Reading: identification of students 2nd grade of the elementary school repertoire through computerized instrument / Leitura: identificação de repertório dos alunos da 2 série do ensino fundamental por meio de instrumento computadorizado




According to Skinner (1972), to know the student s repertoire is fundamental for the planning of teaching procedures that they accomplished, once he/she knows the individual differences of those that will be taught enables the teacher not just to choose and/or to drift and to apply contingencies that shape and maintain the expected behaviors, but also to reformulate their procedures when if it does necessary. Although to identify the student s previous repertoire is fundamental requirement for the teacher s effective performance, this is not an easy task, because a lot of times the teacher doesn t have appropriate instruments for such. The Instrument of Evaluation of Reading - Initial Repertoire (IAL-I) was created by Moroz &Rubano (2005), starting from the resources offered by the educational software Mestre (Goyos &Almeida, 1996), which is anchored in the studies developed on stimulus equivalence paradigm that concepts the reading as network of relations among stimuli of different modalities (sound, image and text). The present research had as objectives to evaluate the reading repertoire and students writing that frequent to 2nd series of the Fundamental Teaching, and starting from such evaluation, to verify if there are empiric evidences that the instrument can be used, by the teacher, with such purpose. Thirty seven children, with ages varying among seven nine years, of the 2nd grade of Sao Paulos Elementary Public School, with direction for the project of Parallel Recovery, they were submitted to the evaluation of reading of words - so much just composed by simple syllables as well as containing complex syllables -, in the different underlying relation to the reading. The evaluation allowed detecting the diversity of present repertoires among the appraised participants. The data showed the performance of each one of the participants in the appraised relations among the different modalities of stimuli (sound, image and text) and in the types of used words (with simple syllables and involving complexities), explicated the dominated aspects and those in that they demonstrated difficulties. The data showed that the IAL-I allows to evidence the acting specificities, indicative that can be instrument for the teacher that, when knowing the specificities of the individual repertoires, it can program teaching activities to seek lessen the found difficulties, facilitating a larger learning


avaliação de repertório repertoire evaluation escrita reading leitura (ensino elementar) análise do comportamento leitura writing psicologia educacional avaliacao de comportamento behavior analysis mestre (programa educativo para criancas) ensino fundamental elementary school

Documentos Relacionados