Orientador: Kester Carrara / Banca: Maria Regina Cavalcante / Banca: Tânia Moron Saes Braga / Resumo: O objetivo deste estudo foi o de investigar se a tecnologia de equivalência de estímulos e o procedimento de exclusão, reduzindo dificuldades de leitura e escrita, também reduzem comportamentos avaliados como de indisciplina. Os resultados indicam que o programa de ensino de leitura e escrita, por meio da combinação dos procedimentos de discriminação condicional e o de exclusão, contribui para a aprendizagem de leitura de todas as palavras de treino e de novas palavras, as quais não foram diretamente ensinadas aos sujeitos. Quanto aos resultados obtidos com o Inventário TRF, a redução nos escores, embora a maioria tenha apresentado-se baixa, parece considerável e indicadora da eficiência da metodologia utilizada também enquanto promotora de melhora em comportamentos relacionados com indisciplina, conforme avaliação dos professores. / Abstract: The objective of this study was to investigate if the 'stimulus equivalences technology' and the exclusion procedures, which reduce the difficulties in reading e writing, would also reduce unruly behavior. The results pointed that the reading and writing teaching program combined with the conditional discrimination and exclusion procedures, contributed to the reading learning of all the training words and new ones as well, which were not directly taught to the individuals. Concerning the results obtained from the TRF inventory, the reduction in the scores, although the majority has presented low ones, it seems to confirm the efficiency of the used methodology and the improvement related to unruly behaviors, according to the teachers evaluation. / Mestre

The aim of this study was to investigate how the computer as a tool is helping dyslectic students who have Swedish as a second language in learning. The following questions were formulated: How important is it to diagnose dyslectic students? How does the computer assistance motivates dyslectic students achieve their goals? How easy is it to include dyslectic students in the ordinary class with computer assistance? And in which way does the school and home environments affect dyslectic students who have Swedish as a second language? The sample consisted of four dyslectic students, 13 to 15 year olds who have Swedish as a second language. And two Swedish and Swedish as second language teachers.  They were selected by purposive non-probability sampling. They were all participating in the one to one programme. Data was collected using semi-structured interviews and analysed using content analysis. After transcribing the interviews’ six themes: diagnosis, computer as a tool, inclusion, motivation and environment were identified. The results were that computers are helpful tools for dyslectic students who have Swedish as a second language. Computer assistance makes these students more independent to find ways to support themselves. They do not need to face failure all the time, when they can use the computer to achieve success. It motivates the students to learn more. It was very clear that the students were more efficient in computers compared to the teacher´s. Maybe, both the teachers and the students should be given the same competence education. Motivation as the most important aspect in learning was very noticeable in all the six interviews. Keywords Dyslexia, Computer as a tool, Special Education, Reading Writing Difficulties, Content Analysis, One-One program, Motivation, Swedish as Second language, SVA.

Made available in DSpace on 2014-06-11T19:24:58Z (GMT). No. of bitstreams: 0 Previous issue date: 2002Bitstream added on 2014-06-13T20:32:37Z : No. of bitstreams: 1 hayashi_eap_me_mar.pdf: 257815 bytes, checksum: ba0867a08b366f7af4ccd26d31418429 (MD5) / O objetivo deste estudo foi o de investigar se a tecnologia de equivalência de estímulos e o procedimento de exclusão, reduzindo dificuldades de leitura e escrita, também reduzem comportamentos avaliados como de indisciplina. Os resultados indicam que o programa de ensino de leitura e escrita, por meio da combinação dos procedimentos de discriminação condicional e o de exclusão, contribui para a aprendizagem de leitura de todas as palavras de treino e de novas palavras, as quais não foram diretamente ensinadas aos sujeitos. Quanto aos resultados obtidos com o Inventário TRF, a redução nos escores, embora a maioria tenha apresentado-se baixa, parece considerável e indicadora da eficiência da metodologia utilizada também enquanto promotora de melhora em comportamentos relacionados com indisciplina, conforme avaliação dos professores. / The objective of this study was to investigate if the 'stimulus equivalences technology' and the exclusion procedures, which reduce the difficulties in reading e writing, would also reduce unruly behavior. The results pointed that the reading and writing teaching program combined with the conditional discrimination and exclusion procedures, contributed to the reading learning of all the training words and new ones as well, which were not directly taught to the individuals. Concerning the results obtained from the TRF inventory, the reduction in the scores, although the majority has presented low ones, it seems to confirm the efficiency of the used methodology and the improvement related to unruly behaviors, according to the teachers evaluation.