Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language

Detalhes bibliográficos
Autor(a) principal: Pereira, Veronica Aparecida
Data de Publicação: 2012
Outros Autores: Almeida-Verdu, Ana Cláudia Moreira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261
Resumo: The use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks - signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures.
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spelling Reading and Writing Evaluation of Deaf People Using Brazilian Sign LanguageEvaluación de la Lectura y Escritura de los Sordos por la Lengua de Signos Brasileña de SignosAvaliação do Ler e do Escrever de Surdos pela Língua Brasileira de SinaisreadingwritingBrazilian Sign Languagedeafnessspecial educationlecturaescrituraLibrassorderaeducación especialleituraescritaLibrassurdezeducação especialThe use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks - signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures.El uso de la Lengua de Signos Brasileña (Libras) en la educación de los sordos está garantizado por ley, pero su adopción en las políticas educativas requiere un ajuste en las modalidades de estímulo y de respuesta adoptadas. Este estudio tuvo como objetivo caracterizar el desempeño de lectura y escritura de cuatro alumnos sordos, usuarios de Libras en fase de alfabetización. La evaluación fue realizada mediante tareas de selección, señalización y escritura, por un procedimiento de evaluación y de enseñanza generalmente adoptado con los niños oyentes. Los resultados replicaron los datos observados con los niños oyentes: satisfactorio para las relaciones de copia y discriminación de identidad entre figuras y estímulos gráficos; dificultades en las relaciones de lectura y de dictado. Los datos evidencian que las metas de inversión para la programación de condiciones para la enseñanza de lectura y escritura en aprendices sordos requieren más ajustes en relación al modo de comunicación que en los procedimientos de enseñanza.A utilização da Língua Brasileira de Sinais (Libras) na educação dos surdos é assegurada por lei, mas sua adoção em políticas educacionais requer uma adequação nas modalidades de estímulo e de resposta adotadas. Esse estudo buscou caracterizar o desempenho do ler e do escrever em quatro alunos surdos, usuários de Libras em fase de alfabetização. A avaliação ocorreu por meio de tarefas de seleção, sinalização e escrita, por um procedimento de avaliação e de ensino usualmente adotado com crianças ouvintes. Os resultados replicaram dados observados com crianças ouvintes: satisfatório para as relações de cópia e discriminação de identidade entre figuras e estímulos gráficos; dificuldades nas relações de leitura e ditado. Os dados evidenciam que os alvos de investimento para a programação de condições de ensino do ler e do escrever em aprendizes surdos requerem adequações mais em relação à modalidade da comunicação do que em procedimentos de ensino.Editora Mackenzie2012-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/mswordapplication/mswordapplication/mswordapplication/mswordhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261Journal Psychology: Theory and Practice ; Vol. 14 No. 2 (2012); 15-27Revista Psicologia: Teoría y Práctica; Vol. 14 Núm. 2 (2012); 15-27Revista Psicologia: Teoria e Prática; v. 14 n. 2 (2012); 15-271980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/3665http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8279http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8280http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8281http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8282Pereira, Veronica AparecidaAlmeida-Verdu, Ana Cláudia Moreirainfo:eu-repo/semantics/openAccess2022-09-20T21:06:13Zoai:ojs.editorarevistas.mackenzie.br:article/3261Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-01-12T16:39:45.126058Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
Evaluación de la Lectura y Escritura de los Sordos por la Lengua de Signos Brasileña de Signos
Avaliação do Ler e do Escrever de Surdos pela Língua Brasileira de Sinais
title Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
spellingShingle Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
Pereira, Veronica Aparecida
reading
writing
Brazilian Sign Language
deafness
special education
lectura
escritura
Libras
sordera
educación especial
leitura
escrita
Libras
surdez
educação especial
title_short Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
title_full Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
title_fullStr Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
title_full_unstemmed Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
title_sort Reading and Writing Evaluation of Deaf People Using Brazilian Sign Language
author Pereira, Veronica Aparecida
author_facet Pereira, Veronica Aparecida
Almeida-Verdu, Ana Cláudia Moreira
author_role author
author2 Almeida-Verdu, Ana Cláudia Moreira
author2_role author
dc.contributor.author.fl_str_mv Pereira, Veronica Aparecida
Almeida-Verdu, Ana Cláudia Moreira
dc.subject.por.fl_str_mv reading
writing
Brazilian Sign Language
deafness
special education
lectura
escritura
Libras
sordera
educación especial
leitura
escrita
Libras
surdez
educação especial
topic reading
writing
Brazilian Sign Language
deafness
special education
lectura
escritura
Libras
sordera
educación especial
leitura
escrita
Libras
surdez
educação especial
description The use of Brazilian Sign Language (BSL) in the education of deaf people is guaranteed by Brazilian laws, but its adoption in educational policies requires an adjustment in terms of stimulus and response modalities. This study aimed at characterizing reading and writing performances of four deaf students who are BSL users and are in early literacy phases. The assessment was performed through selection tasks - signaling and writing – using an evaluation and teaching procedure that is usually adopted with hearing children. The results replicated data that has been documented in hearing children: performance was satisfactory in copying and identity matching tasks among pictures and graphic stimulus; performance was lower in reading and dictation tasks. Data show that investment targets regarding reading and writing teaching conditions programming require adjustments that are more related to the communication modality than to the teaching procedures.
publishDate 2012
dc.date.none.fl_str_mv 2012-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/3665
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8279
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8280
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8281
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/3261/8282
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
application/msword
application/msword
application/msword
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv Journal Psychology: Theory and Practice ; Vol. 14 No. 2 (2012); 15-27
Revista Psicologia: Teoría y Práctica; Vol. 14 Núm. 2 (2012); 15-27
Revista Psicologia: Teoria e Prática; v. 14 n. 2 (2012); 15-27
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
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