Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

• Autor(a) principal: Bandini, Carmen Silvia Motta
• Data de Publicação: 2014
• Outros Autores: Bandini, Heloisa Helena Motta, Sella, Ana Carolina, Souza, Deisy das Graças de
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Paidéia (Ribeirão Preto. Online)
• Texto Completo: https://www.revistas.usp.br/paideia/article/view/80508

Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments. Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate. The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults. Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations. Overall, there was an increase in the percentage of correct responses in reading and writing tasks when pre-tests and post-tests were compared; results were more consistent in reading tasks. Future studies should continue to investigate procedures with these goals for this population.