O efeito do reforçamento atrasado na aquisição de leitura recombinativa em um contexto de ensino coletivo

Abstract

In the present study, the effectiveness of signaled delay and delay with increased reinforcement magnitude was compared in relation to the acquisition of conditional discriminations between spoken word–written word and spoken syllable–written syllable, as well as the emergence of recombinative reading in a group teaching context with preschool-aged children. Three experimental conditions were compared: (1) reinforcement with signaled delay, (2) reinforcement with manipulated magnitude, and (3) control condition (baseline, without reinforcement), using an adapted alternating treatments design. Participants were exposed to a conditional discrimination teaching procedure (MTS and CRMTS) involving sets of words organized into three matrices. The taught relations included spoken word to written word (AC) and spoken word to written syllable (AsCs), with assessments of textual behavior emergence (CD) and recombinative reading (C’D’). Results indicated that the condition with increased reinforcement magnitude was the most effective not only for the acquisition of directly taught relations but also for the emergence of recombinative reading in three out of four participants. The signaled delay condition also produced positive effects in some cases, though with greater performance variability. Error analysis revealed a reduction in omission and total substitution errors at the end of instruction, along with an increase in errors involving partial components of the target word, suggesting progress in establishing control by smaller verbal units. The findings suggest that interventions based on delayed reinforcement with manipulated magnitude may be promising for teaching reading in group settings