Stimulus equivalence and the use of games to teach writing and reading
DOI:
https://doi.org/10.31505/rbtcc.v10i2.228Keywords:
Jogos, CRMTS, Leitura/escrita, Dificuldades de aprendizagem, Games, Reading/writing, Learning disabilitiesAbstract
This study investigated if children with difficulties in writing two syllable words would learn do so through games that teach relations among written word and CRMTS, written word and figure, figure and CRMTS, written word and manuscript written word, spoken word and figure, written word and word spoken by the child. The participants were three 6 to 8 year old children. The intervention consisted of using a board game, a memory game and copying the word on a board. A dictation was initially conducted, in which 8 training words were selected among those incorrectly written by the children. After the intervention, a new dictation was conducted with 10 additional generalization words. All children, with the exception of one of them regarding the generalization words and syllables, emitted an increasing number of training words and correctly written syllables. The use of games helped to improve the children’s writing skills. Implications of these findings and the need of further investigations on this topic are discussed.Downloads
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