Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre

Detalhes bibliográficos
Autor(a) principal: Barros, Nelma Maria Felix Capi Villaça de Souza
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/16516
Resumo: The increasing number of students with special educational needs in regular education demands for new methodologies which can help the teacher in his professional activities. Reading is the basis for acquiring further academic repertoires, as well as for the individual s participation in society. Unfortunately difficulty in reading has been identified in different grades of the academic period of Brazilian s students. Reading has been an object of study in different approaches, including the Behavior Analysis, which presents studies based on the stimulus-equivalence paradigm, with good results in teaching basic reading repertoires (words and phrases). A part of the studies was carried out using the Mestre® software; however, there are very few studies in which the participants are only individuals with Down s Syndrome. The objectives of this study are evaluating the reading repertoire of individuals with Down s Syndrome and implementing a program to teach reading using the Mestre® educational software. The participants were four students with Down s Syndrome, with ages between nine and twenty-five. The study was developed in three stages: 1) Evaluation of the participants previous reading repertoire. 2) Implementation of a teaching procedure with 15 words composed by simple syllables, focusing on the relations between stimulus of different modalities: spoken word (A), picture (B), printed word (C). The CC, AB, AC, CE and AE relations were taught and the emergence of the BC, CB, CD and BE relations was tested. 3) Application of Generalized Reading Test with news words and phrases composed by simple syllables. The repertoire of four participants was evaluated and three of them were submitted to teaching procedure. It was verified that two participants showed satisfactory performances in the trained relations as well as in the tested relations, reaching 100% correct results in expressive reading (CD relation); on the other hand, the levels in the word and phrase in the Generalized Reading Test were low, leading to assume that they were not under the control of minimal units (syllables). The participant that did not complete the teaching procedure showed positive performance changes, compared to the previously evaluated repertoire. Taking into account the short training period (a maximum of 13 hours and 35 minutes) and the number of sessions (a maximum of 21 sessions) and also the extremely small initial reading repertoire, the conclusions are that it is possible to teach reading based on the stimulus equivalence and that the Mestre® software is a valuable tool to improve reading to students with Down s Syndrome
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spelling Moroz, Melaniahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4230845Y9Barros, Nelma Maria Felix Capi Villaça de Souza2016-04-28T20:57:54Z2009-05-262009-05-06Barros, Nelma Maria Felix Capi Villaça de Souza. Evaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational software. 2009. 163 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.https://tede2.pucsp.br/handle/handle/16516The increasing number of students with special educational needs in regular education demands for new methodologies which can help the teacher in his professional activities. Reading is the basis for acquiring further academic repertoires, as well as for the individual s participation in society. Unfortunately difficulty in reading has been identified in different grades of the academic period of Brazilian s students. Reading has been an object of study in different approaches, including the Behavior Analysis, which presents studies based on the stimulus-equivalence paradigm, with good results in teaching basic reading repertoires (words and phrases). A part of the studies was carried out using the Mestre® software; however, there are very few studies in which the participants are only individuals with Down s Syndrome. The objectives of this study are evaluating the reading repertoire of individuals with Down s Syndrome and implementing a program to teach reading using the Mestre® educational software. The participants were four students with Down s Syndrome, with ages between nine and twenty-five. The study was developed in three stages: 1) Evaluation of the participants previous reading repertoire. 2) Implementation of a teaching procedure with 15 words composed by simple syllables, focusing on the relations between stimulus of different modalities: spoken word (A), picture (B), printed word (C). The CC, AB, AC, CE and AE relations were taught and the emergence of the BC, CB, CD and BE relations was tested. 