| Journal: | Acta comportamentalia |
| Database: | CLASE |
| System number: | 000458588 |
| ISSN: | 0188-8145 |
| Authors: | Donadeli, Josiane Maria1 Domeniconi, Camila1 |
| Institutions: | 1Universidade Federal de Sao Carlos, Sao Carlos, Sao Paulo. Brasil |
| Year: | 2017 |
| Volumen: | 25 |
| Number: | 2 |
| Pages: | 179-195 |
| Country: | México |
| Language: | Portugués |
| Document type: | Artículo |
| Approach: | Aplicado, analítico |
| English abstract | This study examined the effects of applying a reading teaching procedure through a software based on the stimulus equivalence paradigm, with the sentence as a teaching unit. Ten children aged seven to nine, without clinical diagnosis, attended the first primary education cycle, participated. The tasks were based on matching-to-sample discrete trials, using printed or spoken sentences and figures. The sentences were composed of subject, verb and object. The words used in sentences and the difficulty of discrimination varied during the procedure. The variations were: sentences composed of simple words of the portuguese language, of the orthographic point of view, and comparisons with multiple differences between them; and critical differences simple words; complex words and multiple differences; and complex words and critical differences. Sentences comparisons with multiple differences had all the different words, and sentences comparisons with critical differences had a word or two in common with each other. Critical differences were used to increase the probability of choice responses controlled by all aspects of the sentence and not just part of it. Reading tests were performed before and after the application of the procedure. Nine of the ten participants showed a higher percentage of correct answers in the posttest than in the pretest that evaluated reading. The children had more errors in the teaching phases which sentences had used critical differences. The results showed that the children may have been under strict stimuli control and that the restriction of the number of exposure to teaching trials may have decreased the chances of better performance. In the Reading Test of recombinative generalization sentences, two of ten children showed high percentages of correct answers. The results suggest that the procedure promoted the learning of reading sentences during the teaching; however, it was not sufficient f |
| Portuguese abstract | Este estudo verificou os efeitos da aplicação de um procedimento de ensino de leitura por meio de um software com base no paradigma da equivalência de estímulos, tendo a sentença como unidade de ensino. Participaram dez crianças de sete a nove anos. As tarefas foram baseadas em tentativas discretas de emparelhamento com o modelo, com o uso de sentenças impressas ou ditadas e figuras. As palavras utilizadas nas sentenças e a dificuldade de discriminação variaram ao longo do procedimento: sentenças compostas por palavras simples da língua portuguesa, do ponto de vista ortográfico, e comparações com diferenças múltiplas entre si; palavras simples e diferenças críticas; palavras complexas e diferenças múltiplas; e palavras complexas e diferenças críticas. Foram realizados testes de leitura antes e após a aplicação do procedimento. Nove dos dez participantes apresentaram maior porcentagem de acertos no pós-teste do que no pré-teste que avaliou a leitura. As crianças apresentaram mais erros nas fases de ensino cujas sentenças utilizadas apresentavam diferenças críticas. No teste que avaliou a leitura de sentenças de generalização recombinativa, duas das dez crianças apresentaram altas porcentagens de respostas corretas. Os resultados sugerem que o procedimento favoreceu a aprendizagem da leitura das sentenças durante o ensino; no entanto, não foi suficiente para ocorrência de generalização recombinativa |
| Disciplines: | Psicología |
| Keyword: | Psicología educativa, Educación básica, Enseñanza, Lectura, Equivalencia de estímulos, Comprensión de lectura, Lectura recombinativa, Oraciones |
| Full text: | Texto completo (Ver PDF) |
