Resumen de Efeitos do jogo Abrakedabra sobre a leitura e a escrita de palavras com encontros consonantais

Beatriz Miyuki Suzuki, Silvia Regina de Souza

• English

  Reading and writing are important behaviors in people’s lives, highlighting the importance of the development of educational technology. Several studies point that educational games can be effective to teach reading and writing because of its motivational character and the possibility of programming them according to Behavior Analysis principles. The current study aims to evaluate the prototype of the educational game Abrakedabra, Version 2, in teaching words with consonantal encounters and in the usability and engagement. The game Abrakedabra was modified to include words with consonantal clusters and the prototype of the modified game was evaluated. One 5-year-old child who did not read or write words with consonantal clusters participated. The experimental stimuli used in the study was spoken words (A), words spoken by the child (A’), printed words (B), figures (C), handwritten words (D) and set of letters (E), oral spelling (F), spoken syllable (G) and printed syllable (H).In the pre-test, the relations CD, CB, BA’ and AE were evaluated. In the intervention, the MTS and CRMTS procedures were used to teach, through the game Abrakedabra, the relations between BA’, AA’, HÁ’, BE, AE, HE, GH, AC, BC, BD, AD, AF and BF. The post-test was similar in structure to the pretest. There was an increase in the number of words correctly read (BA’) and letters correctly selected (AE). Regarding the syllables with consonantal clusters, the increase of words correctly read was only for the taught words, but not in recombinative reading. The results suggest that the game can be used to teach words with consonantal clusters, however, there is a need to readjust it and changes in the teaching procedure.

• português

  Diversos estudos apontam que jogos educativos podem ser instrumentos efetivos para o ensino de leitura e escrita ao mesmo tempo em que produzem engajamento. O presente estudo teve por objetivo avaliar o protótipo do jogo educativo Abrakedabra no ensino de palavras com encontros consonantais. Participou deste estudo uma criança de cinco anos. Empregaram- se como estímulos experimentais palavras faladas (A), palavras faladas pelo participante (A’), palavras impressas (B), figuras (C), escrita manuscrita (D), conjunto de letras (E), soletração oral (F), sílaba falada (G) e sílaba impressa (H). Na intervenção, os procedimentos de MTS e CRMTS foram usados para ensinar, por meio do jogo, as relações BA’, AA’, HA’, BE, AE, HE, GH, AC, BC, BD, AD, AF e BF. Foram testadas as relações CD, CB, BA’ e AE. Após a intervenção observou-se aumento no número de palavras corretamente lidas (relação BA’) e de letras corretamente selecionadas (relação AE). Quanto às sílabas com encontro consonantal, observou-se aumento no número de sílabas lidas apenas para as palavras de ensino, mas não em leitura recombinativa. Os resultados sugerem que embora o jogo possa ser empregado para o ensino, há necessidade de readequá-lo e de modificações no procedimento de ensino.