Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo
Ano de defesa: | 2008 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
Departamento: |
Psicologia
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/16383 |
Resumo: | Due to high level of illiteracy in our country and the low writing and reading performance among the literate people, despite of the government investments in education, research became necessary to develop new methodology in order to reduce these indices. Researchers of behavior approach have done studies based on the paradigm of the equivalence of stimulus, with promising results for the teaching of reading and writing. The purpose of this study is the evaluation of the process of teaching to improve the reading and writing repertoire of adults that attended an educational course for young adults and adults, based on the paradigm of the equivalence of stimulus using the Mestre® (Goyos e Almeida, 1996) software as a main resource. Five pupils from EJA, a confessional institution of São Paulo, had participated. The procedure was done in different stages: 1) Evaluation of the participant previous repertoire of writing and reading, focusing on the relation between stimulus of different modalities: sound (A) pictures/ images (B) and printed words (C). 2) The teaching of relations AB, AC, CE and AE and the test of relations, BC, CB, BE and CD for words with simple syllabus. 3)Tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 4)The teaching of relations AC, CE and AE, and the test of relation CD for words with complex words. 5) Administer once more the tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 6) Tests of generalization reading and construction of dictated words with complex syllabus. Comparing the previous performance and the performance after the teaching procedure, it was verified that the participants with difficulty in reading and writing of simple and complex words showed emergence of an expressive oral reading and writing comprehension as well a generalization reading and writing. The participants that dominate the reading skill but have difficulty with writing showed emergence of writing, after the teaching of complex words. They also showed a generalization writing and reading of sentences with complex syllabus |
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Moroz, Melaniahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4736708J3Llausas, Rosana Valiñas2016-04-28T20:57:26Z2014-08-292008-05-19Llausas, Rosana Valiñas. An evaluation of a proposal for teach writing and reading for young for adults by using a educational software. 2008. 133 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/16383Due to high level of illiteracy in our country and the low writing and reading performance among the literate people, despite of the government investments in education, research became necessary to develop new methodology in order to reduce these indices. Researchers of behavior approach have done studies based on the paradigm of the equivalence of stimulus, with promising results for the teaching of reading and writing. The purpose of this study is the evaluation of the process of teaching to improve the reading and writing repertoire of adults that attended an educational course for young adults and adults, based on the paradigm of the equivalence of stimulus using the Mestre® (Goyos e Almeida, 1996) software as a main resource. Five pupils from EJA, a confessional institution of São Paulo, had participated. The procedure was done in different stages: 1) Evaluation of the participant previous repertoire of writing and reading, focusing on the relation between stimulus of different modalities: sound (A) pictures/ images (B) and printed words (C). 2) The teaching of relations AB, AC, CE and AE and the test of relations, BC, CB, BE and CD for words with simple syllabus. 3)Tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 4)The teaching of relations AC, CE and AE, and the test of relation CD for words with complex words. 5) Administer once more the tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 6) Tests of generalization reading and construction of dictated words with complex syllabus. Comparing the previous performance and the performance after the teaching procedure, it was verified that the participants with difficulty in reading and writing of simple and complex words showed emergence of an expressive oral reading and writing comprehension as well a generalization reading and writing. The participants that dominate the reading skill but have difficulty with writing showed emergence of writing, after the teaching of complex words. They also showed a generalization writing and reading of sentences with complex syllabusDiante do alto índice de analfabetismo que persiste em nosso país e do baixo desempenho em leitura e escrita, apesar dos investimentos que diferentes governos têm realizado na educação, fazem-se necessárias pesquisas em novas metodologias que auxiliem a diminuir tais índices. Pesquisadores da abordagem comportamental têm realizado estudos, pautados no paradigma da equivalência de estímulos, com resultados promissores para o ensino de leitura e escrita. O presente trabalho teve como propósito avaliar um procedimento de ensino para aperfeiçoar o repertório de leitura e escrita de adultos freqüentando o curso de Educação de Jovens e Adultos, tendo como base o paradigma de equivalência de estímulos e como recurso o software Mestre® (Goyos e Almeida, 1996). Participaram cinco alunos de EJA de uma instituição confessional da cidade de São Paulo. O procedimetno foi realizado em diferentes etapas: 1) Avaliação do repertório prévio dos participantes em leitura e escrita, focalizando as relações entre estímulos de diferentes modalidades: som (A), figuras/imagens (B) e palavra impressa (C). 2) Ensino das relações AB, AC, CE e AE e do teste das relações BC, CB, BE e CD para palavras com sílabas simples. 3) Teste de Leitura Generalizada e Construção de palavras ditadas com sílabas simples e de leitura de frases; 4) Ensino das relações AC, CE e AE e teste da relação CD para palavras com sílabas complexas. 5) Reaplicação do Teste de Leitura Generalizada e Construção de palavras ditadas com sílabas simples e leitura de frases. 6) Teste de Leitura Generalizada e Construção de palavras ditadas com sílabas complexas. Comparando o desempenho prévio com o apresentado após o procedimento de ensino, verificou-se que os participantes que apresentavam dificuldade em leitura e escrita de palavras com sílabas simples e complexas apresentaram emergência de leitura expressiva e escrita compreensiva, bem como leitura e escrita generalizada. Os participantes que já apresentavam domínio de leitura, mas dificuldade em escrita, apresentaram emergência de escrita e, após o ensino de palavras com complexidades, também apresentaram escrita generalizada e leitura de frases com sílabas complexasConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/32607/Rosana%20Valinas%20Llausas.