READING ACQUISITION THROUGH AN ERRORLESS DISCRIMINATION PROCEDURE (EXCLUSION):: A REPLICATION WITH PRESCHOOLERS

• Autor(a) principal: Melchiori, Ligia Ebner
• Data de Publicação: 2012
• Outros Autores: de Souza, Deisy G., de Rose, Júlio C.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17127
• topic: Aquisição de leitura; Unidades textuais mínimas; Discriminação sem erro; Exclusão; Pré-escolares; Reading acquisition; Errorless discrimination; Minimal textual units; Exclusion; Preschoolers

The present study investigated, with three preschoolers,the acquisition of reading (oral naming of textual stimuli) through ateaching program in which an exclusion procedure was embebed in orderto increase a repertoire of matching written words to spoken words. Theteaching program, which combines exclusion tasks, and equivalence andgeneralization tests, had been previously designed and evaluated. In theexclusion trials, two written words were simultaneously presented to thesubject; one was a new word and the other was a word that the subjecthad already learned to match to the corresponding spoken word. Thesubject was asked to point to the printed word corresponding to the wordspoken by the experimenter (oral sample). When the experimenterdictated the new word, the known word could function as a cue based onwhich the subject would reject the known word and select the new one.The teaching program involved the expansion of this matching repertoire,and evaluated 1) if the subject would leam to name the words previouslymatched. when presented with the printed stimulus alone, and 2) if hewould become able to present generalized reading when exposed to newwords composed by the rearrangement of syllables from the learnedwords. The results replicated previous studies with students with a history ofacademic failure: the subjects learned to read the training words andbegan to present generalized reading along the program. The occurrenceof generalized reading indicates that the subjects dominated themechanisms of analysis and synthesis involved in reading, that is, theirtextual behavior carne under the contrai of textual minimal units. Also, thespeed of generalization seems to be related to the amount of trainingrequired for the emergence of the reading of paired words. These resultsextend the generality of data on the effects of the exclusion procedure,establishing stimulus contrai by textual minimal units also with preschoolerswho did not have any experience with formal teaching of reading.