3) Application of Generalized Reading Test with news words and phrases composed by simple syllables. The repertoire of four participants was evaluated and three of them were submitted to teaching procedure. It was verified that two participants showed satisfactory performances in the trained relations as well as in the tested relations, reaching 100% correct results in expressive reading (CD relation); on the other hand, the levels in the word and phrase in the Generalized Reading Test were low, leading to assume that they were not under the control of minimal units (syllables). The participant that did not complete the teaching procedure showed positive performance changes, compared to the previously evaluated repertoire. Taking into account the short training period (a maximum of 13 hours and 35 minutes) and the number of sessions (a maximum of 21 sessions) and also the extremely small initial reading repertoire, the conclusions are that it is possible to teach reading based on the stimulus equivalence and that the Mestre® software is a valuable tool to improve reading to students with Down s SyndromeDiante do crescente número de inclusões na rede regular de ensino em nosso país, fazem-se necessárias pesquisas em novas metodologias que auxiliem o professor no processo de ensino de pessoas com necessidades educacionais especiais, principalmente na leitura, que é base para a aquisição dos demais repertórios acadêmicos e atuação do indivíduo na sociedade. É fato também que a dificuldade na aprendizagem de leitura tem sido identificada em diferentes anos no período acadêmico. A leitura tem sido objeto de estudo em diferentes abordagens, entre elas a Análise do Comportamento, a qual tem estudos pautados no paradigma da equivalência de estímulos, com resultados promissores para a aquisição e aperfeiçoamento de repertórios básicos de leitura, envolvendo o ensino de palavras e de um segmento mais amplo como frases. Parte dos estudos foi realizada com o software Mestre®, no entanto são escassos os estudos tendo como participantes apenas indivíduos com Síndrome de Down. O presente estudo teve por objetivo, avaliar o repertório de leitura de indivíduos com Síndrome de Down e implementar uma proposta de ensino de leitura, utilizando o software educativo Mestre®. Participaram da pesquisa quatro indivíduos, tendo entre nove e vinte e cinco anos, todos com diagnóstico de Síndrome de Down. O estudo foi desenvolvido em três etapas: 1) Avaliação do repertório prévio dos participantes em leitura. 2) Implementação de um procedimento para o ensino de 15 palavras compostas por sílabas simples, focalizando as relações entre estímulos de diferentes modalidades: palavra falada (A), figura (B), palavra impressa (C), sendo ensinadas as relações: CC, AB, AC, CE e AE e testada a emergência das relações BC, CB, CD e BE. 3) Teste de Leitura Generalizada de palavras e frases formadas por sílabas simples. Dos quatro participantes, três passaram pelo procedimento de ensino. Verificou-se que os dois participantes que concluíram o procedimento obtiveram desempenhos satisfatórios tanto nas relações treinadas, quanto nas relações testadas, atingindo 100% de acertos na leitura expressiva (relação CD); porém nos testes de generalização de leitura de palavras e frases os patamares foram baixos, levando a pressupor que eles não ficaram sob controle de unidades mínimas (sílabas). O participante que não concluiu o procedimento de ensino teve alterações positivas no desempenho, comparativamente ao repertório prévio avaliado. Considerando o pequeno tempo de treino (máximo de 13 horas e 35 minutos) e de sessões (máximo de 21 sessões) a que os participantes se submeteram durante o procedimento de ensino e os desempenhos apresentados e levando em conta o baixíssimo repertório inicial de leitura, conclui-se que é possível pautar-se na equivalência de estímulos para o ensino de leitura e que a utilização do software Mestre® mostrou-se uma ferramenta valiosa para o ensino e aperfeiçoamento da leitura em pessoas com Síndrome de DownCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32734/Nelma%20Maria%20Felix%20Capi%20Villaca%20de%20Souza%20Barros.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaEquivalência de estímulosSoftware educativo Mestre®LeituraMestre (Programa educativo para criancas)Sindrome de Down -- Pacientes -- EducacaoReadingStimulus equivalence Mestre® educational softwareDown s SyndromeMestre® educational softwareCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALAvaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional MestreEvaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational softwareinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTNelma Maria Felix Capi Villaca de Souza Barros.pdf.txtNelma Maria Felix Capi Villaca de Souza Barros.pdf.txtExtracted texttext/plain225989https://repositorio.pucsp.br/xmlui/bitstream/handle/16516/3/Nelma%20Maria%20Felix%20Capi%20Villaca%20de%20Souza%20Barros.pdf.txt36e393b7a239c3d0738acc7511c06be4MD53ORIGINALNelma Maria Felix Capi Villaca de Souza Barros.pdfapplication/pdf11216905https://repositorio.pucsp.br/xmlui/bitstream/handle/16516/1/Nelma%20Maria%20Felix%20Capi%20Villaca%20de%20Souza%20Barros.pdf8e2496321e49f65e67405bbde825da02MD51THUMBNAILNelma Maria Felix Capi Villaca de Souza Barros.pdf.jpgNelma Maria Felix Capi Villaca de Souza Barros.pdf.jpgGenerated Thumbnailimage/jpeg3641https://repositorio.pucsp.br/xmlui/bitstream/handle/16516/2/Nelma%20Maria%20Felix%20Capi%20Villaca%20de%20Souza%20Barros.pdf.jpgd1d2e03a533187e2a4d3a152010881cfMD52handle/165162022-04-27 16:35:34.718oai:repositorio.pucsp.br:handle/16516Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:35:34Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
