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Heloisa Helena Motta Bandini ; Ana Carolina Sella ; Deisy das Graças de Souza ;Paidéia 2014, 24 57

Autor: Carmen Silvia Motta Bandini

Fuente: http://www.redalyc.org/articulo.oa?id=305430422010


Introducción



Paidéia ISSN: 0103-863X paideia@usp.br Universidade de São Paulo Brasil Motta Bandini, Carmen Silvia; Motta Bandini, Heloisa Helena; Sella, Ana Carolina; das Graças de Souza, Deisy Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks Paidéia, vol.
24, núm.
57, enero-abril, 2014, pp.
75-84 Universidade de São Paulo Ribeirão Preto, Brasil Available in: http:--www.redalyc.org-articulo.oa?id=305430422010 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative Paidéia jan-apr.
2014, Vol.
24, No.
57, 75-84.
doi:10.1590-1982-43272457201410 Article Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks1 Carmen Silvia Motta Bandini2 Universidade Estadual de Ciências da Saúde de Alagoas, Maceió-AL, Brazil Centro Universitário CESMAC, Maceió-AL, Brazil Heloisa Helena Motta Bandini Universidade Estadual de Ciências da Saúde de Alagoas, Maceió-AL, Brazil Ana Carolina Sella University of Nebraska Medical Center, Omaha-NE, United States of America Deisy das Graças de Souza Universidade Federal de São Carlos, São Carlos-SP, Brazil Abstract: Reading and writing are behaviors that provide an individual with the opportunity for inclusion in many social environments.
Despite the importance of these behaviors, statistical indices show that, in Brazil, 8.6% of the people aged 15-24 are illiterate.
The purpose of this manuscript, which is divided into two studies, was to assess the effects of a Portuguese language reading curriculum for simple (Study 1) and complex words (Study 2) in illiterate adults.
Four participants took part in each study. In both studies, reading was taught mainly by training dictated words to printed words relations.
Overall, there was an increase in the...





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