Carmen Silvia Motta Bandini

Avaliação de um procedimento de ensino de categorias estruturais de histórias

Understanding and telling stories are behaviors socially and academically relevant. However, in establishing these behaviors the verbal communities usually do not emphasize the teaching of their structure. The purpose of this study was to assess the effects of a story structure by teaching procedure on the discrimination of its defining elements in new stories. Eight children, six boys and two girls, ages ranging from six to eight years, participated in the project. A multiple baseline across categories was used and this required the assessment of all categories prior to the beginning of the teaching phase and after the teaching of each category. The teaching was divided in two phases: Category Definition and Category Identification. The procedure was effective in teaching the structural categories of the story and in promoting the discrimination of the defining elements of the categories in new stories.Understanding and telling stories are behaviors socially and academically relevant. However, in establishing these behaviors the verbal communities usually do not emphasize the teaching of their structure. The purpose of this study was to assess the effects of a story structure by teaching procedure on the discrimination of its defining elements in new stories. Eight children, six boys and two girls, ages ranging from six to eight years, participated in the project. A multiple baseline across categories was used and this required the assessment of all categories prior to the beginning of the teaching phase and after the teaching of each category. The teaching was divided in two phases: Category Definition and Category Identification. The procedure was effective in teaching the structural categories of the story and in promoting the discrimination of the defining elements of the categories in new stories.

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

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.

Relations Between Reading, Vocabulary and Phonological Awareness in low-Income Children

espanolResumen: Conciencia fonologica, inteligencia, vocabulario y estatus socioeconomico se han considerado variables importantes para el aprendizaje de la lectura. Al mismo tiempo, el deficit de atencion se ha relacionado con los malos resultados de lectura. El objetivo de este estudio fue investigar la correlacion entre conciencia fonologica, vocabulario, inteligencia, atencion enfocada y lectura en ninos de bajo nivel socioeconomico expuestos a malas condiciones de ensenanza. En este estudio participaron 111 ninos que pertenecen a las clases socioeconomicas D y E y fueron inscritos en una escuela publica. Los resultados indican correlaciones positivas entre las puntuaciones de vocabulario, inteligencia, conciencia fonologica y lectura. No fue encontrada correlacion significativa entre la medida de atencion y la aptitud para la lectura. Se encontro que la relacion entre las variables en cuestion se mantiene incluso en poblaciones de bajos ingresos, sin embargo, la pobreza del entorno de ensenanza actua como factor limitante para el desarrollo expansion de la capacidad de lectura de los estudiantes. EnglishAbstract: Phonological awareness, intelligence, vocabulary and socioeconomic status (SES) have been considered important variables in the acquisition of reading. Nevertheless, attention deficit is associated to low reading performance. The purpose of this work was to investigate correlations among phonological awareness, vocabulary, intelligence, focused attention and reading skills in children with low SES exposed to a non-effective teaching environment. This study included 111 children belonging to socioeconomic classes D and E who were enrolled at a state school. Results pointed to a positive correlation among vocabulary, intelligence, phonological awareness and reading scores. There was no significant correlation between attention measures and reading ability. The relations among the variables continued, even in a population with low SES, although bad teaching environment acts as a limiting factor for the students’ development of their reading ability. portuguesResumo: Consciencia fonologica, inteligencia, vocabulario e nivel socioeconomico vem sendo consideradas variaveis importantes para a aquisicao da leitura. Ao mesmo tempo, deficits de atencao vem sendo relacionados ao mau desempenho em leitura. O objetivo foi investigar as correlacoes entre as habilidades de consciencia fonologica, vocabulario, inteligencia, atencao concentrada e leitura em criancas de baixo nivel socioeconomico expostas a ambiente precario de ensino. Participaram 111 criancas de uma escola publica, pertencentes as classes socioeconomicas D e E. Os resultados indicaram correlacoes positivas entre as habilidades de vocabulario, inteligencia, consciencia fonologica e leitura. A atencao nao contribuiu para a explicacao da competencia em leitura. Verificou-se que as relacoes entre as variaveis em questao sao mantidas, mesmo em populacoes de baixo nivel socioeconomico, entretanto, o ambiente precario de ensino pode ser um fator limitante para a expansao da capacidade de leitura dos estudantes.

Assessing story production and retelling repertoires in children

Estudiantes brasilenos tienen un de los peores rendimientos en tareas de comprension de lectura en evaluaciones como el Programa Internacional de Evaluacion de los Alumnos (PISA), lo que sugiere que se deben desarrollar procedimientos especificos para la remediacion de esos deficits. El desarrollo de esos procedimientos, a su vez, requiere una evaluacion sistematica de repertorios relacionados con contar y volver a contar historias, con el fin de identificar objetivos educativos especificos e individualizados. Eso estudio evaluo la capacidad de contar y volver a contar historias de los ninos, asi como algunos de sus requisitos previos, a traves de una serie de testes estandarizados y tareas disenadas para evaluar esas habilidades. Los rendimientos fueron analizados de acuerdo a las caracteristicas macro y microestructurales de idioma. Los datos muestran que las tareas propuestas fueron eficaces en la caracterizacion de los repertorios de contar y volver a contar historias, proporcionando datos suficientes para formular programas de aprendizaje individualizados.

