Contributions of Behavior Analysis to Reading and Writing Comprehension

• Autore: Albuquerque Alessandra Rocha de
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2023; ©2023
• Edizione: 1st ed.
• Descrizione fisica: 1 online resource (357 pages)
• Disciplina: 372.60981
• Soggetto topico: Comprensió de la lectura; Innovacions educatives; Anàlisi de conducta
• Soggetto genere / forma: Llibres electrònics
• Altri autori: MeloRaquel Maria de
• Nota di contenuto: Intro -- Preface -- Contents -- Part I: Conceptual and Historical Aspects -- Chapter 1: Behavioral Analysis of Learning to Read and Write -- 1.1 Introduction -- 1.2 Reinforcement Contingencies -- 1.3 Behavior Analysis and the Teaching of Reading and Writing -- 1.4 Behavior Analysis and the Teaching of Reading and Writing -- 1.5 Minimum Units of Textual Stimulus Control -- 1.6 Textual Behavior and Reading -- 1.7 Writing -- 1.8 Reading and Writing as a Network of Relationships -- 1.9 Networks of Relationships and Recombination of Units -- 1.10 Reinforcement for Reading and Writing Behaviors -- 1.11 School Contingencies That May Promote Learning to Read and Write -- References -- Chapter 2: Mapping of Brazilian Studies on Reading and Writing Based on the Equivalence Paradigm -- 2.1 Introduction -- 2.2 Search for Production on Reading and Writing -- 2.3 Selected Doctoral Dissertations, Master's Theses and Articles -- 2.4 Final Considerations -- References -- Chapter 3: The Stimulus Equivalence Paradigm and the Notion of Relational Networks in Teaching Reading and Writing: Contributions from Laboratories at UEL -- 3.1 Introduction -- 3.2 Stimulus Equivalence and the Teaching of Reading and Writing -- 3.3 Development and Evaluation of Technology for Teaching Reading and Writing: Studies Developed by LATEC Researchers -- 3.4 The Use of Educational Games for Teaching Reading and Writing: Studies Carried out by LADEJE Researchers -- 3.5 Final Considerations -- References -- Part II: Modules of the Teaching Program Learning to Read and Write in Small Steps -- Chapter 4: Teaching Irregular Words Through the Teaching Program Learning to Read and Write in Small Steps -- 4.1 Introduction -- 4.2 Module 2 -- 4.2.1 Initial Version of Module 2 - Folder-Catalogue -- 4.2.2 Progleit Offline Software Version. ; 4.2.3 Current Version of Module 2 - Online Application via GEIC -- 4.3 Studies Conducted with Module 2 -- 4.4 Final Considerations -- References -- Chapter 5: Teaching to Read Storybooks -- 5.1 Introduction -- 5.2 The Book as a Textual Unit -- 5.3 Module 3 - ALEPP -- 5.4 Analysis of Results Generated by Module 3 - ALEPP -- 5.5 Final Considerations -- References -- Chapter 6: Resources Needed to Expand the Program for Teaching Verbal Repertoires Toward Sentences -- 6.1 Introduction -- 6.2 Reading, Writing, Comprehension and Fluency of Words -- 6.3 An Overview of ALEPP Modules and the Proposition of a Sentence Teaching Module -- 6.4 Sentence Expansion -- 6.4.1 Semantic Relationships -- 6.4.2 Syntactic Relationships -- 6.4.3 Sentences as a Teaching Unit -- 6.4.3.1 Recent Studies with Sentence Teaching -- 6.5 Features of a Sentence Teaching Module -- 6.6 Final Considerations -- References -- Chapter 7: Teaching Relevant Prerequisites for Learning to Read and Write and Expanding the ALEPP Teaching Program -- 7.1 Introduction -- 7.2 Prerequisites for Learning to Read and Write -- 7.3 Learning Simple Regular Words: Procedures Involved in Teaching and Identification of Prerequisites -- 7.4 Description of a Proposed Module for Teaching Prerequisites for Reading and Writing -- 7.4.1 General Pre- and Post-test -- 7.4.2 Teaching Units 1 to 4 -- 7.4.3 Teaching Units 5 and 6 -- 7.4.4 Teaching Units 7 and 8 -- 7.4.5 Teaching Units 9 and 10 -- 7.5 Final Considerations -- References -- Part III: Studies with Different Populations -- Chapter 8: Teaching Reading and Writing to People with Intellectual Disabilities and the ALEPP Teaching Program -- 8.1 Introduction -- 8.2 ALEPP and Intellectual Disability (ID) -- 8.3 Application of ALEPP with Children with DI in Laboratory and School Settings. ; 8.4 Application of ALEPP with Young People and Adults with DI in Residential and School Settings -- 8.5 ALEPP and DI: Proposition of Special Modules -- 8.6 Possibilities of Teaching Reading and Writing to Children, Young People, and Adults with ID in Various Settings: Discussion on Mapped Studies -- 8.7 Final Considerations -- References -- Chapter 9: People with Hearing Loss: Effects of Reading Instruction on Vocal Verbal Repertoire -- 9.1 Introduction -- 9.2 Teaching Programs and the Communication