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBRPsicologiaLeituraSoftware educativoEducação de adultosComportamento verbalEducacao de adultosEscritaLeitura -- SoftwareTecnologia educacionalReadingWritingEducational softwareEducation of adultsCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALAvaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativoAn evaluation of a proposal for teach writing and reading for young for adults by using a educational softwareinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRosana Valinas Llausas.pdf.txtRosana Valinas Llausas.pdf.txtExtracted texttext/plain229590https://repositorio.pucsp.br/xmlui/bitstream/handle/16383/3/Rosana%20Valinas%20Llausas.pdf.txt769a07e64b5b717ccc596c29885ce81dMD53ORIGINALRosana Valinas Llausas.pdfapplication/pdf1324704https://repositorio.pucsp.br/xmlui/bitstream/handle/16383/1/Rosana%20Valinas%20Llausas.pdf5dead1ba3d5c81a93a59e53a4bc14b40MD51THUMBNAILRosana Valinas Llausas.pdf.jpgRosana Valinas Llausas.pdf.jpgGenerated Thumbnailimage/jpeg3677https://repositorio.pucsp.br/xmlui/bitstream/handle/16383/2/Rosana%20Valinas%20Llausas.pdf.jpg3dedf5fff32560d5d2c6a0f4538cb7a1MD52handle/163832022-04-27 16:05:30.773oai:repositorio.pucsp.br:handle/16383Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-27T19:05:30Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
dc.title.alternative.eng.fl_str_mv |
An evaluation of a proposal for teach writing and reading for young for adults by using a educational software |
title |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
spellingShingle |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo Llausas, Rosana Valiñas Leitura Software educativo Educação de adultos Comportamento verbal Educacao de adultos Escrita Leitura -- Software Tecnologia educacional Reading Writing Educational software Education of adults CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
title_short |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
title_full |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
title_fullStr |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
title_full_unstemmed |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
title_sort |
Avaliação de uma proposta de ensino de leitura e escrita para jovens e adultos utilizando software educativo |
author |
Llausas, Rosana Valiñas |
author_facet |
Llausas, Rosana Valiñas |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moroz, Melania |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4736708J3 |
dc.contributor.author.fl_str_mv |
Llausas, Rosana Valiñas |
contributor_str_mv |
Moroz, Melania |
dc.subject.por.fl_str_mv |
Leitura Software educativo Educação de adultos Comportamento verbal Educacao de adultos Escrita Leitura -- Software Tecnologia educacional |
topic |
Leitura Software educativo Educação de adultos Comportamento verbal Educacao de adultos Escrita Leitura -- Software Tecnologia educacional Reading Writing Educational software Education of adults CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
dc.subject.eng.fl_str_mv |
Reading Writing Educational software Education of adults |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
description |
Due to high level of illiteracy in our country and the low writing and reading performance among the literate people, despite of the government investments in education, research became necessary to develop new methodology in order to reduce these indices. Researchers of behavior approach have done studies based on the paradigm of the equivalence of stimulus, with promising results for the teaching of reading and writing. The purpose of this study is the evaluation of the process of teaching to improve the reading and writing repertoire of adults that attended an educational course for young adults and adults, based on the paradigm of the equivalence of stimulus using the Mestre® (Goyos e Almeida, 1996) software as a main resource. Five pupils from EJA, a confessional institution of São Paulo, had participated. The procedure was done in different stages: 1) Evaluation of the participant previous repertoire of writing and reading, focusing on the relation between stimulus of different modalities: sound (A) pictures/ images (B) and printed words (C). 2) The teaching of relations AB, AC, CE and AE and the test of relations, BC, CB, BE and CD for words with simple syllabus. 3)Tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 4)The teaching of relations AC, CE and AE, and the test of relation CD for words with complex words. 5) Administer once more the tests of generalization reading and construction of dictated words with simple syllabus, and the reading of sentences. 6) Tests of generalization reading and construction of dictated words with complex syllabus. Comparing the previous performance and the performance after the teaching procedure, it was verified that the participants with difficulty in reading and writing of simple and complex words showed emergence of an expressive oral reading and writing comprehension as well a generalization reading and writing. The participants that dominate the reading skill but have difficulty with writing showed emergence of writing, after the teaching of complex words. They also showed a generalization writing and reading of sentences with complex syllabus |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-05-19 |
dc.date.available.fl_str_mv |
2014-08-29 |
dc.date.accessioned.fl_str_mv |
2016-04-28T20:57:26Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Llausas, Rosana Valiñas. An evaluation of a proposal for teach writing and reading for young for adults by using a educational software. 2008. 133 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/16383 |
identifier_str_mv |
Llausas, Rosana Valiñas. An evaluation of a proposal for teach writing and reading for young for adults by using a educational software. 2008. 133 f. Dissertação (Mestrado em Psicologia) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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https://tede2.pucsp.br/handle/handle/16383 |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
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PUC-SP |
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Pontifícia Universidade Católica de São Paulo |
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