Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Nunes, Leila Regina d’Oliveira de Paulahttp://lattes.cnpq.br/3088935631734002Walter, Cátia Crivelenti de Figueiredohttp://lattes.cnpq.br/4061818490832341Nunes, Débora Regina de Paulahttp://lattes.cnpq.br/1188086132826132Redig, Annie Gomeshttp://lattes.cnpq.br/8240510332567772Deliberato, Déborahttp://lattes.cnpq.br/5154063375333536http://lattes.cnpq.br/3755539861275769Silva, Stefhanny Nascimento Lobo eSTEFHANNYP@GMAIL.COM2023-01-09T15:10:37Z2022-11-29SILVA, Stefhanny Nascimento Lobo e. Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo. 2022. 173 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022.http://www.bdtd.uerj.br/handle/1/18833Over 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.Ao longo dos anos cresce substancialmente o número de pesquisas científicas acerca do transtorno do espectro autista – TEA. Além dos déficits relacionados às capacidades de comunicação e interação social e aos padrões restritivos e repetitivos de interesse, estudos apontam que de 5% a 10% dos indivíduos com autismo podem manifestar habilidades necessárias para decodificar as palavras. Entendendo que essa população pode apresentar prejuízos no que tange à compreensão leitora, o presente estudo investigou os efeitos da aplicação, pelos pais de crianças com e sem autismo, do Programa de Leitura e Comunicação para Crianças com Autismo (Proleca), que consiste em um conjunto de estratégias de leitura oral adaptadas das técnicas da leitura dialógica, do reading to engage children with autism in language and learning – Recall, de práticas de contação de histórias e do ato de recontar histórias, voltadas tanto para crianças típicas como para aquelas com TEA, em seus respectivos ambientes familiares. Participaram deste trabalho seis crianças oralizadas, com idades entre 3 a 6 anos, sendo que três delas apresentavam diagnóstico de autismo; e, por conseguinte, um(a) responsável por cada uma delas, totalizando 12 pessoas. Foi empregada o delineamento de pesquisa intrassujeito do tipo quase-experimental como linha de base e intervenção. Os resultados mostraram que, após a capacitação, os pais passaram a contar histórias de forma mais prazerosa, usando estratégias lúdicas, bem como apresentando domínio do conteúdo, com apoio do Proleca. As crianças não só conseguiram permanecer mais tempo concentradas nas suas tarefas, como também passaram a estabelecer comportamentos de atenção direcionada. Em adição, elas foram significativamente responsivas quanto à realização das perguntas estratégicas pelos responsáveis. Além disso, as crianças passaram a recontar as histórias, depois das sessões de leitura. Concluiu-se, com isso, que mais estudos empíricos sobre estratégias de leitura devam ser realizados em crianças com desenvolvimento típico e com TEA em contextos regulares de ensino, contribuindo assim para os avanços científicos da temática.Submitted by Bianca CEH/A (bianca.silveira@uerj.br) on 2023-01-09T15:10:37Z No. of bitstreams: 2 TESE - Stefhanny Nascimento Lobo e Silva - 2022 - Completa.pdf: 2279948 bytes, checksum: 51a26c7e974f7bfac480fe5130bc292e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-01-09T15:10:37Z (GMT). No. of bitstreams: 2 TESE - Stefhanny Nascimento Lobo e Silva - 2022 - Completa.pdf: 2279948 bytes, checksum: 51a26c7e974f7bfac480fe5130bc292e (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-11-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em EducaçãoUERJBrasilCentro de Educação e Humanidades::Faculdade de Educaçãohttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAutismReading ComprehensionReadingStorytellingRetellingAutismoCompreensão leitoraLeituraContação de históriaRecontoCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALLeitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismoReading reading: effects of an oral reading program in children with and without autisminfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTESE - Stefhanny Nascimento Lobo e Silva - 2022 - Completa.pdfTESE - Stefhanny Nascimento Lobo e Silva - 2022 - Completa.pdfapplication/pdf2279948http://www.bdtd.uerj.br/bitstream/1/18833/5/TESE+-+Stefhanny+Nascimento+Lobo+e+Silva+-+2022+-+Completa.pdf51a26c7e974f7bfac480fe5130bc292eMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
dc.title.alternative.eng.fl_str_mv |
Reading reading: effects of an oral reading program in children with and without autism |
title |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
spellingShingle |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo Silva, Stefhanny Nascimento Lobo e Autism Reading Comprehension Reading Storytelling Retelling Autismo Compreensão leitora Leitura Contação de história Reconto CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
title_full |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
title_fullStr |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
title_full_unstemmed |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
title_sort |
Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo |
author |
Silva, Stefhanny Nascimento Lobo e |
author_facet |
Silva, Stefhanny Nascimento Lobo e STEFHANNYP@GMAIL.COM |
author_role |
author |
author2 |
STEFHANNYP@GMAIL.COM |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Nunes, Leila Regina d’Oliveira de Paula |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3088935631734002 |
dc.contributor.referee1.fl_str_mv |
Walter, Cátia Crivelenti de Figueiredo |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4061818490832341 |
dc.contributor.referee2.fl_str_mv |
Nunes, Débora Regina de Paula |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1188086132826132 |
dc.contributor.referee3.fl_str_mv |
Redig, Annie Gomes |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/8240510332567772 |
dc.contributor.referee4.fl_str_mv |
Deliberato, Débora |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/5154063375333536 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3755539861275769 |
dc.contributor.author.fl_str_mv |
Silva, Stefhanny Nascimento Lobo e STEFHANNYP@GMAIL.COM |
contributor_str_mv |
Nunes, Leila Regina d’Oliveira de Paula Walter, Cátia Crivelenti de Figueiredo Nunes, Débora Regina de Paula Redig, Annie Gomes Deliberato, Débora |
dc.subject.eng.fl_str_mv |
Autism Reading Comprehension Reading Storytelling Retelling |
topic |
Autism Reading Comprehension Reading Storytelling Retelling Autismo Compreensão leitora Leitura Contação de história Reconto CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.por.fl_str_mv |
Autismo Compreensão leitora Leitura Contação de história Reconto |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
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. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-11-29 |
dc.date.accessioned.fl_str_mv |
2023-01-09T15:10:37Z |
dc.type.status.fl_str_mv |
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dc.identifier.citation.fl_str_mv |
SILVA, Stefhanny Nascimento Lobo e. Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo. 2022. 173 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18833 |
identifier_str_mv |
SILVA, Stefhanny Nascimento Lobo e. Leitura dialógica: efeitos de um programa de leitura oral em crianças com e sem autismo. 2022. 173 f. Tese (Doutorado em Educação) – Faculdade de Educação, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2022. |
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UERJ |
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Brasil |
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Centro de Educação e Humanidades::Faculdade de Educação |
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Universidade do Estado do Rio de Janeiro |
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