O efeito do ensino do emparelhamento auditivo-visual de fonemas e grafemas e do ditado de sílabas na aquisição de leitura recombinativa

• Ano de defesa: 2018
• Autor(a) principal: Teixeira, Nataly Santos do Nascimento
• Orientador(a): Micheletto, Nilza
• 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 Psicologia Experimental: Análise do Comportamento
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Leitura - Desenvolvimento; Grafemas; Fonemas
• Palavras-chave em Inglês: Development Reading; Graphemics; Phonemes
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/21476

Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliteration