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This study investigated variables that control self-reports of children with a history of school failure about antecedent academic tasks and how to obtain correspondence between self-reports and previous actions. Four children from elementary school participated. “Doing” consisted of reading aloud a written word. “Saying” consisted of reporting if his/her’s reading was correct or incorrect. In  a baseline condition, with the experimenter absent and no consequences contingent to correspondence, children systematically  reported as correct their incorrect reading responses.  Two conditions were effective to increase precise reports of reading responses: presence of the experimenter and reinforcement of correspondence. A history of punishment for errors  was probably controlling the children´s initially inaccurate reports. Key words: correspondence between saying and doing, school failure, self-report, children REVISTA BRASILEIRA DE ANALISE DO COMPORTAMENTO / BRAZILIAN JOURNAL OF BEHAVIOR ANALYSIS, 2006, VOL.2, NO. 1, 67-77 Trabalho

CORRESPONDÊNCIA ENTRE AUTO-RELATOS E DESEMPENHOS ACADÊMICOS ANTECEDENTES EM CRIANÇAS COM HISTÓRIA DE FRACASSO ESCOLAR