Resumen

SARAIVA, Leila Zanetti  y  HUBNER, Maria Martha Costa. A comparative analysis of test results os vocabulary, intelligence, equivalence and generalization of reading. Rev. bras. ter. comport. cogn. [online]. 2001, vol.3, n.1, pp. 57-68. ISSN 1517-5545.

The present study investigated the acquisition and generalization of reading through Sidman and Tailby (1982) equivalence paradigm and its correlation with performances in verbal tests, such as WISC verbal Tests and Peabody Image Vocabulary Test (TVIP). Twelve illiterate pre-school children, between four and five years old were subjects. They were students from a private school in São Paulo city. The subjects were divided into two groups: 1) Experimental Group, where WISC and Peabody were applied before and after reading acquisition procedures equivalence and reading generalization tests; 2) Control Group, where WISC and Peabody were applied twice, within the time interval of two months (same time interval of the Experimental Group). Teaching procedures and reading tests were not applied in the Control Group. Five out of six participants of the Experimental Group showed an increase in the classification level of WISC test. In the Control Group, one of the six participants showed a classification level increase in WISC test. In Peabody Image Vocabulary Test (TVTP) four out of six experimental subjects showed an increase in the classification level on the second application of the test. In the Control Group, three out of six decreased and diree maintained the classification level on the second application of the test. The present study indicated that teaching and testing abilities related to intelligence tests measures can change these measures. It also suggests die possibility diat the emergence of equivalence relations and reading under minimal verbal units control can be a helpful condition for the improvement of verbal repertories.

Palabras clave : Equivalence; aquisition and generalization of reading.

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