Avaliação de uma programação de ensino de leitura para alunos do Ensino Fundamental em contexto coletivo, por meio de um instrumento informatizado

• Autor(a) principal: Coimbra, Cláudia Stefânia Figueiredo Neves
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16611
• topic: Análise do comportamento; Leitura; Contexto coletivo; Behavior analysis; Reading; Software; Collective context; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

SARESP data from 2007 show that over 20% of students in the 4th grade of elementary school in the state of Sao Paulo had considered performing below basic in Portuguese. Illiteracy is still a serious reality in Brazil, covering about 10% of the population. Behavior Analysis has been contributing in this scenario, through studies that investigate the teaching of reading. However, there are few applications that perform work education programs in the collective context, a situation that resembles the daily life of the school context. The present study aimed at the development, implementation and evaluation of a schedule of teaching reading, through a software, aimed at children aged three grades of Cycle I of Elementary and who attend the school year in a classroom of Projeto Intensivo de Ciclo (PIC), and applied during the class period by a single applicator, in a collective situation. Participants were evaluated and those who passed the training, held in the computer room of the school, were divided into two groups, one with six and one with seven children. The results showed that all participants benefited from the program. There was the emergence of relations and generalized reading of words and phrases, except for one participant. The tests showed that the maintenance of reading remained but there was a decrease in write performance. Although the results are satisfactory, several variables may have influenced the participants' performance: delay the start of activities and a reduced number of sessions, terms of software and application context. In this study, we worked with few children at the application, unusual in the school context. Further studies are needed who have as participants the number of students in a regular class, sharing the same space, during the scheduling of teaching