Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/9700 |
Resumo: | The present study aimed to evaluate the acquisition of reading and writing skills in adults with intellectual disability who attended the Education of Young and Adults (EJA) program through a computerized reading and writing teaching procedure. Three adults with intellectual disability, aged 26-37, participated in the study. A pre-and post-test design of the reading and writing repertoire was used. Participants were exposed to the individualized teaching program, conducting teaching sessions interspersed with periodic progress assessments. The teaching program was composed of five units with four teaching steps each (except the first containing five steps and the last, which contained three steps). Each step taught three vowel-consonant words and their corresponding syllables. The results showed that the three participants presented meaningful gains in reading, writing and in the two-way relations between figure and printed word (equivalence relations), with teaching and recombination words, performing fewer repetitions of teaching steps. In reading, P1 and P2 presented low performance in pre-test and P3 presented approximately 70% of correct responses. In writing, in the first test, the two participants presented null performance and P3 presented low performance (27% and 33% of correct responses in writing skill by composition and manuscript, respectively). In the post-test, P1 showed 100% of correct responses in reading and 100 and 93% of correct respondes in writing by composition and manuscript; P2 presented 93,3% of correct responses in reading and 86,7 and 80% of correct responses in writing by composition and manuscript; and P3 did not undergo the final evaluation; however, the assessments throughout the procedure showed P3’s progress in the skills assessed. The results showed that this educational program can benefit adults with IDs enrolled in regular education in order to acquire initial reading and writing repertoires. Future studies should investigate complementary conditions for the generalization of these findings to different situations and environments. |
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Silva, Érika Rímoli Mota daPostalli, Lidia Maria Marsonhttp://lattes.cnpq.br/2748282330028870http://lattes.cnpq.br/8530538473591388301f8f9d-4846-4469-aa1a-6db10387e2192018-04-10T00:41:13Z2018-04-10T00:41:13Z2017-02-16SILVA, Érika Rímoli Mota da. Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9700.https://repositorio.ufscar.br/handle/ufscar/9700The present study aimed to evaluate the acquisition of reading and writing skills in adults with intellectual disability who attended the Education of Young and Adults (EJA) program through a computerized reading and writing teaching procedure. Three adults with intellectual disability, aged 26-37, participated in the study. A pre-and post-test design of the reading and writing repertoire was used. Participants were exposed to the individualized teaching program, conducting teaching sessions interspersed with periodic progress assessments. The teaching program was composed of five units with four teaching steps each (except the first containing five steps and the last, which contained three steps). Each step taught three vowel-consonant words and their corresponding syllables. The results showed that the three participants presented meaningful gains in reading, writing and in the two-way relations between figure and printed word (equivalence relations), with teaching and recombination words, performing fewer repetitions of teaching steps. In reading, P1 and P2 presented low performance in pre-test and P3 presented approximately 70% of correct responses. In writing, in the first test, the two participants presented null performance and P3 presented low performance (27% and 33% of correct responses in writing skill by composition and manuscript, respectively). In the post-test, P1 showed 100% of correct responses in reading and 100 and 93% of correct respondes in writing by composition and manuscript; P2 presented 93,3% of correct responses in reading and 86,7 and 80% of correct responses in writing by composition and manuscript; and P3 did not undergo the final evaluation; however, the assessments throughout the procedure showed P3’s progress in the skills assessed. The results showed that this educational program can benefit adults with IDs enrolled in regular education in order to acquire initial reading and writing repertoires. Future studies should investigate complementary conditions for the generalization of these findings to different situations and environments.O presente estudo teve como objetivo avaliar a aquisição de repertórios de leitura e de escrita em adultos com deficiência intelectual (DI) que frequentavam a Educação de Jovens e Adultos (EJA) por meio de um procedimento de ensino de leitura e escrita informatizado. Participaram da pesquisa três adultos com DI, com idades entre 26 e 37 anos, residentes numa cidade do interior de São Paulo. Foi empregado um delineamento de pré- e pós-teste do repertório de leitura e de escrita. Os participantes foram expostos ao programa de ensino individualizado, realizando sessões de ensino intercaladas com avaliações periódicas de progresso. O programa de ensino era composto por cinco unidades de ensino. Cada unidade compunha quatro passos de ensino (exceto a primeira que continha cinco passos e a última, que continha três passos). Cada passo ensinava três palavras e as sílabas correspondentes. As palavras eram compostas por consoante-vogal. Os resultados mostraram, de modo geral, que os três participantes apresentaram ganhos significativos em leitura, escrita e nas relações entre figura e palavra impressa e palavra impressa e figura (relações de equivalência), tanto com palavras de ensino quanto com palavras novas (recombinadas), realizando poucas repetições de passos de ensino, ocorridas, principalmente, no início do procedimento. Na leitura de palavras, P1 e P2 apresentaram baixo desempenho e a participante P3 apresentou, aproximadamente, 70% de acertos. Na escrita, os dois participantes apresentaram desempenho nulo e a participante P3 apresentou baixo desempenho (27% e 33% de acertos no ditado por composição e manuscrito, respectivamente). No pós-teste, P1 demonstrou 100% de acertos em leitura e 100 e 93% de acertos na escrita por composição e manuscrita; o participante P2 apresentou 93,3% de acertos em leitura e 86,7 e 80% de acertos na escrita por composição e manuscrita; e P3 não realizou a avaliação final; entretanto, as avaliações ao longo do procedimento mostraram progresso da participante nas habilidades avaliadas. Os resultados mostraram que o programa de ensino empregado pode beneficiar adultos com DI matriculados na rede regular de ensino quanto à aquisição de um repertório inicial de leitura e de escrita. Estudos futuros devem investigar condições facilitadoras e favorecedoras para generalização deste conhecimento para diferentes situações e ambientes.