O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa

Detalhes bibliográficos
Autor(a) principal: Teixeira, Nataly Santos do Nascimento
Data de Publicação: 2018
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/21476
Resumo: Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliteration
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spelling Micheletto, Nilzahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4307650D2Teixeira, Nataly Santos do Nascimento2018-10-05T12:07:54Z2018-08-29Teixeira, Nataly Santos do Nascimento. O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa. 2018. 145 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21476Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliterationEstudos têm avaliado quais condições podem facilitar a emergência de leitura recombinativa. Dentre as investigações, tem sido verificado o efeito do ensino de diferentes unidades (fonemas ou sílabas). O presente estudo teve como objetivo verificar o efeito do ensino da relação auditivo-visual envolvendo fonemas e grafemas (AfCl) e do ditado de sílabas antecedendo o ensino da relação entre palavra falada – palavra escrita (AC) na aquisição de leitura recombinativa. Os participantes foram seis crianças da pré-alfabetização, expostas à Fase de Ensino. Um delineamento de linha de base múltipla foi adotado, no qual três participantes iniciaram a Fase de Ensino concomitantemente (P1, P2 e P3), e os demais, em momentos distintos, considerando o desempenho de P3. As palavras de ensino e de teste foram elaboradas a partir de uma matriz que visou utilizar quatro sílabas em diferentes posições e repetí-las igual número de vezes. Foram ensinadas oito palavras, divididas em quatro conjuntos de ensino, que consistiram em: (a) pré-teste do conjunto; (b) ensino da relação AfCl (fonema – grafema); (c) matching-to-sample de resposta construída (ditado); (d) teste intermediário; (e) ensino da relação AC; e (f) pós-teste do conjunto. Os testes incluíam palavras de recombinação compostas pelas unidades das palavras ensinadas. Outra avaliação com as palavras de todos os conjuntos e a Prova de Consciência Fonológica por Produção Oral (PCFO) foram aplicadas no início e no final do procedimento. Os resultados demonstraram que a maioria dos participantes apresentou melhora no desempenho em relação às palavras ensinadas e palavras de recombinação nas relações AC e A’C’. Apenas dois participantes (P2 e P3) não apresentaram comportamento textual na relação CD, e todos nomearam ao menos uma das palavras de recombinação (C’D’). Os testes do comportamento textual indicaram que, mesmo nas respostas incorretas, houve controle parcial por alguma unidade da palavra. 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dc.title.por.fl_str_mv O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
dc.title.alternative.eng.fl_str_mv The effect of teaching the auditory-visual pairing of phonemes and graphemes and the dictation of syllables in the acquisition of recombinative reading
title O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
spellingShingle O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
Teixeira, Nataly Santos do Nascimento
Leitura - Desenvolvimento
Grafemas
Fonemas
Development Reading
Graphemics
Phonemes
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
title_short O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
title_full O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
title_fullStr O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
title_full_unstemmed O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
title_sort O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa
author Teixeira, Nataly Santos do Nascimento
author_facet Teixeira, Nataly Santos do Nascimento
author_role author
dc.contributor.advisor1.fl_str_mv Micheletto, Nilza
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4307650D2
dc.contributor.author.fl_str_mv Teixeira, Nataly Santos do Nascimento
contributor_str_mv Micheletto, Nilza
dc.subject.por.fl_str_mv Leitura - Desenvolvimento
Grafemas
Fonemas
topic Leitura - Desenvolvimento
Grafemas
Fonemas
Development Reading
Graphemics
Phonemes
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
dc.subject.eng.fl_str_mv Development Reading
Graphemics
Phonemes
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
description Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliteration
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-10-05T12:07:54Z
dc.date.issued.fl_str_mv 2018-08-29
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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status_str publishedVersion
dc.identifier.citation.fl_str_mv Teixeira, Nataly Santos do Nascimento. O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa. 2018. 145 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21476
identifier_str_mv Teixeira, Nataly Santos do Nascimento. O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa. 2018. 145 f. Dissertação (Mestrado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
url https://tede2.pucsp.br/handle/handle/21476
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Ciências Humanas e da Saúde
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
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