Resumo

DOS SANTOS, Sandra de Lima Ribeiro  e  ALMEIDA-VERDU, Ana Claudia Moreira. Reading in a deaf child after stimuli equivalence. Psicol. rev. (Belo Horizonte) [online]. 2012, vol.18, n.2, pp. 209-226. ISSN 1677-1168.  http://dx.doi.org/10.5752/P.1678-9563.2012v18n2p209.

This study aimed to evaluate the effects of a systematic teaching of relation between printed words and Brazilian Sign Language on the emergence of reading in one child with deafness, user of Brazilian Sign Language, diagnosed with deafness bi-lateral deep user of hearing, with 9 years and 4 months of age, enrolled in 4th year elementary school. Baseline evaluation selected nine words and their signs and figures to compose the teaching steps and tests that consisted of: (a) relationship between a sign and figure teaching, (b) the relationship between sign and printed word, (c) test of relationship between figure and the printed word and its symmetric (d) test signal in front of picture and the printed word. The participant learned the relationship between sign, figureand printed word and demonstrated reading. This procedure was effective for the participant to emit signals, verbally agreed with the community of Libras in front of textual stimuli, which is characterized as reading

Palavras-chave : Verbal behavior; Systematic teaching; Literacy; Deafness.

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