Submitted by Letícia Regina Fava null (leticiargfava@gmail.com) on 2016-04-05T01:52:29Z No. of bitstreams: 3 Dissertação - Letícia Fava DEFESA versão para impressão 28-03 ESTA (1).pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) Dissertação - Letícia Fava DEFESA versão para impressão 28-03 ESTA (1).pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) Dissertação - Letícia Fava DEFESA versão para impressão 28-03 ESTA (1).pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) / Rejected by Ana Paula Grisoto (grisotoana@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: Foram submetidos 3 arquivos PDF’s, apenas 1 arquivo deve ser submetido Corrija estas informações e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2016-04-06T18:37:39Z (GMT) / Submitted by Letícia Regina Fava null (leticiargfava@gmail.com) on 2016-04-07T00:47:41Z No. of bitstreams: 1 Dissertação - Letícia Fava DEFESA versão para impressão 28-03 ESTA (1).pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-07T17:24:41Z (GMT) No. of bitstreams: 1 manzaroni_lrf_me_bauru.pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) / Made available in DSpace on 2016-04-07T17:24:41Z (GMT). No. of bitstreams: 1 manzaroni_lrf_me_bauru.pdf: 1874795 bytes, checksum: 07e617734184de6186d0986dbcd1b862 (MD5) Previous issue date: 2016-02-22 / O programa informatizado de ensino Aprendendo a Ler e a Escrever em Pequenos Passos® foi criado baseado na proposta metodológica subsidiada pelo paradigma das relações de equivalência. Sua finalidade é estabelecer repertório elementar de leitura e de escrita com diferentes níveis de complexidade cuja eficiência tem sido replicada em diferentes laboratórios. Os testes em situações aplicadas e em populações com diferentes características de diagnóstico começaram a ocorrer, contudo ainda existem poucos estudos. O objetivo do trabalho foi verificar os efeitos do programa informatizado sobre os repertórios de ler e de escre ver em crianças com diferentes diagnósticos de necessidades especiais de ensino e verificar o custo de resposta dos participantes durante os passos de ensino. Foram analisados os registros de nove crianças, com idades entre sete e 11 anos de idade com distúrbios da comunicação e/ou deficiência intelectual, regularmente matriculadas no Ensino Fundamental I e que frequentavam a sala de recursos. As crianças foram submetidas à Avaliação da Rede de Leitura e Escrita que envolve tarefas de leitura, compreensão de leitura, de cópia e de ditado dentre outras e ao Módulo 1 de Ensino composto por 20 passos, sendo que cada passo ensina três palavras. Na Avaliação da Rede de Leitura e Escrita as porcentagens de acertos em lei tura e escrita foram nulas ou muito baixas para quase todos os participantes. Na avaliação após o ensino os resultados de alguns participantes chegaram a 100% de acertos. Embora tenha sido registrada a necessidade de repetição dos passos de ensino para alguns participantes, sete terminaram os passos do programa de ensino. Os dados recomendam a investigação de procedimentos de ensino que minimizem a incidência de erros durante o processo de aprendizagem dessa população. / The computer-based software named Learn to Read and Write in Small Steps (Aprendendo a Ler e a Escrever em Pequenos Passos®) was created based on the methodological proposal subsidized by the paradigm of equivalence relations. The software’s goal is to establish elementary repertoire of reading and writing of different levels of complexity, which efficiency has been replicated in different laboratories. The objective of this research was to verify the effects of this computer-based software on both the reading and writing repertoire of children with different diagnosis of special teaching necessities and verify the answer expense of the participants during the steps of the program. The records of nine seven to 11 year-old children, that had been diagnosed with communication disorders as well as intellectual deficiency, that were regularly enrolled in the Ensino Fundamental I (Elementary School), also attending the resource room, were analyzed. The kids were subjected to the Reading and Writing Net Evaluation that involves reading tasks, reading comprehension, copying and dictation, amongst others along the Módulo de Ensino (Teaching Module) which is composed of 20 steps, each teaching three words. In the pre-evaluation of the Reading and Writing Net the percentage of score was practically null or very low for all the participants. In the post-evaluation, the results of some participants reached 100% of score. Although the necessity of repetition of certain steps has been recorded for some of the participants, seven of them were able to finish the steps of the teaching software. The data inspires investigation of procedures of teaching that minimize the occurrence of mistakes during the learning process of this population.

<p>In this research project the question is raised whether it is possible to detect and analyse differences between incidental and intentional vocabulary acquisition within a traditional, systematic teaching setting of German as an L3. The ten par-ticipating Swedish students at the upper secondary level worked with two differ-ent German newspaper articles in two different ways. One set of lessons focused mainly on textual content (incidental learning) while the other involved both dis-cussions about the contents of the text and explicit vocabulary practice (inten-tional learning). The students were later tested on four separate occasions using a self-report-test involving 16 pre-tested words. The two main research questions are: How many of the encountered words will the students recall and what depth of knowledge does this recall represent? Results point to a very limited vocabu-lary acquisition through incidental learning compared to the acquisition through intentional learning which gave a higher score. The overall tendency is for ac-quired vocabulary knowledge to change over time and more so if intentionally acquired. This raises a further question: How much and what kind of work in-volving texts is needed in the classroom for long lasting vocabulary acquisition, incidental or intentional, to take place? Furthermore the results indicate that the self-report test used in the research project shows deficiencies regarding validity as well as reliability issues, which puts further focus on the test methods used in educationally applied vocabulary acquisition research.</p>

In this research project the question is raised whether it is possible to detect and analyse differences between incidental and intentional vocabulary acquisition within a traditional, systematic teaching setting of German as an L3. The ten par-ticipating Swedish students at the upper secondary level worked with two differ-ent German newspaper articles in two different ways. One set of lessons focused mainly on textual content (incidental learning) while the other involved both dis-cussions about the contents of the text and explicit vocabulary practice (inten-tional learning). The students were later tested on four separate occasions using a self-report-test involving 16 pre-tested words. The two main research questions are: How many of the encountered words will the students recall and what depth of knowledge does this recall represent? Results point to a very limited vocabu-lary acquisition through incidental learning compared to the acquisition through intentional learning which gave a higher score. The overall tendency is for ac-quired vocabulary knowledge to change over time and more so if intentionally acquired. This raises a further question: How much and what kind of work in-volving texts is needed in the classroom for long lasting vocabulary acquisition, incidental or intentional, to take place? Furthermore the results indicate that the self-report test used in the research project shows deficiencies regarding validity as well as reliability issues, which puts further focus on the test methods used in educationally applied vocabulary acquisition research.