Ensino de leitura: uma proposta para aperfeiçoar o desempenho de alunos de 5ª e 6ª séries do ensino fundamental, com uso de software educativo

• Autor(a) principal: César, Marcelo de Abreu
• Data de Publicação: 2009
• 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/16508
• topic: Análise do comportamento; Equivalência de estímulos; Software educativo; Ensino fundamental; Atuação docente; Leitura (Ensino elementar); Leitura -- Software; Professores -- Atitudes; Professores -- Formacao profissional; Reading; Behavior analysis; Stimulus equivalence; Educational software; Basic education; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

The reading and writing repertoire acquisition in the initial grades of the basic education Cycle II is configuring as one of the main difficulties to be overcome. Internal and external indicators of evaluation - such as SAEB, SARESP and the own school evaluation-, point that a good part of the children that frequent the public school, the less favored class children, mainly, has achieve the 5ª and 6ª grades without knowing to read and to write. Due the low level of performance presented by the pupils in reading and writing in the national systematic evaluations, it is necessary implement practical applications for improve the reading repertoire, especially in the initial grades of basic education. Behavior Analysis has been producing reading research based on the paradigm of stimulus equivalence, focusing the reading behavior as relations between different modalities of stimulus: sound (A) picture\image (B) text (C). Based on equivalence studies, the present work has as objective: 1) To elaborate an educational program in order to improve the reading repertoire of children from 5ª and 6ª grades; 2) To apply and to evaluate this educational program, implemented in collective space with the assistant of Mestre® software. The participants were 17 students of basic education of Cycle II which frequented supplementary classes of a public institution from the city of Mogi das Cruzes. The procedure was carried through four stages: 1) Evaluation of the previous reading repertoire, focusing on the relations between the different modalities of stimulus (A, B and C); 2) Training of relations CC, AB, AC, BC, CE, BE and AE and test of expressive reading (CD relation) of words composed by simple syllables. 3) Test of Generalization of reading (using words and sentences composed by simple syllables). 4) Test of Maintenance of reading after 180 days. The procedure was implemented in collective space, even though the pupils worked in their own rhythm. During the procedure, the teacher responsible for the supplementary classes worked as assistant of the researcher. Comparing the student s previous performance with the one presented after the teaching procedure, it was verified that the majority of the participants presented generalized reading of new words composed by simple syllables, and also some of them had started to read sentences