dc.title.alternative.eng.fl_str_mv Evaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational software
title Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
spellingShingle Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
Barros, Nelma Maria Felix Capi Villaça de Souza
Equivalência de estímulos
Software educativo Mestre®
Leitura
Mestre (Programa educativo para criancas)
Sindrome de Down -- Pacientes -- Educacao
Reading
Stimulus equivalence Mestre® educational software
Down s Syndrome
Mestre® educational software
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
title_short Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
title_full Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
title_fullStr Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
title_full_unstemmed Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
title_sort Avaliação e ensino do repertório de leitura em indivíduos com Síndrome de Down com o uso do software educacional Mestre
author Barros, Nelma Maria Felix Capi Villaça de Souza
author_facet Barros, Nelma Maria Felix Capi Villaça de Souza
author_role author
dc.contributor.advisor1.fl_str_mv Moroz, Melania
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4230845Y9
dc.contributor.author.fl_str_mv Barros, Nelma Maria Felix Capi Villaça de Souza
contributor_str_mv Moroz, Melania
dc.subject.por.fl_str_mv Equivalência de estímulos
Software educativo Mestre®
Leitura
Mestre (Programa educativo para criancas)
Sindrome de Down -- Pacientes -- Educacao
topic Equivalência de estímulos
Software educativo Mestre®
Leitura
Mestre (Programa educativo para criancas)
Sindrome de Down -- Pacientes -- Educacao
Reading
Stimulus equivalence Mestre® educational software
Down s Syndrome
Mestre® educational software
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
dc.subject.eng.fl_str_mv Reading
Stimulus equivalence Mestre® educational software
Down s Syndrome
Mestre® educational software
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
description The increasing number of students with special educational needs in regular education demands for new methodologies which can help the teacher in his professional activities. Reading is the basis for acquiring further academic repertoires, as well as for the individual s participation in society. Unfortunately difficulty in reading has been identified in different grades of the academic period of Brazilian s students. Reading has been an object of study in different approaches, including the Behavior Analysis, which presents studies based on the stimulus-equivalence paradigm, with good results in teaching basic reading repertoires (words and phrases). A part of the studies was carried out using the Mestre® software; however, there are very few studies in which the participants are only individuals with Down s Syndrome. The objectives of this study are evaluating the reading repertoire of individuals with Down s Syndrome and implementing a program to teach reading using the Mestre® educational software. The participants were four students with Down s Syndrome, with ages between nine and twenty-five. The study was developed in three stages: 1) Evaluation of the participants previous reading repertoire. 2) Implementation of a teaching procedure with 15 words composed by simple syllables, focusing on the relations between stimulus of different modalities: spoken word (A), picture (B), printed word (C). The CC, AB, AC, CE and AE relations were taught and the emergence of the BC, CB, CD and BE relations was tested. 3) Application of Generalized Reading Test with news words and phrases composed by simple syllables. The repertoire of four participants was evaluated and three of them were submitted to teaching procedure. It was verified that two participants showed satisfactory performances in the trained relations as well as in the tested relations, reaching 100% correct results in expressive reading (CD relation); on the other hand, the levels in the word and phrase in the Generalized Reading Test were low, leading to assume that they were not under the control of minimal units (syllables). The participant that did not complete the teaching procedure showed positive performance changes, compared to the previously evaluated repertoire. Taking into account the short training period (a maximum of 13 hours and 35 minutes) and the number of sessions (a maximum of 21 sessions) and also the extremely small initial reading repertoire, the conclusions are that it is possible to teach reading based on the stimulus equivalence and that the Mestre® software is a valuable tool to improve reading to students with Down s Syndrome
publishDate 2009
dc.date.available.fl_str_mv 2009-05-26
dc.date.issued.fl_str_mv 2009-05-06
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dc.identifier.citation.fl_str_mv Barros, Nelma Maria Felix Capi Villaça de Souza. Evaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational software. 2009. 163 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/16516
identifier_str_mv Barros, Nelma Maria Felix Capi Villaça de Souza. Evaluation and teaching of the reading repertoire in individuals with Down s Syndrome using the Mestre® educational software. 2009. 163 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2009.
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