Avaliação de um programa para o ensino de leitura e escrita

Reis, Thaize de Souza; Souza, Deisy das Graças de; Rose, Júlio C. de

doi:10.18222/eae204420092038

Cited by 32 publications

(62 citation statements)

References 3 publications

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“…Overall, the scores in reading the target words were systematically higher than the scores in writing (dictation) the same words. These data follow the pattern shown in the literature of the area (de Rose et al, 1996;Hanna et al, 2004;Medeiros et al, 1997;Melchiori et al, 2000;Reis et al, 2009;Sella et al, 2010), which suggests that there seems to be no guarantee that the relations directly taught in the procedure, added to CRMTS tasks, will result in correct writing after the teaching of reading.…”

Section: Resultssupporting

confidence: 78%

“…As in Study 1, there was an increase in the percentage of correct responses for whole words in the reading and writing tasks compared to the performances obtained in the pre-test and in the unit post-tests, with the reading of target words scores systematically higher than the writing scores. These data maintain the pattern shown in Study 1 and in the literature (de Rose et al, 1996;Hanna et al, 2004;Medeiros et al, 1997;Melchiori et al, 2000;Reis et al, 2009;Sella et al, 2010). However, regarding the performance in writing tasks, the percentages of correct responses were more modest than in the first study and there were no tests in which 100% of the dictated words were spelled correctly by any of the participants.…”

Section: Ethical Considerationssupporting

confidence: 89%

“…The initial module of this curriculum focuses on teaching simple words, with consonant-vowel sequences, and was experimentally applied with children with learning disabilities (de Rose et al, 1996Reis, de Souza, & de Rose, 2009), deaf children using hearing aids (França, Bandini, & Bandini, 2011), preschool children (Melchiori, de Souza, & de Rose, 2000), individuals with intellectual disabilities (Alves, Kato, Assis, & Maranhão, 2007;Melchiori et al, 2000) and illiterate adults (Medeiros, Monteiro, & Silva, 1997;Melchiori et al, 2000). The second module of the curriculum aims at teaching complex words, with sequences that encompass consonant clusters (irregular syllables) and was also applied to children with learning difficulties (de Souza, de Rose, Fonseca, & Hanna, 1999) and illiterate adults (Medeiros et al, 1997).…”

mentioning

confidence: 99%

“…The studies performed by Sidman (1994) Stromer, Mackay, Howell, McVay and Flusser (1996), for example, used word construction tasks from individual sample letters (constructed-response matching-to-sample [CRMTS]) (Dube, McDonald, McIlvane, & Mackay, 1991;Stromer & Mackay, 1992) during training trials and found that these favored the emergence of generalized reading and writing. Furthermore, de Souza, de Rose and Domeniconi (2009), Reis et al (2009) and Sella, Bandini, Oliveira and Bandini (2010) incorporated the teaching of relationships between dictated syllables and printed syllables that compose the words with copying with CRMTS (Reis et al, 2009) or dictation with CRMTS (Sella et al, 2010) tasks. The results showed a significant increase in the performance of the participants in reading and dictated writing.…”

mentioning

confidence: 99%

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Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

Bandini

Sella

et al. 2014

Paidéia (Ribeirão Preto)

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Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.

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Section: Resultssupporting

confidence: 78%

Section: Ethical Considerationssupporting

confidence: 89%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

Bandini

Sella

et al. 2014

Paidéia (Ribeirão Preto)

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“…The results usually show that after the teaching procedure, the participants read the majority of the taught words, spell a high percentage of those words, and show the emergence of relations that were not directly taught between stimuli (de Rose et al, 1989(de Rose et al, , 1996Melchiori, de Souza, & de Rose, 1992Reis et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Teaching spelling as a route for reading and writing.

Reis¹,

Postalli²,

Souza³

2013

Psychology & Neuroscience

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Reading and writing are functionally independent operants, in which the acquisition of one does not necessarily result in the acquisition of the other. However, when the main components of these behaviors become members of equivalence classes, the abilities become interdependent. Several studies have taught matching printed words to dictated words and matching pictures to dictated words, producing the emergence of equivalence classes and the emergence of reading and spelling, although reading scores were systematically higher than spelling scores. The present study taught spelling skills and sought to determine whether it affects reading skills. Four students learned to spell 30 Portuguese words using a computer-based constructed response matchingto-sample task. Simultaneously with presentation of the sample (i.e., a picture and its corresponding printed word or a dictated word), the computer screen showed a pool of 14 letters. The task was to select the letters in the correct order to spell a word that corresponded to the sample. Differential consequences followed correct and incorrect responses. Spelling and reading improved for all of the participants. Spelling performance was as accurate as reading performance for three of the four participants. These results replicate previous data that showed the effectiveness of the constructed response matching-to-sample task in teaching spelling and promoting the emergence of reading.

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