Leitura emergente de palavras dissílabas via pareamento de estímulos com resposta de orientação

Abstract

This study investigated the effectiveness of the stimulus pairing procedure using orientation response (SOresp) with 8-year-old children enrolled in the 3rd grade of elementary school, who were unable to read written words. The sessions were conducted remotely during the COVID-19 pandemic and in person at the participants’ school. The participant who participated remotely had access to the experimental tasks through a researcher's computer, while the others participated in person at the school's multipurpose laboratory. The stimuli consisted of nine written words and their corresponding pictures, divided into three sets, as well as six control words, not paired with pictures. A multiple-probe design was used between the sets: the 15 words were probed before and after teaching each set. Each session included a reading pretest, word-picture pairing phase, and posttest. Each teaching trial began with the presentation of a fixation cross in one of four positions on the screen. Clicking on the cross produced: a) the written word in the same position as the cross for 1 second; b) a 750 ms interval; c) a picture corresponding to the word in the same position. Each word-picture pairing (S-S) was presented in 10 trials, alternating with trials of the other pairs. All participants initially showed poor performance in the word probes. In subsequent probes, they were able to read most of the words included in the pairings, but none from the set(s) not yet taught. The conclusion of the experiment is that the SOresp is a useful methodology for teaching reading.