Abstract
The domain of reading proves to be essential in the development of an individual, as it allows intellectual and imaginative exercise and allows access to information favoring social autonomy. This research aimed to evaluate the reading comprehension of small texts in history books of students with intellectual disability enrolled in the fifth year of elementary school and who performed the computerized teaching curriculum ALEPP as a supplementary and complementary resource to classroom teaching. Two students aged 10 and 11, with intellectual disability, from a public school participated. Participants were individually exposed to reading 12 computerized books with questions that demanded the identification of explicit facts, making inferences, and identifying the theme of the story. Lucia's reading was fluent and fast. The participant presented percentages between 50% and 73.3% in the interpretation of the text through the questions. Felipe presented a reading without fluency, reading the words of the text slowly between syllables. The participant presented between 80% and 100% of correct answers in the interpretation of the books. The use of books to evaluate the interpretation of texts made it possible to verify the difficulties and facilities of the participants. It also stands out that the individualized application allowed to respect the time and need of each participant in face of their specificities for reading and understanding history. Future studies should use the resource as a teaching procedure, establishing criteria for assessing learning.
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