Os efeitos de um programa de compreensão da leitura oral dialógica por criança com autismo
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...
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Formato: | Dissertação |
Idioma: | por |
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Brasil
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Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/24566 |
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Resumo: | 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. |
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