La evaluación de los repertorios de contar y de volver a contar historias en niños

Estudiantes brasilenos tienen un de los peores rendimientos en tareas de comprension de lectura en evaluaciones como el Programa Internacional de Evaluacion de los Alumnos (PISA), lo que sugiere que se deben desarrollar procedimientos especificos para la remediacion de esos deficits. El desarrollo de esos procedimientos, a su vez, requiere una evaluacion sistematica de repertorios relacionados con contar y volver a contar historias, con el fin de identificar objetivos educativos especificos e individualizados. Eso estudio evaluo la capacidad de contar y volver a contar historias de los ninos, asi como algunos de sus requisitos previos, a traves de una serie de testes estandarizados y tareas disenadas para evaluar esas habilidades. Los rendimientos fueron analizados de acuerdo a las caracteristicas macro y microestructurales de idioma. Los datos muestran que las tareas propuestas fueron eficaces en la caracterizacion de los repertorios de contar y volver a contar historias, proporcionando datos suficientes para formular programas de aprendizaje individualizados.

Avaliação de repertórios de contar e recontar histórias em crianças

Estudiantes brasilenos tienen un de los peores rendimientos en tareas de comprension de lectura en evaluaciones como el Programa Internacional de Evaluacion de los Alumnos (PISA), lo que sugiere que se deben desarrollar procedimientos especificos para la remediacion de esos deficits. El desarrollo de esos procedimientos, a su vez, requiere una evaluacion sistematica de repertorios relacionados con contar y volver a contar historias, con el fin de identificar objetivos educativos especificos e individualizados. Eso estudio evaluo la capacidad de contar y volver a contar historias de los ninos, asi como algunos de sus requisitos previos, a traves de una serie de testes estandarizados y tareas disenadas para evaluar esas habilidades. Los rendimientos fueron analizados de acuerdo a las caracteristicas macro y microestructurales de idioma. Los datos muestran que las tareas propuestas fueron eficaces en la caracterizacion de los repertorios de contar y volver a contar historias, proporcionando datos suficientes para formular programas de aprendizaje individualizados.

Effects of picture prompts on story retelling performance in typically developing children

Contar e recontar historias e fatos sao repertorios comportamentais constantemente necessarios em situacoes sociais, sejam estas escolares, familiares, ou de lazer. Este estudo buscou avaliar sistematicamente se 11 alunos de primeira serie (idades entre seis e sete anos) teriam melhor desempenho em tarefas de recontagem de historias quando dicas visuais eram apresentadas. As variaveis dependentes foram (a) numero de categorias de historia inseridas nas tarefas de recontagem e (b) numero de palavras recontadas por historia. A variavel independente foi a apresentacao de dicas visuais (figuras) nas tarefas de recontagem. Os resultados indicaram que dicas visuais nao resultaram em melhora de desempenho quando o numero de categorias de historia foi analisado. Tambem foi verificado que nao houve aumento consistente no numero de palavras recontadas quando as figuras foram apresentadas. Estudos futuros devem investigar se a reexposicao a historias resultaria em uma mudanca significativa no desempenho.

Emergencia de Lectura y Escritura en Adultos Analfabetos Después de Tareas de Igualación de la Muestra

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.

Emergência de Leitura e Escrita em Adultos Analfabetos Após Tarefas de Matching-to-Sample

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.

Evaluation of a procedure for structural categories of stories

Understanding and telling stories are behaviors socially and academically relevant. However, in establishing these behaviors the verbal communities usually do not emphasize the teaching of their structure. The purpose of this study was to assess the effects of a story structure by teaching procedure on the discrimination of its defining elements in new stories. Eight children, six boys and two girls, ages ranging from six to eight years, participated in the project. A multiple baseline across categories was used and this required the assessment of all categories prior to the beginning of the teaching phase and after the teaching of each category. The teaching was divided in two phases: Category Definition and Category Identification. The procedure was effective in teaching the structural categories of the story and in promoting the discrimination of the defining elements of the categories in new stories.Understanding and telling stories are behaviors socially and academically relevant. However, in establishing these behaviors the verbal communities usually do not emphasize the teaching of their structure. The purpose of this study was to assess the effects of a story structure by teaching procedure on the discrimination of its defining elements in new stories. Eight children, six boys and two girls, ages ranging from six to eight years, participated in the project. A multiple baseline across categories was used and this required the assessment of all categories prior to the beginning of the teaching phase and after the teaching of each category. The teaching was divided in two phases: Category Definition and Category Identification. The procedure was effective in teaching the structural categories of the story and in promoting the discrimination of the defining elements of the categories in new stories.