Avaliação da eficácia de dois programas de leitura dialógica na compreensão de crianças com Transtorno do Espectro do Autismo (TEA) e desenvolvimento típico
Oral narrative is an emergent literacy skill that is related to social development and school success. Yet, a significant segment of students with Autism Spectrum Disorder (ASD) and language impairments, either in the phonological, semantic or pragmatic domain, are at risk of developing a decay i...
Na minha lista:
Autor principal: | |
---|---|
Outros Autores: | |
Formato: | doctoralThesis |
Idioma: | pt_BR |
Publicado em: |
Universidade Federal do Rio Grande do Norte
|
Assuntos: | |
Endereço do item: | https://repositorio.ufrn.br/handle/123456789/52196 |
Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Resumo: | Oral narrative is an emergent literacy skill that is related to social development and school
success. Yet, a significant segment of students with Autism Spectrum Disorder (ASD) and
language impairments, either in the phonological, semantic or pragmatic domain, are at risk
of developing a decay in the production and comprehension of oral or written narratives. As a
consequence, it can lead to learning disabilities in several academic fields. We live in a
literate society where everyday activities are based on reading and writing. Therefore, an
inclusive community, where all its members have the right to learn to read and write, requires
the development of early intervention programs to reduce reading comprehension deficits.
Thus, the aim of the present study, was to evaluate the effectiveness of two dialogic reading
programs on the oral reading comprehension of preschoolers with and without ASD. The
participants were one boy and one girl (5y 4m and 4y 9m) diagnosed with ASD, a typically
developing male child (4y 4m) and seven reading mediators. A single-subject experimental
design (ABAB) was implemented, in which the following independent variables were
considered: reading condition, including the program Reading to Engage Children With
Autism in Language and Learning-RECALL. (intervention A) and Simple Dialogic Reading
(intervention B). As dependent variables we considered the frequency of correct answers to
factual and inferential questions; the frequency of correct answers to each type of strategy
(type of questions); the percentage of visual aids usage and vocabulary acquisition. Reading
mediators participated in a training program, which included autoscopy procedures and
practice through modeling. The sessions were videotaped and used to quantify the frequency
of use of program strategies by the reading mediators as well as the children's responses.
Our results show that the mediators learned how to apply both program strategies and that
all three children learned new words using both Recall and LDS, with no significant
differences between the programs. However, when evaluating the relative frequency of
correct answers by type of question, all three subjects performed better with the Recall
protocol as compared to LDS, according to the signed-rank Wilcoxon test. Although, all
participants scored higher in both factual and inferential questions while doing the Recall
protocol, only the typically developing child showed a statistically significant improvement
(Fischer's exact test). Altogether, our results suggest that all three children benefited from the
visual prompt hierarchy. Contributions and limitations of the study are discussed. |
---|