Intervention on reading comprehension an approach designed for students with Asperger’s Syndrome (AS) Lidia Correia.pdf

该【Intervention on reading comprehension an approach designed for students with Asperger’s Syndrome (AS) Lidia Correia 】是由【小舍儿】上传分享，文档一共【16】页，该文档可以免费在线阅读，需要了解更多关于【Intervention on reading comprehension an approach designed for students with Asperger’s Syndrome (AS) Lidia Correia 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:..http://dx./-6321-21129Interventiononreadingcomprehension:anCORREIA,LidiadeAlmeida;approachdesignedCARVALHO,WilsonJúniordeAraújo;CHEN,:anapproachdesignedforstudentswithAsperger’sAsperger’sSyndromeSyndrome(AS).Entrepalavras,Fortaleza,,,-230,maio/(AS)?oAbstract:Thispaperreportstheresultsofastudywhichexaminedreadingdeleitura:prehensioninadolescentsandyoungdesenvolvidaparaestudantesadultswithAsperger’sSyndrome(AS).215ThestudywasconductedinthecityofcomSíndromedeAsperger(SA)Fortaleza,NorthwestregionofBrazil,,thestudyfocusedprehensionofteenagersandyoungadultswithASthroughaninterventionprogrambasedonLidiadeAlmeidaCORREIA(UFC)metacognitivereadingstrategies,havingcorreia.******@úniordeAraújoCARVALHO(UECE)readingmodelproposedbyKintschandwilson.******@(1983),whichpresentsreadingXiCHEN(prehensionasadynamic,.******@,wereliedonthetheoreticalframeworkofRecebidoem:é(1998)toaddressbasicreadingAceitoem:,,facilitatingthecomprehensionprocessandself-:.:..(2)215-230Resumo:Esteartigoreportaumdosresultadosdeumestudoqueexaminouamai/SíndromedeAsperger2018(SA).OestudofoiconduzidonacidadedeFortaleza,6estudantesquejáconcluí,opreens?oleitoradeSAatravésdeumprogramadeinterven??obaseadoemestratégiasmetacognitivas,(1983),queapresentaaoumprocessodinamico,onlineeestratéémdisso,nosbaseamosnaideiadeSolé(1998)paraabordarasestratégiasbá?oumrecortedapesquisacitada,apontaminstru??esexplícitasquesugiramumcaminhoaserseguidodurantealeitura,oumaespéciedeguiadeleituraeestimulandooalunoarefletiracercadeseusconhecimentos,preens?-chave:preens?é(ASD).(2012)notesprehensivestudiesontheprevalenceofASDinLatinAmerica,itisestimatedthatthereareabout30casesofASDper10,000childreninBrazil(PAULAetal.,2011).,whichisamandatethatallchildrenwithdisabilities,includingthosewithASD,,,,readingcomprehensionplaysanimportantroleinsociety,,weconductedaninterventiononreadingcomprehensionamongstudentswithAspergerSyndrome(amilderformofautism).OurfindingshaveimplicationsforreadinginstructionforstudentswithASD,andareinformativeforteacherswhodonotfeelpreparedtosupportthosestudents.:..LidiadeAlmeidaCORREIA;WilsonJúniordeAraújoCARVALHO;XiCHEN1ThereferredapproachwasdevelopedaspartofaPhDresearch,,“plex2interactiveactivityofmeaningproduction”.(KOCH;ELIAS,2015,).Thisideacorroboratesthe“SimpleViewofReading”,,ponents:2171)decodingand2)prehension(ROBERTS;SCOTT,2006).Inadditiontodecodingandcognitiveprocessing(whichinvolvestheunderstandingofthetextreadandthestrategiesusedforit),itisalsoextremelyimportanttoconsiderthedifferentcontextssurroundingthetextanditsreading,itmeansallthesocial,,readingisperceivedbymanyexpertsasadialogue,acommunicativeact,,readingisconsidered“petence,aprocessofproduction(andconstruction)ofmeaningthatinvolvesfourelements:thereader,theauthor,thetextandthecontext.”(COSSON,32017,-emphasisadded).prehension“occursasthereaderbuildsamentalrepresentationofatextmessage”(PERFETTIetal.,2005,),thisway,1ProgramadePós-gradua??oemLinguísticaAplicada,UniversidadeEstadualdoCeará,internationalinternshipatUniversityofToronto,supportedbyCoordena??odeAperfei?oamentodePessoaldeNívelSuperior(CAPES).2Originalnote:“plexadeprodu??odeISSN2237-6321sentidos”.(KOCH;ELIAS,2015,-author’stranslation).3Originalnote:“petênciaindividualesocial,umprocessodeprodu??o(econstru??o)desentidosqueenvolvequatroelementos:oleitor,oautor,otextoeocontexto”(COSSON,2017,-author’stranslation).:..