Navegando por Palavras-chave "Dyslexia"

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    Adaptação de teste de leitura The Reading Decision Test para o português do Brasil em crianças do 1º ao 5º ano do Ensino Fundamental
    (Universidade Federal de São Paulo (UNIFESP), 2011-03-30) Pinheiro, Elayne Cristina Morais [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Screening tests in reading are essential for teachers and professionals working on the field of education, as these instruments provide a fast and economic measure of reading disabilities. So, this study aimed at adapting a screening test for reading, The Reading Decision Test (RDT), to Brazilian Portuguese. This test is made up of three subtests (letter, words and sentences) with increasing difficulty levels. Each subtest had two equivalent forms (F1 and F2). This research was carried out in two stages: (I) translation of the instructions and adaptation of the subtests to Brazilian Portuguese; and (II) assessment of the adaptation of the Brazilian version of the RDT. Stage I has two phases: 1) translation of the instructions of the RDT and adaptation of the word and sentence subtests; 2) analyses of the stimuli of the subtests by specialist judges. Stage II was made up of three studies, with schoolchildren from the 1st to 5th year: Study 1) RDT tested on 40 children with adequate school performance, to assess the adaptation of the items and the necessity of changes; Study 2) test application in 80 children, half with and half without learning problems, with the same aim as study 1, as well as to compare the performance of these children on the RDT in relation to other tests already adapted to the Brazilian population; Study 3) administration of the RDT in 230 randomly selected children (n=46 from each year), in order to assess the initial psychometric properties of the subtests. From studies 1 and 2, it was possible to substitute the items, by means of difficulty index analyses (DI) and item-total correlation (I-T). In study 2, a significant difference between the groups with and without learning problems was observed on all three subtests (p<0.05). The letter and words subtests showed moderate correlation (p<0,05) with the other tests already adapted to the Brazilian population, but the sentences subtest showed a weak correlation (p<0.05). In study 3, the analysis of the items in each subtest showed a significant effect for schoolyear. There was a significant statistical difference (p<0.01) on the recognition of both types of items in the words (real words and pseudowords) and sentences subtest (true and absurd sentences) in F1 and F2. The reading speed analyses showed a significant difference (p<0.05) in the number of right answers, in each school year, in both forms of all three subtests. The intra-class correlation (ICC) showed a moderate correlation between F1 and F2 on the letter (ICC=0.68) subtest, and a strong correlation on the words (ICC=0.90) and sentences (ICC=0.90) subtests (p<0.05). In conclusion, all three subtests of the Brazilian version of the Reading Decision Test show adequate initial psychometric properties, and this may be considered as the final version of the test.
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    Crianças disléxicas e a relação com a função vestibular e equilíbrio corporal: revisão de escopo
    (Universidade Federal de São Paulo, 2020-12-11) Farias, Larissa [UNIFESP]; Branco-Barreiro, Fátima Cristina Alves [UNIFESP]; http://lattes.cnpq.br/5151016741471311; http://lattes.cnpq.br/8370379127948376; Universidade Federal de São Paulo (UNIFESP)
    Introdução: Sintomas associados à dislexia de desenvolvimento, como problemas de estabilidade postural, equilíbrio e orientação espacial, e de movimentos oculares, podem ser indicativos de disfunção vestibular. Objetivo: Mapear a literatura sobre a função vestibular e o equilíbrio corporal de crianças com dislexia. Métodos: Este estudo teve aprovação do Comitê de Ética em Pesquisa da Universidade Federal de São Paulo/Hospital São Paulo (CEP No9186010920). Foi realizada uma revisão de escopo seguindo uma estrutura metodológica estabelecida. Este método visa mapear os principais conceitos e identificar lacunas do conhecimento, e obter a significância e a adequação da prática dos cuidados de saúde. Com base nestas perspectivas, estabeleceu-se a pergunta norteadora: “Crianças com dislexia apresentam problemas relacionados à função vestibular e ao equilíbrio corporal?”. Foram realizadas buscas nas bases de dados: PubMed, EMBASE, LILACS, Web of Science, SCOPUS e ERIC. Foram incluídos estudos com crianças e adolescentes, independente de gênero, nível socioeconomicocultural e etnia, com dislexia. Foram elegíveis ensaios clínicos controlados randomizados, não randomizados, estudos de coorte, séries de casos, estudos de caso, artigos epidemiológicos e fontes que relatam opiniões pessoais e de especialistas. Foram incluídos artigos de todos os países, desde que escritos nos idiomas português, inglês e espanhol. Resultados: Dos 1287 estudos encontrados, 115 foram selecionados para leitura na íntegra. Destes, 33 atenderam os critérios de inclusão. Os artigos revisados foram publicados de 1983 a 2020. Os estudos selecionados sobre a temática são de âmbito nacional e internacional e de abordagens quantitativa, qualitativa ou quali-quantitativa. Os objetos dos estudos foram semelhantes, uma vez que a maioria retrata a presença de problemas relacionados à função vestibular e equilíbrio corporal em crianças disléxicas. Os resultados desta revisão mostram que a maior parte das pesquisas clínicas comprovam que as crianças disléxicas têm pior desempenho em relação às crianças neurotípicas, nas tarefas de movimentos oculares, percepção de verticalidade e equilíbrio corporal, tanto em tarefas estáticas quanto dinâmicas. Conclusão: A complexidade do tema evidencia a necessidade de implantação da avaliação otoneurológica em crianças com distúrbios de aprendizagem como prática clínica, além de maiores pesquisas sobre a influência direta dos movimentos oculares e a aplicabilidade da reabilitação vestibular em crianças disléxicas.