Needs of People with Hearing Loss and Cochlear Implants: A Brief Review -- 9.2.1 Literature Review -- 9.2.2 Programs for Teaching Communicative Repertoires in People with Hearing Loss -- 9.3 Criteria for Evidence-Based Practice and Single Subject Design in Communication Research -- 9.4 Equivalence Based Instruction (EBI) as a Methodological Proposal for Teaching Verbal Repertoires -- 9.4.1 Equivalence Relations Paradigm -- 9.4.2 Equivalence-Based Learning and Teaching Technologies -- 9.5 Effects of EBI on Expressive Repertoires and Speech Accuracy in Children with Hearing Loss and Cochlear Implants -- 9.6 Final Considerations -- References -- Chapter 10: Effect of Teaching Phonemes from Pseudo-Alphabets on the Emergence of Recombinative Reading in Adults -- 10.1 Introduction -- 10.2 Control by Minimal Units -- 10.3 Effect of Directly Training Phonemes on the Emergence of Recombinative Reading -- 10.4 Final Considerations -- References -- Chapter 11: Learning to Read and Write in Adults: Contributions of Behavior Analysis -- 11.1 Introduction -- 11.2 Research on Adult Reading and Writing -- 11.3 Adult Reading Unit -- 11.4 Learning Words with Simple Syllables Using ALEPP: Application with Adult Participants -- 11.5 Final Considerations -- References -- Chapter 12: Teaching Reading with Comprehension to Public School Students -- 12.1 Introduction. ; 12.2 The Project -- 12.2.1 Team Composition and Dynamic -- 12.2.2 Team Training -- 12.2.3 Assessments and Interventions -- 12.3 Results -- 12.3.1 Assessing Reading and Writing Repertoire -- 12.3.2 Effect of the Interventions -- 12.3.3 Other Important Results -- 12.4 Final Considerations -- References -- Part IV: Possible Dialogues with Other Areas of Knowledge -- Chapter 13: Differential Diagnosis of Specific Reading and Writing Disorders: Speech, Language and Hearing Sciences Contributions -- 13.1 Introduction -- 13.2 Specific Reading and Writing Disorders -- 13.3 Differential Diagnosis for Specific Learning Disorders -- 13.4 Prevalence and Etiological Aspects of Specific Learning Disorders -- 13.5 Assessing Reading and Writing -- 13.5.1 The Involvement of Professionals in the Diagnosis of Specific Learning Disabilities -- 13.6 Final Considerations -- References -- Chapter 14: A Dialogue on Reading: The Perspectives of Bloomfield's Linguistics and Behavior Analysis -- 14.1 The Problem of Illiteracy, a Guideline for Tackling It and a Critique of the Status Quo -- 14.2 Conception and Method of Reading Instruction in Bloomfield's Linguistics -- 14.2.1 Conception -- 14.2.2 Method -- 14.2.2.1 General Aspects -- 14.2.2.2 Teaching Procedures -- 14.2.2.3 Characteristics of Teaching Materials: The Continuum from Regularity to Irregularity of Grapheme-Phoneme Relations, Unity, and Sequence of Teaching -- 14.2.2.4 Characteristics of Instructional Materials and Their Influence on the Reading of New Words -- 14.2.2.5 Limitations of the Method -- 14.3 Conception and Method of Reading Instruction in Behavior Analysis -- 14.3.1 Conception -- 14.3.2 Method: How to Teach According to Skinner -- 14.3.2.1 General Characteristics of Teaching -- 14.3.2.2 Teaching Procedures -- 14.3.2.3 Principles and Guidelines for Programming Instruction. ; 14.3.2.4 Programming Teaching: The Development of Instructional Materials -- 14.3.2.5 Textual Units of Teaching and Learning and the Reading of New Words -- 14.4 Final Considerations: A Dialogue on Reading -- References -- Chapter 15: The Paulo Freire "Method" in a Behavioral Reading of the Alphabetization -- 15.1 Introduction -- 15.2 Literacy for Behavior Analysis -- 15.3 Description of the Literacy Experience Using the Paulo Freire Method -- 15.3.1 The Elaboration -- 15.3.2 The Implementation: The Meetings in the Culture Circles -- 15.4 Behavioral Analysis of Full Elements of the Paulo Freire Method -- 15.4.1 The Use of Psychological Tests -- 15.4.2 Structuring Teaching in Small Steps, Starting from the Learner's Repertoire and Keeping Under Control of the Learner's Behavior -- 15.4.3 Establishment of Motivational Operations and Use of Natural and Conditioned Reinforcers -- 15.5 Behavioral Analysis of Aspects of the "Teaching Methodology" of the Method -- 15.5.1 Behavioral Analysis of the Pedagogical Attitudes Adopted by Educators -- 15.5.2 Dialogue as a Condition for Teaching Critical Thinking -- 15.6 Final Considerations -- References -- Index.
• Titolo autorizzato: Contributions of Behavior Analysis to Reading and Writing Comprehension
• ISBN: 3-031-40868-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910751384003321
• Lo trovi qui: Univ. Federico II