(2)215-230thereader’spriorknowledgeandtheinferencesthatthereadermakesmai/,prehension,itisnecessarythat“thedemandsofthetext,thechallengesofthetask,andtheskillsandproclivitiesofthereaderareallwellaligned”(SNOW,2010,).Readingplaysafundamentalroleinformaleducation,becauseitisessentialforthedevelopmentofknowledgeinallthescholarsubjects(SNOW,2010).Accordingly,,,,knowinghowtoreadissociallyperceivedinapositiveway,,emanysocial218barriers,toupdateourculturalimpressions,tofilloutapartofouressibleinformation,,readingfacilitatesthereachmentofagoodplaceintheacademiesandintheausterelabormarket,while,atthesametime,(ASD)identifiedinthefourtheditionoftheDiagnosticandStatisticalManualofMentalDisorders,DSM-IV(AMERICANPSYCHIATRICASSOCIATION,2002).However,inthemostrecentversionofthemanual,DSM-V(AMERICANPSYCHIATRICASSOCIATION,2013),theASwasincorporatedintoanew“umbrella”passesseveraldisordersinasinglegroup,,,patientsdiagnosedordingtotheDSM-IVareonlylabeledin4ordingtoDSM-V.,asthenoteattests:4AlthoughthenomenclatureASisnotexpressedinthemostrecentmanualthatassistsphysiciansinthediagnosisofissuesrelatedtoneurodevelopmentaldisorders,inBrazil,themanualusedforthediagnosisisstilltheDSM-IV(AMERICANPSYCHIATRICASSOCIATION,2002),resulting,therefore,inBraziliandiagnosesthat:..LidiadeAlmeidaCORREIA;WilsonJúniordeAraújoCARVALHO;XiCHENPriortothepublicationoftheDSM–5,childrenmighthavebeengivenoneoffourdifferentdiagnoses:autisticdisorder,childhooddisintegrativedisorder,pervasivedevelopmentaldisordernototherwisespecified,orAsperger’ssyndrome(AmericanPsychiatricAssociation,2000).Althougheachofthesediagnoseswasunique,,childrenwithanyofthesedisordersweregroupedtogetherunderASD.(SENOKOSSOFF,2016,),astudyconductedbyFombonne(2009),underaglobalperspective,(CDC)research,astudyconductedbyAutismandDevelopmentalDisabilitiesMonitoring(workshowedthattheprevalenceofASDincreasedoverthelastdecade:1caseper150childrenin2007,1caseper110childrenin2009,1caseper88childrenin2012,and1caseper68childrenin2014,(al.,2016).Themostrecentindexfrom2016showed1caseper59children(BAIOetal.,2018).219InBrazil,asinotherdevelopingcountries,.(2012),accordingtoPaulaetal.(2011),theratewasabout30casesper10,,therearestillfewstudiesaboutthistopic,speciallywithregardprehensionabilityofpeople(ofallages)(2007),peoplewithASpresentdamageinfivespecificareasofdevelopment:1)languagedevelopment;2)socialinteraction;3)sensoryintegration;4)motorfunctioningand5),thereweresixcharacteristicsthatwetookintoconsiderationtoconductourstudy:1)thepossibilityofdelayininitialspeechand,insomecases,achievingfluencyonlybetweenthreeandfouryearsofage;2)difficultiesinISSN2237-6321makinglanguageeffectiveineverydaysituations;3)languageusedpointtoAS,,inourstudy,wepreferredtousethetermAS,basedonDSM–IV(AMERICANPSYCHIATRICASSOCIATION,2002).:..(2)215-230automaticallybutnotspontaneously;4)difficultiesinunderstandingmai/ago2018figuresoflanguage,suchasmetaphors;5)difficultiesininterpretingliteralorimplicitmeaningsand6)agreaterdifficultywithreadingandwritingthanwithmathematicalcalculations(CARVALHO,2013).Concerningtheintelligencelevels,,passessocialintelligence,sothattheyseemtobe“socialilliterates”(FITó,2012).Inaddition,althoughpeoplewithASdonotusuallypresentsignificantdelaysintheacquisitionoforallanguage,theyseemtobeslowerthanwhatisexpectedwhileacquiringthewrittencode(SANTOS;PEIXOTO,2009;CARVALHO,2013).Withregardtoreading,thosepeopletendtodecodeeasily,prehensiontendstobedeficient(FITó,2012;GOMES,2011;CARVALHO,2013;SOUSA,2015).ReadingandASInadditiontothesocialandemotionaldifficultiesthatpeoplewithAScanexperience,prehension220(SENOKOSSOFF,2016).Researchesshowthatmorethan65%ofchildrenprehensionskills(NATIONetal.,2006).Ontheotherhand,becausetheASisnotadegenerativedisorder,,peoplewithAScanlearnandimprovetheirknowledge,includingreadingcomprehension,,ingeneral,childrenwithASdonotpresentgreatdifficultiestolearnthecontents,,includingmeticulousdetails,,,,peoplewiththisneurobehavioralconditionshouldreceivespecialattentioninclassroominordertofullyrealizetheirpotential,sothatessfulintheiracademicandschoollife.:Thedocumentwascre