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    De diagnósticos e prognósticos: laudos na configuração de muitas experiências de escolarização
    (Fundação Carlos Chagas (São Paulo, Brasil), 2019) de Freitas, Marcos Cezar [UNIFESP]; Garcia, Eduardo de Campos; http://lattes.cnpq.br/6855478178963979
    Este artigo analisa o tema dos laudos médicos na configuração de experiências de escolarização. Trata-se de um tema muito presente desde o início do século XXI, associado à produção de diagnósticos individuais, como a indicação da dislexia ou do transtorno do déficit de atenção e hiperatividade para explicar o fracasso escolar. Com base em pesquisas realizadas nos últimos anos, o presente estudo analisa criticamente como o tema da patologização da vida escolar é mais abrangente. Essa maior abrangência diz respeito à presença histórica dos laudos em experiências de segregação escolar. E não é somente questão histórica. No atual cenário, a escolarização de crianças com deficiência ou cronicamente enfermas é marcada pela subordinação dos argumentos pedagógicos à lógica estigmatizante dos laudos.
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    Neuropsychological characteristics of dyslexic children
    (Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul, 2014-01-01) Cruz-Rodrigues, Camila; Barbosa, Thaís; Piza, Carolina Mattar Julien de Toledo [UNIFESP]; Miranda, Mônica Carolina [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Presbiteriana Mackenzie; Universidade Federal de São Paulo (UNIFESP)
    The aim of this study was to identify the neuropsychological characteristics of dyslexic children. Seventy-three children underwent neuropsychological assessment and were divided into two groups: a group with dyslexia (DG; n=39) and a control group (CG; n= 34). A general linear model showed a significant difference between the groups regarding the following abilities: reading, writing and mathematics; forward and backward digit span tasks; semantic and phonological fluency; number of completed categories and total number of cards in the Wisconsin Cards Sorting Test; as well as right and left discrimination on self and on other. These results suggest impairment in executive functions, phonological working memory and semantic memory among dyslexic children, rather than impairment of just phonological abilities, as suggested in previous studies.
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    Parâmetros de fluência e tipos de erros na leitura de escolares com indicação de dificuldades para ler e escrever
    (Sociedade Brasileira de Fonoaudiologia, 2011-03-01) Kawano, Cinthya Eiko [UNIFESP]; Kida, Adriana de Souza Batista [UNIFESP]; Carvalho, Carolina Alves Ferreira de [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To characterize the performance of students with signs of reading and writing difficulties, according to the school grade, error categories, reading fluency parameters, and the correlation between these variables. METHODS: Sixty children (48% girls), 3rd to the 5th grade students of public elementary schools, were evaluated. Thirty (ten from each grade) who presented signs of reading and writing difficulties composed the Research Group. Thirty children, paired by age and school grade, classified by their teachers as good readers, composed the Control Group. All subjects read aloud two lists of isolated items (38 words and 29 pseudowords) and a text. The reading sessions were recorded and transcribed, and parameters and errors were analyzed. RESULTS: Differences were found between the groups, and the Research Group had worse performances in all the studied variables. The following types of reading errors were more frequent in this group: non-compliance with the context-independent matching rule, omissions and additions, non-compliance with stress, complex errors, and refusals. Fluency rates and values were lower in the students with reading complaints, when compared to the good readers. Negative correlations were identified between reading fluency variables and the different types of errors, with different correlation values for each group, and showed that, in the present sample, the total number of errors decreased with school progression. CONCLUSION: The students with signs of reading and writing difficulties had worse reading fluency performance, and higher number of errors in all the grades studied. The correlations found evidenced the influence of the type of error on reading fluency, according to different patterns for each group.
