Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo

• Autor(a) principal: Silva, Stefhanny Nascimento Lobo e
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18833
• topic: Autism; Reading Comprehension; Reading; Storytelling; Retelling; Autismo; Compreensão leitora; Leitura; Contação de história; Reconto; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

Over the years, the number of scientific researches about the Autistic Spectrum Disorder – ASD has increased substantially. Beyond the deficits related to capacities of communication, social interaction, restrictive and repetitive patterns of interest, studies have shown 5 to 10% of individuals with autism can manifest the skills needed to decode words, fact denominated hyperlexia. Understanding this population can be in disadvantage in terms of reading comprehension, this study investigated the effects of the application of the Reading and Communication Program for Children with Autism (Proleca) by parents of children with and without autism. It consists of a set of oral reading strategies adapted from techniques of dialogic reading, reading to engage children with autism in language and learning (Recall), storytelling practices and the act of retelling stories in typical children and children with ASD in their respective family environments. In this work 12 people participated which 6 were children with ages between 3 and 6 years old and 3 of them have a diagnosis of autism. The other 6 were their guardians. The intra-subject research was used delineation of the quasi-experimental type as baseline and intervention. The results showed after the training, parents started to tell stories in a more pleasurable way, using playful strategies, as well as showing mastery by Proleca. The children not only stayed focused on their tasks longer, but also began to establish directed attention behaviors. Furthermore, they were significantly responsive regarding the realization of strategic questions by those responsible, often using Peep hierarchical level II. In addition, the children started retelling the stories after the reading sessions. It is concluded more empirical studies on reading strategies should be carried out in typically developing children with ASD regular teaching contexts, thus contributing to the scientific advances on the subject.