocabulary Test, Fourth Edition. Participants were then exposed to two teaching units of the ALEPP´s Module 1, covering 9 teaching steps. Before and after each teaching unit, probes were conducted on the reading of narratives, composed of the target words taught in the units. The data analysis consisted in verifying the participant´s reading performance before and after teaching, the number of exposures to the steps of the units taught and the percentage of correct answers in utterances of words and target words of the teaching of the narratives, directly trained in the units. At the end of the research, we verified the replicability of data in the literature regarding the efficacy of the reading acquisition teaching program, the extension of the teaching program for resource-room students and the general reading for the narratives for two of the three participants.
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Palavras-chave
Leitura, Narrativas, Relações de equivalência, Sala de recursos, Reading, Narratives, Equivalence relations, Resouce room