Expansion of the activities of a supplemental curriculum teaching reading and writing: including teachers

• Grant number: 13/14613-4
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: November 01, 2013
• End date: January 31, 2014
• Field of knowledge: Humanities - Psychology - Experimental Psychology
• Principal Investigator: Camila Domeniconi
• Grantee: Ricardo Martinelli Bondioli
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Associated research grant: 08/57705-8 - Institute for the Study of Behavior, Cognition and Teaching, AP.TEM

Abstract

The use of a supplemental curriculum for teaching reading and writing in municipal schools as a strategy for school support has been effective for learners with diverse repertoires. However, this curriculum has been questioned about the generalization of learning to read the word alone, taught from the computerized sessions, to carry out the activities proposed by the teacher's regular classroom. It is believed that the participation of this teacher to maximize learning for all learners. Thus, this project aims to: assess the speed of acquisition and the learning curve of the skills of reading and writing in children, from the application of a set of activities to be implemented by tutor, with the use of the supplemental curriculum articulated with the activities to be used by teachers of regular classroom. It will be recruited ten elementary school apprentices with a history of school failure, two teachers from the regular classroom, where the apprentices are inserted, and a tutor to compose the experimental group. Furthermore, it will be recruited ten other apprentices with performances similar to the experimental group in the assessment of the pre-test to compose the control group. The computerized sessions of the supplemental curriculum will be applied three times a week, with both groups. The interventions to be implemented by the classroom teacher will occur twice a week with all learners in the experimental group. After the realization of these activities, it will be applied a probe of reading as well as after the end of each teaching Unit of the supplemental curriculum. It will be conducted an individual analysis of each learner, as well as additional measures of teacher behavior in interaction with the apprentices. It will be conducted measurements of after-test and follow-up similar to the pre-test. It is expected that the activities to be implemented in the classroom concatenated to the supplemental curriculum activities can contribute to the generalization of learning to other contexts.