<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382016000200233</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382216000200007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino de S&#237;labas Simples, Leitura Combinat&#243;ria e Leitura com Compreens&#227;o para Aprendizes com Autismo1]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Simple Syllables, Combinatorial Reading and Comprehension Reading for Learners with Autism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[Camila Graciella Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[Deisy das Graças DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,CEI Desenvolvimento Humano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>233</fpage>
<lpage>252</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382016000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382016000200233&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382016000200233&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: crian&#231;as com autismo podem apresentar dificuldades em aprender habilidades de leitura. O estudo, com o objetivo de avaliar o ensino de leitura oral e de leitura com compreens&#227;o, contou com a participa&#231;&#227;o de tr&#234;s meninos com autismo, n&#227;o alfabetizados, com idades entre cinco anos e nove meses e nove anos e nove meses, falantes e estudantes de escolas comuns. O procedimento, dividido em seis conjuntos de ensino, consistiu no ensino direto de nomea&#231;&#227;o de s&#237;labas simples e no ensino de nomea&#231;&#227;o de figuras, com o intuito de estabelecer leitura combinat&#243;ria com compreens&#227;o, ou seja, a habilidade de ler oralmente e de compreender palavras composta por s&#237;labas simples, a partir da combina&#231;&#227;o das s&#237;labas ensinadas e da forma&#231;&#227;o de classes de est&#237;mulos equivalentes. Os participantes foram avaliados em rela&#231;&#227;o &#224; nomea&#231;&#227;o de letras, s&#237;labas, palavras e compreens&#227;o de leitura (rela&#231;&#227;o entre figuras e palavras impressas) antes e ap&#243;s cada conjunto de ensino. Os dados foram analisados individualmente, comparando-se o desempenho de cada participante antes e ap&#243;s o ensino. Os resultados indicaram que o procedimento utilizado favoreceu a aprendizagem e a manuten&#231;&#227;o da leitura combinat&#243;ria com compreens&#227;o, com poucas sess&#245;es de ensino e com baixo n&#250;mero de erros durante o processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Children with autism may have difficulty in learning reading skills. The study, with the purpose to evaluate the teaching of oral reading and reading comprehension, was conducted with three boys with autism, illiterate, aged five years and nine months and nine years and nine months, speakers and students from regular schools. The procedure was divided into six teaching sets and consisted of the direct teaching of naming simple syllables and the teaching of naming pictures, with the purpose of establishing combinatorial reading and comprehension reading; in other words, the purpose was to teach the ability to read orally and to understand words composed of simple syllables, from the combination of taught syllables and the formation of stimulus equivalence classes. Participants were evaluated for naming letters, syllables, words and reading comprehension (relationship between pictures and printed words) before and after each set of teaching. Data were analyzed individually by comparing the performance of each participant before and after the instruction. The results indicated that the procedure favored the learning and maintenance of combinatorial reading with understanding, with few teaching sessions and low number of errors during the process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Leitura]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Teaching Reading]]></kwd>
</kwd-group>
</article-meta>
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