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Previous issue date: 2017-07-31 / Ler ? uma habilidade fundamental para o sucesso na vida escolar e adulta. Para muitos
indiv?duos, os processos de decodifica??o da escrita e a compreens?o leitora se desenvolvem
paralelamente. Para outros, esses processos s?o dissociados, como ? o caso de alguns
educandos com Transtorno do Espectro Autista (TEA), que apresentam habilidades de
decodifica??o da escrita superiores ? compreens?o leitora. Esses preju?zos podem acarretar
dificuldades na aprendizagem. Nessa perspectiva, ? fundamental o desenvolvimento de
programas interventivos de leitura que possam minimizar, precocemente, os problemas de
leitura evidenciados nessa popula??o. Sendo assim, o objetivo do presente estudo foi avaliar
os efeitos de uma adapta??o do programa de interven??o leitora denominada RECALL
(Reading to Engage Children with Autism in Language and Learning) na compreens?o oral da
leitura de indiv?duos com autismo. Participaram desta pesquisa uma crian?a com autismo, de
6 anos de idade e seu cuidador. O estudo, desenvolvido utilizando um delineamento intrasujeitos
do tipo A-B (linha de base-interven??o) Follow-up, teve num primeiro momento
como vari?vel independente (VI) o programa de capacita??o e como vari?vel dependente
(VD) o uso das estrat?gias do programa de leitura dial?gica proposto, por parte do cuidador.
Em seguida, o uso das estrat?gias do programa de leitura dial?gica proposto se configurara
como vari?vel independente (VI) e as respostas da crian?a como vari?vel dependente (VD). O
cuidador participou de um programa de capacita??o, onde aprendeu a fazer uso de diferentes
estrat?gias interventivas com vistas a ampliar a compreens?o oral da leitura da crian?a,
aplicando-as em seguida, durante as rotinas de leitura em sua resid?ncia. As sess?es foram
videografadas e a frequ?ncia no uso das estrat?gias do programa por parte do cuidador e dos
turnos comunicativos da crian?a (iniciativas e respostas) foram contabilizados. Uma an?lise
qualitativa foi adicionalmente realizada. Os resultados evidenciaram ganhos quantitativos
(aumento da frequ?ncia) no uso de algumas estrat?gias do programa adaptado do Recall por
parte da m?e e ganhos qualitativos. Com rela??o ? crian?a, os resultados mostraram ganhos
qualitativos (engajamento na atividade) e, em menor magnitude, ganhos quantitativos
(aumento de respostas corretas para algumas das estrat?gias do programa adaptado do Recall).
Contribui??es e limita??es do estudo s?o discutidas. / Reading is an essential skill for success at school and in adult life. For many individuals, the
decoding processes and reading comprehension develop in parallel. For others, these
processes are dissociated. Most students with Autism Spectrum Disorder (ASD) show better
decoding than comprehension skills, which can lead to learning disabilities. In this
perspective, it is essential to develop early reading intervention programs to diminish reading
difficulties in this population. Therefore, the present study aims to evaluate the effects of an
adapted version of the reading intervention program called Recall (Reading to Engage
Children with Autism in Language and Learning) on oral reading comprehension of
individuals with ASD. Subjects of the study were a 6-year-old child with autism and his
caretaker (mother). With them, we implemented a single-subject A-B (Baseline-Intervention)
Follow- up design, in which the training program was taken as independent variable (IV) and
the intervention program strategies used by the caretaker, taken as dependent variable (DV).
Subsequently, the intervention program strategies by the caretaker was considered as
independent variable (IV) and the child`s answers, as dependent variable (DV). Through
training sessions, the caretaker learned to use different program strategies in order to expand
the oral reading comprehension of the child. Such strategies were applied to the child during
reading routines at his home. Sessions were videotaped and the frequency of use of each
strategy by the mother, as well as the child`s communicative turns (initiatives and answers)
were quantified. In addition, we carried out a qualitative analysis on the reading routines. Our
results demonstrate both quantitative (frequency increment) and qualitative improvements in
the use of certain Recall strategies by the caretaker. With respect to the child, we observed a
quantitative improvement of smaller magnitude (increase of correct answers in some of the
programs strategies) associated to a significant qualitative improvement (higher levels of
activity engagement, longer sentences). Contributions and limitations of the study are
discussed.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24566 |
| Date | 31 July 2017 |
| Creators | Walter, Elizabeth Cynthia |
| Contributors | 02487157712, Alves, Jefferson Fernandes, 40692345434, Gon?alves, Maria de Jesus, 08423562824, Walter, Catia Crivelenti de Figueiredo, 97261017787, Nunes, Leila Regina de Paula, 10392424720, Nunes, D?bora Regina de Paula |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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