Procedimento de ensino de leitura e escrita de sentenças para crianças em idade escolar

Abstract

The 2016 National Literacy Assessment showed that 57,7% of students in the 3rd year of elementary school don’t have fluency in reading sentences. Based on this, interventions provided by the development and application of teaching procedures for reading and writing sentences can contribute to improving students' learning repertoire, especially in the Covid-19 pandemic scenario. This study aimed to evaluate the recombinative reading and writing of sentences, through a procedure for teaching reading and writing sentences and the organization of stimuli in matrices, in school-aged children. Ten participants from the first to the fifth year of Elementary School I, at a regular school, were selected. Participants were recruited by indication of teachers and coordination. Parents or responsible and participants consented and assented to participation, respectively. The design used was multiple probes across matrices. For teaching and evaluation, matching to sample and constructed response matching to sample procedures were used. Three matrices training were used and the diagonal stimuli of each matrix were selected, three teaching sentences (nine teaching sentences) and the remaining sentences were reserved for the evaluation of recombinative generalization. Three sets of stimuli were used: A – dictated sentences; B – figures; and C – printed sentences. The steps of the general teaching procedure involved: (1) Pre-training; (2) Evaluation of relationships between dictated sentences, pictures, and printed sentences (AB, AC, BC, CB), figure naming (BD), reading (CD) and writing, copying (CE) and dictation (AE); (3) Teaching relations AB, AC, CE, BC, CB, AE, CD and BD with three sentences of a matrix training and (4) Evaluation of AB, AC, CE, BC, CB, AE, CD and BD relations. The results showed that of the 10 students recruited by the school, six were conducted in the teaching procedure. One student concluded Matrix 1, three students concluded Matrices 1 and 2, and two students concluded Matrices 1 and 3. In general, the results indicated that participants improved or maintained high performances in the relationships taught and the number of correct answers in relation to recombined sentences increased, demonstrating that the procedure can contribute to the teaching of recombinative reading and writing.