Leitura após formação de classes de equivalência em crianças com implante coclear: Precisão e fluência em palavras e textos1

• Autor(a) principal: Rique, Luciana Degrande [UNESP]
• Data de Publicação: 2017
• Outros Autores: Verdu, Ana Claudia Moreira Almeida [UNESP], Silva, Leandra Tabanez Nascimento, Buffa, Maria José Monteiro Benjamin, De Lima Mortari Moret, Adriane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/220955
• topic: Children' Book; Cochlear Implant.; Equivalence Relations; Reading

This study is a extension of paradigm equivalence relations to people with impaired hearing and cochlear implant. Previous studies showed that equivalence relations can be established among dictated stimuli, printed stimuli and pictures either with words or sentences. Before equivalence classes formation, the reading is more accurate than in the presence of pictures naming. After the equivalence classes formation, the oral production have been more accurate in the pictures naming by the transferring control from printed word to pictures. The extensions of reading word from discrete trial to continuous tasks such as reading of books, it had not yet been tested with cochlear implanted. This study aimed the teaching of auditory-visual conditional relations and verified both the emergency class equivalence and expressive verbal repertoire (e.g., naming and reading). Also, examined the effects of teaching of reading words about reading books with the same words set, from discrete tasks to continuous tasks, considering accuracy and fluency. Participated three boys, chronological age between 7-10 years old; receptive vocabulary equivalent to 3:4-3:8 years old (evaluates by Peabody Picture Vocabulary Test - PPVT-IV), everybody with hearing impaired and cochlear implant. The participant read three small books (with words without difficulty spelling) and were selected a list of words; the words were divided into two sets with three stimuli each; were teaching conditional relations between dictated word-printed word and dictated word-picture via matching to sample (MTS) with each set; were evaluated the formation of equivalence classes between picture and writing word and vice-versa; reading of words and pictures naming also were tested. Were analyzed the percentage of correct in selection response and oral production in tasks of teaching and tests. Reading books were analyzed by the accuracy and fluency. The percentages of correct answers in the pretests were much higher in printed words than pictures naming. The participants learned the conditional relations taught, demonstrated the formation classes emergency and improvement the accuracy of speech in oral production tasks, in pictures naming especially. In the post-Test, the percentages of correct answers in words reading that were already good, were even better; and pictures naming reached reading levels. In the reading books they also improvement the accuracy; in fluency there was observed a tendency to reduce the time taken to read the book. The change in performance occurred according to multiple baseline design between sets of words and books. The results replicate and extend the results obtained with listening and learning disabilities children to children with cochlear implant. They showed that children with impaired hearing and cochlear implant learn to read words isolated and use book with the same words as well, demonstrating generalization.