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| Author(s): |
Priscila Meireles Guidugli
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Bauru. 2015-03-03. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Ciências. Bauru |
| Defense date: | 2014-08-25 |
| Advisor: | Ana Claudia Moreira Almeida Verdu; Alessandra Turini Bolsoni Silva |
| Abstract | |
Externalizing behavior problems can be perceived as competing and incompatible with academic repertories. This study tested whether a systematic and computerized program for teaching of reading and writing, would not only increase the frequency of right answers on academic tasks, but would also decrease the frequency of inadequate social repertories. The study included for boys at a public school, ages 9 and 10 years, attending the third and fourth years of elementary school, all of them assessed as clinical cases for externalizing behavior problems by inventories (CBCL and TRF). Interview instruments (Rehse-P and Rehse-PR) were also used. The intervention took place at school, children were exposed to the program Learning to Read and Write in Small Steps (Aprendendo a Ler e a Escrever em Pequenos Passos) - (GEIC, UFSCAR), specifically the words without language difficulties module. The initial Diagnosis of Reading and Writing (DLE-I) characterized the performance of learners and revealed deficiencies in reading and writing. The teaching was divided into units and each unit subdivised into steps. At each step three words were taught by using teaching procedures based on selection of printed words or syllables, establishing a a cumulative relations network between dictated word, written word, figure and syllables. The repertories of reading and dictation were monitored at the end of each teaching unit. The behavioral problems were also monitored by means of teacher's report (TRF) and by direct observation (classroom video recording). The frequency of externalizing behaviors reported by the teacher decreased to P1 and P2, although expressively to P1, leaving the clinical score. Behavior problems issued by P3 and P4 did not decrease, however they had advanced two teaching units and achieved over 80% of right answers at the final Diagnosis of Reading and Writing. Future research should determine whether and under what conditions the... (AU) | |
| FAPESP's process: | 12/23526-5 - EFFECTS OF SYSTEMATIC AND COMPUTERIZED EDUCATION UPON EXTERNALIZING BEHAVIORS IN COMPETITION TO READING AND WRITING LEARNING |
| Grantee: | Priscila Meireles Guidugli |
| Support Opportunities: | Scholarships in Brazil - Master |