2007
DOI: 10.1590/s0102-37722007000400004
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Abstract: Os estudos que investigam as variáveis que afetam a aprendizagem da leitura e escrita, fundamentados no paradigma de equivalência de estímulos, têm utilizado o procedimento de emparelhamento arbitrário com o modelo (Arbitrary Matching-to-Sample) para ensinar algumas relações e testar outras não diretamente ensinadas. O paradigma de equivalência pressupõe que após o ensino das discriminações condicionais palavras ditadas-figuras (AB) e palavras ditadas-palavras escritas (AC) poderá emergir, sem ensino direto, a… Show more

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Cited by 5 publications
(4 citation statements)
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“…The initial module of this curriculum focuses on teaching simple words, with consonant-vowel sequences, and was experimentally applied with children with learning disabilities (de Rose et al, 1996Reis, de Souza, & de Rose, 2009), deaf children using hearing aids (França, Bandini, & Bandini, 2011), preschool children (Melchiori, de Souza, & de Rose, 2000), individuals with intellectual disabilities (Alves, Kato, Assis, & Maranhão, 2007;Melchiori et al, 2000) and illiterate adults (Medeiros, Monteiro, & Silva, 1997;Melchiori et al, 2000). The second module of the curriculum aims at teaching complex words, with sequences that encompass consonant clusters (irregular syllables) and was also applied to children with learning difficulties (de Souza, de Rose, Fonseca, & Hanna, 1999) and illiterate adults (Medeiros et al, 1997).…”
mentioning
confidence: 99%
“…The initial module of this curriculum focuses on teaching simple words, with consonant-vowel sequences, and was experimentally applied with children with learning disabilities (de Rose et al, 1996Reis, de Souza, & de Rose, 2009), deaf children using hearing aids (França, Bandini, & Bandini, 2011), preschool children (Melchiori, de Souza, & de Rose, 2000), individuals with intellectual disabilities (Alves, Kato, Assis, & Maranhão, 2007;Melchiori et al, 2000) and illiterate adults (Medeiros, Monteiro, & Silva, 1997;Melchiori et al, 2000). The second module of the curriculum aims at teaching complex words, with sequences that encompass consonant clusters (irregular syllables) and was also applied to children with learning difficulties (de Souza, de Rose, Fonseca, & Hanna, 1999) and illiterate adults (Medeiros et al, 1997).…”
mentioning
confidence: 99%
“…One program that has been extensively used to teach reading skills and is based stimulus equivalence and recombination is the computerized program Learning to Read in Small Steps, developed by Rosa Filho et al (1998) The program teaches simple Portuguese words reading (consonant-vowel sequences) in Module 1 and complex Portuguese words reading (sequences that involve consonant clusters) in Module 2. This program has been successfully implemented with children with learning disabilities (Reis et al, 2009), preschool children (Melchiori et al, 2000), individuals with intellectual disabilities Alves et al (2007) and illiterate adults Bandini et al (2014) One of the main focuses of the studies using the program has been the generalization of reading and writing skills, that is, after directly teaching children how to read a few words through the program, studies have assessed generalization to new stimulus contexts (e.g., new words, in new media), to new responses (e.g., writing), and across time (maintenance). Not only studies have created their own generalization assessments, but the program itself has probes after each of the four teaching unit to assess (a) maintenance after reinforcement has been withdrawn and (b) generalization words (new words).…”
Section: Introductionmentioning
confidence: 99%
“…Além da diversidade dos temas de pesquisa há pluralidade também nas populações estudadas. Existem pesquisas com crianças (e.g., Serejo, Hanna, de Souza, & de Rose, 2007), adultos (e.g., Randell & Remington, 2006), deficientes visuais (e.g., Feio, 2003Lira, 2014;Melo, 2012;Nascimento, 2007;Quinteiro, Hanna, & de Souza, 2014), pessoas com desenvolvimento atípico (e.g., Alves, Kato, Assis, & Maranhão, 2007;Alves, Assis, Kato, & Brino, 2010;Elias, Goyos, Saunders, & Saunders, 2008;Rossit, 2003), entre outros.…”
Section: Paradigma Da Equivalência De Estímulosunclassified
“…Como indicado anteriormente, uma das discussões importantes na literatura sobre leitura textual se refere ao tamanho da unidade textual que deve ser utilizado no processo de ensino de leitura (e.g., fonemas, letras, sílabas, palavras; Alves et al, 2007;Barros, 2007;Bishop, 1964;Inhauser, 2012;Maués, 2007;Mesquita & Hanna, 2016;Serejo et al, 2007;Souza, 2013). No entanto, o efeito da manipulação da extensão do estímulo musical ensinado, enquanto variável independente, ainda não foi relatado na literatura.…”
Section: Ensino De Relações De Equivalência Com Estímulos Musicais E Avaliação Da Emergência De Leitura Recombinativaunclassified