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Intelligence tests scores augment
after recombinative reading acquisition procedures through equivalence
paradigm. Maria Martha Hübner and Leila Saraiva Universidade Presbiteriana Mackenzie, Brazil Equivalence Tests ( Sidman and Tailby, 1982) performances and its relations with verbal behavior have been discussed and their interactions are not well understood. School teachers also associate reading comprehension ( an example of equivalence ) with verbal scores in intelligent tests, in spite of the absence of conclusive data. The present study investigated reading and generalization acquisition through equivalence paradigm and its relations with verbal scores tests in WISC scale and Peabody Image Vocabulary Test. Twelve pre-school children from four to six years old were divided in two groups ( experimental and control group ) . In the experimental group, both tests were applied before and after the reading procedures. For the control group , both tests were applied, but no experimental reading procedures were conducted between the two applications.All children from experimental group showed scores improvement in both tests ,after reading procedures. Partial results from control group showed no changes from the first to the second applicaton of both tests.The fragility of intelligence and vocabulary tests as a measure of reading performance is suggested and equivalence is discussed as a process that may facilitate verbal performances. Keywords: equivalence, recombinative reading, intelligence tests |
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