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    Reconhecimento automático de padrões em dislexia: uma abordagem baseada em funções visuais da leitura e aprendizado de máquina
    (Universidade Federal de São Paulo (UNIFESP), 2019-12-16) Silva Junior, Antonio Carlos Da [UNIFESP]; Mancini, Felipe [UNIFESP]; Schor, Paulo [UNIFESP]; Gonçalves, Emanuela Cristina Ramos [UNIFESP]; http://lattes.cnpq.br/3542867700396961; http://lattes.cnpq.br/8425496220946395; http://lattes.cnpq.br/4433119488921195; http://lattes.cnpq.br/1464083566861583; Universidade Federal de São Paulo (UNIFESP)
    INTRODUCTION: Developmental dyslexia is a neurological disorder that affects reading ability, that when left untreated can lead to learning problems and negatively affecting vocabulary increase. The diagnosis of dyslexia is complex and made by exclusion. Some studies evaluated eye movement data in conjunction with machine learning (ML) techniques to classify dyslexia. Another study raises the hypothesis of visual reading function patterns (VRF) for dyslexic differentiation. The study of VRF in combination of ML techniques has not been explored. GENERAL OBJECTIVE: To apply ML techniques to explore and assist the diagnosis of dyslexics from VRF. SPECIFIC OBJECTIVES: To explore dyslexic and non-dyslexic VRF data with feature extraction and to classify dyslexic and non-dyslexic using ML. MATERIAL AND METHODS: This dissertation has two steps: a quantitative and exploratory and a quantitative and correlational. The first step explored two dyslexic VRF datasets, one of 1-line (1L) text readings and the other of 3-line (3L) text readings. The self-organizing map algorithm was applied to each base to separate them into clusters that were then sent to a decision tree to extract the rules characterize each of the groups. The second step used data from 3L readings. The outliers was selected by a specialist. With the remaining data, the SMOTE algorithm was applied. Then a feature selection technique was applied having the best area under the ROC curve (AUC) as target for each of the five selected algorithms. They were compared by AUC and accuracy. All were also compared by their calibration curve. RESULTS: In the first step, the 1L base evaluation resulted in a clustering of 1 cluster of controls and 3 of dyslexics. Only dyslexics obtained Maximum reading speed MRS <140.72 ppm, while in the 3L evaluation, 3 dyslexic clusters and 1 control were obtained. In this only dyslexics had reading speed at critical read size (RSCPS) of less than 112.71 ppm. In the second step, synthetic data were generated for each group to have 100 records. In feature selection, the reading acuity (RA) was selected in 4 of the 5 algorithms. Logistic regression obtained the best AUC (0.999) and accuracy (99%) and obtained the best calibration curve. CONCLUSION: In the first step, the fact that MRS was so determinant in the separation of the 1L clusters and the RSCPS in the first one. It may indicate that the crownding effect had some impact on the 3L test. The fact that RA has been selected in 4 of the 5 feature selections may be an important variable for the diagnosis and study of dyslexia. The logistic regression algorithm obtained the best results and was indicated for VRF-based dyslexic classification.
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    Relação da memória visual com o desempenho ortográfico de crianças de 2ª e 3ª séries do ensino fundamental
    (CEFAC Saúde e Educação, 2010-08-01) Barbosa, Patricia Manfrin Fontes; Bernardes, Neide Guzmán Blanco; Misorelli, Mari Ivone; Chiappetta, Ana Lúcia de Magalhães Leal [UNIFESP]; Centro Integrado de Neurologia Infantil; Clínica Integrada Nanuque; CEFAC; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: in this relate the visual memory to orthographic performance of children's handwriting from 2nd and 3rd years of elementary school. METHODS: it was analyzed 61 children, male and female, with average age between 8 and 9 years old, were analyzed. The children were evaluated in classroom, by the examiner, during the 2nd semester of the school year, in 3 different stages: oral dictation valuation of isolated words, of silent reading valuation of isolated words and visual memory analysis through the Rey Complex Figure. RESULTS: it was noticed that orthographic mistakes reduces during visual dictation, when compared to oral dictation; children who make more orthographic mistakes during dictation, have worse performance on the Rey Complex Figure; children from 3rd year have less frequency of orthographic mistakes and better performance on the Rey Complex Figure, when compared to 2nd year children. CONCLUSION: visual memory is an important fact during orthographic development, helping children to understand better the acquisition of orthographic rules.
