People with Hearing Loss: Effects of Reading Instruction on Vocal Verbal Repertoire

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Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorUniversidade Paulista-
Autor(es): dc.contributorHospital de Reabilitação de Anomalias Craniofaciais-
Autor(es): dc.creatorAlmeida-Verdu, Ana Claudia Moreira-
Autor(es): dc.creatorLucchesi, Fernando Del Mando-
Autor(es): dc.creatorSilva, Leandra Tabanez Nascimento-
Data de aceite: dc.date.accessioned2025-08-21T15:20:15Z-
Data de disponibilização: dc.date.available2025-08-21T15:20:15Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2022-12-31-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1007/978-3-031-40868-7_9-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/306397-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/306397-
Descrição: dc.descriptionThis chapter systematizes the main learning needs identified in children with hearing loss (HL) and cochlear implant (CI) and the common characteristics of the main programs for teaching auditory and verbal skills reported in the interdisciplinary literature. Considering the documented scarcity of intervention programs that incorporate the criteria of scientific evidence and the recommendation of the use of single-subject experimental design in research with this population, the contributions of Equivalence Based Instruction (EBI) are presented as a methodological proposal with technological potential in the study of the auditory rehabilitation process in children with CI and in the literacy stage. Based on the generative potential of EBI and the transfer of control of stimuli from pictures (naming) to textual stimuli (reading) on speech, already documented in listeners, the chapter proposes the study of an inverse direction: from the teaching oral reading stimulus control transfers from the textual stimulus to the figure, producing a more accurate speech in children with CI, in conditions that there are no textual cues to assist in controlling the accuracy of speech. It presents the synthesis of research conducted in the scope of the National Institute of Science and Technology, Studies on Behavior, Cognition and Teaching (Instituto Nacional de Ciência e Tecnologia, Estudos sobre Comportamento, Cognição e Ensino [INCT-ECCE]; from UNESP-USP-UFSCar universities) as an auxiliary technology in the rehabilitation process.-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio de Mesquita Filh, SP-
Descrição: dc.descriptionUniversidade Paulista, SP-
Descrição: dc.descriptionHospital de Reabilitação de Anomalias Craniofaciais, SP-
Descrição: dc.descriptionUniversidade Estadual Paulista Júlio de Mesquita Filh, SP-
Formato: dc.format211-235-
Idioma: dc.languageen-
Relação: dc.relationContributions of Behavior Analysis to Reading and Writing Comprehension-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectEquivalence-based instruction-
Palavras-chave: dc.subjectHearing loss-
Palavras-chave: dc.subjectListening skills-
Palavras-chave: dc.subjectReading comprehension-
Palavras-chave: dc.subjectSpeech accuracy-
Título: dc.titlePeople with Hearing Loss: Effects of Reading Instruction on Vocal Verbal Repertoire-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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