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)1530604porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação de Jovens e AdultosEnsino de leitura e de escritaEducação especialDeficiência intelectualEquivalência de estímulosYouth and Adult EducationEquivalence of stimuliSpecial educationIntellectual disabilityTeaching reading and writingCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOEnsino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e AdultosTeaching of reading and writing to intellectual disability adults enrolled in Education for Youth and Adultsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600975e7ef6-9bd8-42b3-8680-10dd75b3e674info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARLICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/9700/4/license.txtae0398b6f8b235e40ad82cba6c50031dMD54ORIGINALSILVA_Érika_2018.pdfSILVA_Érika_2018.pdfapplication/pdf1339043https://repositorio.ufscar.br/bitstream/ufscar/9700/5/SILVA_%c3%89rika_2018.pdf0b161cf7a5e2cbf458e5e4984da6fd6aMD55TEXTSILVA_Érika_2018.pdf.txtSILVA_Érika_2018.pdf.txtExtracted texttext/plain155628https://repositorio.ufscar.br/bitstream/ufscar/9700/6/SILVA_%c3%89rika_2018.pdf.txt9628276839c17f1b20ee4389d1d922acMD56THUMBNAILSILVA_Érika_2018.pdf.jpgSILVA_Érika_2018.pdf.jpgIM Thumbnailimage/jpeg6435https://repositorio.ufscar.br/bitstream/ufscar/9700/7/SILVA_%c3%89rika_2018.pdf.jpge784f8eac866edae1848d9e6055edd84MD57ufscar/97002023-09-18 18:31:42.038oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:42Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
dc.title.alternative.eng.fl_str_mv |
Teaching of reading and writing to intellectual disability adults enrolled in Education for Youth and Adults |
title |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
spellingShingle |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos Silva, Érika Rímoli Mota da Educação de Jovens e Adultos Ensino de leitura e de escrita Educação especial Deficiência intelectual Equivalência de estímulos Youth and Adult Education Equivalence of stimuli Special education Intellectual disability Teaching reading and writing CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
title_full |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
title_fullStr |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
title_full_unstemmed |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
title_sort |
Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos |
author |
Silva, Érika Rímoli Mota da |
author_facet |
Silva, Érika Rímoli Mota da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8530538473591388 |
dc.contributor.author.fl_str_mv |
Silva, Érika Rímoli Mota da |
dc.contributor.advisor1.fl_str_mv |
Postalli, Lidia Maria Marson |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2748282330028870 |
dc.contributor.authorID.fl_str_mv |
301f8f9d-4846-4469-aa1a-6db10387e219 |
contributor_str_mv |
Postalli, Lidia Maria Marson |
dc.subject.por.fl_str_mv |
Educação de Jovens e Adultos Ensino de leitura e de escrita Educação especial Deficiência intelectual Equivalência de estímulos |
topic |
Educação de Jovens e Adultos Ensino de leitura e de escrita Educação especial Deficiência intelectual Equivalência de estímulos Youth and Adult Education Equivalence of stimuli Special education Intellectual disability Teaching reading and writing CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Youth and Adult Education Equivalence of stimuli Special education Intellectual disability Teaching reading and writing |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The present study aimed to evaluate the acquisition of reading and writing skills in adults with intellectual disability who attended the Education of Young and Adults (EJA) program through a computerized reading and writing teaching procedure. Three adults with intellectual disability, aged 26-37, participated in the study. A pre-and post-test design of the reading and writing repertoire was used. Participants were exposed to the individualized teaching program, conducting teaching sessions interspersed with periodic progress assessments. The teaching program was composed of five units with four teaching steps each (except the first containing five steps and the last, which contained three steps). Each step taught three vowel-consonant words and their corresponding syllables. The results showed that the three participants presented meaningful gains in reading, writing and in the two-way relations between figure and printed word (equivalence relations), with teaching and recombination words, performing fewer repetitions of teaching steps. In reading, P1 and P2 presented low performance in pre-test and P3 presented approximately 70% of correct responses. In writing, in the first test, the two participants presented null performance and P3 presented low performance (27% and 33% of correct responses in writing skill by composition and manuscript, respectively). In the post-test, P1 showed 100% of correct responses in reading and 100 and 93% of correct respondes in writing by composition and manuscript; P2 presented 93,3% of correct responses in reading and 86,7 and 80% of correct responses in writing by composition and manuscript; and P3 did not undergo the final evaluation; however, the assessments throughout the procedure showed P3’s progress in the skills assessed. The results showed that this educational program can benefit adults with IDs enrolled in regular education in order to acquire initial reading and writing repertoires. Future studies should investigate complementary conditions for the generalization of these findings to different situations and environments. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-02-16 |
dc.date.accessioned.fl_str_mv |
2018-04-10T00:41:13Z |
dc.date.available.fl_str_mv |
2018-04-10T00:41:13Z |
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SILVA, Érika Rímoli Mota da. Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9700. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/9700 |
identifier_str_mv |
SILVA, Érika Rímoli Mota da. Ensino de leitura e de escrita a adultos com deficiência intelectual matriculados na Educação de Jovens e Adultos. 2017. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2017. Disponível em: https://repositorio.ufscar.br/handle/ufscar/9700. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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Universidade Federal de São Carlos Câmpus São Carlos |
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