Resumo

PRADA-CHAPONAN, Rony Edinson et al. Learning to read through picture-written word association: a review of the evidence in children with intellectual disability and autism. Revista de Psicologia [online]. 2024, n.31, pp.115-128. ISSN 2223-3032.  https://doi.org/10.53287/fepx1147dj14a.

The objective was to determine if the image-written word association, as part of the straight forward word instruction method, limits the acquisition of learning to read in children with intellectual disabilities and autism. For which, a narrative review of the studies reported in the Scopus, Willey, ScienceDirect, Taylor & Francis, and Sage databases was carried out. It was considered, the presentation of an image and a written word as a compound stimulus can hinder the text recognition process, suggesting the need to use this strategy with caution. Consequently, it is recommended to encourage learning activities where the written word is presented independently. However, it is possible to use the images as feedback, in order to avoid the negative effect of the images.

Palavras-chave : Attract attention word; Straight forward word; Word reading; Autism; Intellectual disability.

        · resumo em Português | Espanhol     · texto em Espanhol     · Espanhol ( pdf )