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    Resposta à Intervenção como Estratégia Diagnóstica para Dislexia
    (Universidade Federal de São Paulo (UNIFESP), 2020-08-27) Medda, Mariana Gobbo [UNIFESP]; Mello, Cláudia Berlim de [UNIFESP]; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728278A7; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8166563H5; Universidade Federal de São Paulo (UNIFESP)
    Objective: The purpose of this study was to develop and apply a diagnostic process for dyslexia based on the Response to Intervention (RTI) model for children in Elementary School I. At first, the specific goal was to identify the pattern of changes in the participants performance after intervention in tasks concerning phonological awareness, working memory, lexical access, reading and writing skills. Subsequently, we analyzed which functions had a significant effect for differentiating participants with a profile for dyslexia and a profile of learning difficulties. Methods: The sample consisted of 30 participants at risk for dyslexia, aged 8-11, both sexes, from public or private schools in São Paulo, from 3rd to 5th grade. All of them were subjected to a battery of cognitive as well as reading and writing tests, before and after 12 cognitivelinguistic skills stimulation sessions. In order to monitor performance decoding skills and reading speed were also assessed throughout the intervention, at five different times, by reading and writing lists of words and pseudowords. For statistical analysis of comparison of each variable before and after intervention as well as for comparison of monitoring variables, a mixed model of repeated measures (GMM) was conducted. Qualitative and quantitative analyses of the differences in test performances among participants were used to understand the profiles of dyslexic versus non dyslexic groups (GLzM test). Results: There were statistically significant changes in the following functions: phonological awareness, rapid automatized naming, narrative and expository texts reading speed , narrative text comprehension, rate of correct answers and errors, as well as typology of errors in reading and writing words and pseudowords. Among these functions, the ones that showed the greatest differentiating effect between the two groups were: phonological awareness, expository text reading speed, error rates and error types in reading and writing. It was observed that the dyslexic group presented less gain in all functions after the intervention. Conclusions: Intervention focused on the stimulation of phonological skills added to explicit and systematic teaching of graphophonemic correspondence contributed positively to the evolution of the group participants. Phonological skills, mainly those related to phonological awareness, the ability to manipulate and discriminate sounds as well as their graphemic correspondences were particularly important for the understanding of learning difficulties. The results of this study suggest that the profile of dyslexia is associated with oscillating or stable learning curves, that is, a performance with minor changes regarding linguistic skills and decoding errors. We support that the Response to Intervention Model (RTI) comprises a more valid alternative for the identification of children with dyslexia than one based on a single assessment of school performance and cognitive functions, therefore avoiding false-positive cases and high demand clinical services diagnosis wait.
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    Uso e conhecimento ortográfico no transtorno específico da leitura
    (Sociedade Brasileira de Fonoaudiologia, 2008-01-01) Dias, Rosana Siqueira [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To investigate how children with dyslexia use the phonographemic correspondence rule in their writing regardless of context and how they identify and analyze their writing mistakes according to the variables: frequency of occurrence of the linguistic item and school grade. METHODS: The writing errors observed on a task of dictation of high- and low-frequency words and pseudowords were analyzes and compared. Fifty-six students from 1st to 4th grades of private elementary schools were evaluated: 28 with dyslexia (research group), and 28 without writing complaints or deficits (comparison group), paired by age, gender and grade. The reasons for right and wrong answers were taped and compared. RESULTS: The statistic analysis showed that students with dyslexia performed worse than the comparison group. Moreover, there was a decrease in the number of errors with the progression of schooling, especially in high frequency words. Students with dyslexia showed more difficulty to analyze the linguistic items and recognize their correct writing. CONCLUSION: Children with dyslexia had more difficulties in writing and analyzing linguistic items of transparent orthography. The effect of lexical frequency facilitated error identification. The occurrence of errors decreased with schooling progression and varied according to linguistic item.
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    Variáveis lingüísticas e de narrativas no distúrbio de linguagem oral e escrita
    (Pró-Fono Produtos Especializados para Fonoaudiologia Ltda., 2006-08-01) Miilher, Liliane Perroud; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade de São Paulo (USP); Universidade Federal de São Paulo (UNIFESP)
    BACKGROUND: a study of linguistic and narrative variables in oral and written language disorder. AIM: to characterize the linguistic and narrative productivity, oral and written productions, of scholars with oral and written language disorder. METHOD: oral and written narrative productions of 30 scholars from public schools (male and female aged 7 to 13 years) were compared. These individuals were grouped as follows: Research group (15) and Control group (15). Samples of oral and written narratives of the story Little Red Riding Hood were collected. Comparative analyses were made between the oral and written productions - intragroup (t Student Test and Wilcoxon Test) and intergroup (t Student Test and Mann Whitney Test) - according to the following linguistic variables: total number of words, of nouns, of verbs, of verbs in the past tense, of adjectives, of time markers, of complete statements, of incomplete statements and of reported episodes. Narratives were also compared according to the presence of episodes. RESULTS: differences were observed between the oral and written productions for the research group regarding the total number of produced words (p = 0.018) and the total number of produced verbs (p = 0.030). The use of time markers such as before (p < 0.001), then (p < 0.001), when (p < 0.001), and after (p = 0.003), and the number of reported episodes, also indicated statistical differences when comparing the groups. CONCLUSION: The following variables characterized the research group: longer extensions of oral lexical productivity when comparing these to the written productions, less frequent use of time markers and fewer number of certain episodes in the written modality.