Analysis of the results and types of errors children with intellectual disabilities exposed to reading and writing teaching program

Abstract

The learning repertoires of reading and writing depends on the teaching stimulus control relations, textual stimuli on the oral production of the learner in reading, or dictated word on the motor response in writing. This involves the occurrence of errors by the learners; these errors should be known to plan more efficient teaching conditions, particularly for learners with different educational needs. The aim of this study is to analyze the responses of reading and writing of students diagnosed with learning disabilities during exposure to a systematic and computerized teaching program, those identified as wrong will be categorized according to the literature of the area and their frequency occurrence will be calculated. Writing errors categories are: two-way matching, errors of phoneme-grapheme failure, pipe or intervocabular targeting, contextual regular correspondence, irregular correspondence independent of the rule, overcorrection, semantics failure and random replacement. Errors in reading: adjustments, visually similar words, sound unsuccessful attempts and fails in applying spelling rules. In this way stimulus control relations present in education and the capacity of educational programming steps will be identified. the results of five children in reading tasks of words and writing dictations will be considered. The results can offer a contribution to propose the most effective teaching procedures, especially during the process of reading and writing acquisition for children with intellectual disabilities.