Navegando por Palavras-chave "Language development"

Agora exibindo 1 - 9 de 9
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Caracterização do desempenho de escolares com e sem dificuldades de leitura em tarefas de decodificação leitora
    (Sociedade Brasileira de Fonoaudiologia, 2013-01-01) Nepomuceno, Pablo Felicio [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To characterize the performance of students with and without reading difficulties in reading decoding tasks to investigate parameters that can facilitate reading assessment. METHODS: Forty-eight school children, from 7 to 10 years old, who attended 2nd to 4th of Elementary Schoolgrades were studied. Based on their teacher's information, the children were divided into two groups: without reading difficulty (WRDG) and with reading difficulty (RDG). Thirty-six linguistic items were selected (words and pseudowords) and presented whole or segmented (letters and syllables) to assess the children's reading. The data were compared and statistically analyzed by Mann-Whitney and Friedman Tests. The hits, as well as sensitivity and specificity, were calculated. RESULTS: WRDG had a better performance than RDG in all the tasks except whole pseudowords recognition. WRDG performed similarly in all the tasks. The RDG had more difficulty in reading pseudowords, particularly when presented syllable-by-syllable and letter-by-letter. Thirty-two point five proved to be a sensitive turning point: most of the children who decoded and read at least 32 items had been considered adequate by their teachers whereas most of those who did not had been classified by their teachers as having academic difficulty. CONCLUSION: The WRDG performance in decoding reading was homogeneous and better than that of the RDG. The RDG performed worse on reading segmented items, particulary on pseudowords.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Caracterização do jogo simbólico em deficientes auditivos: estudo de casos e controles
    (Pró-Fono Produtos Especializados para Fonoaudiologia Ltda., 2009-12-01) Quintas, Taiana D' Ávila; Curti, Luana Mota; Goulart, Bárbara Niegia Garcia De; Chiari, Brasilia Maria [UNIFESP]; Universidade de São Paulo (USP); Centro de Estudos da Voz; Universidade Federal do Rio Grande do Sul; Universidade Federal de São Paulo (UNIFESP)
    BACKGROUND: children with hearing loss do not acquire language at the same time nor at the same rate of normal hearing children because the learning process of oral language is essentially auditory. Child development consists in gradually acquiring motor and psychocognitive abilities. Entering the symbolic world is decisive for the child to reach higher levels of linguistic complexity. AIM: to correlate symbolic play and aspects of child development in deaf children and in hearing children. METHOD: participants of this study were 32 children, of both genders, with ages between 2 and 6 years, age matched. All participants were submitted to the Evaluation of Symbolic Maturation and to the Denver Developmental Screening Test II. Sixteen participants presented moderate to profound sensory-neural hearing loss and composed the research group (RG); the remaining 16 children had normal hearing and composed the control group (CG). RESULTS: symbolism was observed in the play of 81.25% of RG and in 87.5% of CG. In the Denver Developmental Screening Test II, 100% of the RG was classified as being at risk. As for the CG, 94% of the children were classified as normal and the remaining 6% as being at risk (p<0.001). CONCLUSION: a similar performance was observed between the groups for symbolic play. However, in a qualitative analysis, the RG presented less complex symbolic play than the CG. It was observed that the RG presented a performance in the symbolic play compatible to its performance in aspects of personal-social, refined motor and gross motor control in the Denver Developmental Screening Test II.
  • Imagem de Miniatura
    Item
    Embargo
    O desenvolvimento de linguagem: conhecimento dos professores acerca das práticas pedagógicas no contexto da educação infantil
    (Universidade Federal de São Paulo, 2023-04-28) Santos, Jessica Blanca [UNIFESP]; Jurdi, Andrea Perosa Saigh [UNIFESP]; Cruz-Santos, Anabela; https://lattes.cnpq.br/4140547211703368; http://lattes.cnpq.br/5438472812234098; Universidade Federal de São Paulo (UNIFESP)
    Para os professores que atuam na educação infantil, é imprescindível ter conhecimento sobre aspectos relacionados ao desenvolvimento típico da linguagem e suas possíveis alterações, pois seus alunos se encontram em um período determinante na evolução destas competências e o modo como essa etapa do processo é conduzida impactará significativamente nas próximas fases do desenvolvimento escolar. A presente pesquisa buscou analisar os conhecimentos de professores acerca das práticas pedagógicas relacionadas ao processo de desenvolvimento da linguagem no contexto da educação infantil. Nesse sentido, procurou-se identificar o perfil de formação dos professores participantes; analisar o perfil identificado e os aspectos referentes ao processo de aquisição e de desenvolvimento da linguagem apresentados nas concepções destes professores; e por fim, analisar elementos relacionados à atuação pedagógica no contexto da educação infantil que favoreçam o processo de desenvolvimento da linguagem. A pesquisa enquadra-se num estudo de natureza quantitativa. Participaram deste estudo 86 professores de educação infantil que atuam na rede pública do município de Santos/SP. Para realizar a coleta de dados, foi elaborado um questionário, que teve a sua construção fundamentada na literatura nacional e internacional. Entre os participantes, 34,9% afirmaram ter realizado outra graduação além da Pedagogia; 91,9% realizaram algum curso de especialização; e 75,6% indicaram não ter realizado nenhum curso específico na área de linguagem infantil. Foi possível ainda identificar que 100% da amostra do presente estudo considerava importante, na formação inicial do pedagogo, serem abordados temas referentes à aquisição e ao desenvolvimento da linguagem infantil; contudo, somente 52,3% sinalizaram que acreditavam que os conteúdos relacionados à temática foram abordados de forma adequada durante a sua graduação. Os resultados dessa pesquisa indicam que há uma carência na abordagem de conteúdos relacionados ao desenvolvimento da linguagem na formação dos professores que atuam na educação infantil, segundo a concepção desses profissionais; entretanto, os professores participantes reconheceram a importância de possuir conhecimentos relacionados ao assunto para atuar na educação infantil. Quando o professor de educação infantil compreende o papel essencial que exerce no desenvolvimento de seus alunos, em especial nos aspectos relacionados à linguagem, o planejamento e a execução de suas práticas pedagógicas, possivelmente, resultarão em mediações mais adequadas e eficientes.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Efeitos da estimulação da fluência de leitura com ênfase na prosódia
    (Sociedade Brasileira de Fonoaudiologia, 2011-03-01) Pinto, Joana Cecilia Baptista Ramalho [UNIFESP]; Navas, Ana Luiza Gomes Pinto; Universidade Federal de São Paulo (UNIFESP); Santa Casa de São Paulo Faculdade de Ciências Médicas
    PURPOSE: To characterize the reading ability of children with five years of education according to temporal standards, as well as to compare the reading fluency performance of these children before and after a reading program based on prosody standards. METHODS: Thirty two fourth-grade children participated in this study. They performed reading aloud and picture description tasks in order to verify reading rate, speech rate, text comprehension and the adequacy of prosody variation. Afterwards, it was carried out a reading stimulation program with emphasis on prosody, composed of five 15-minute sessions of reading tasks. At the end of the program, children were re-assessed, in order verify their performance after stimulation. RESULTS: Changes were observed in reading rate, number of words misread, and quality of prosody during the reading task. CONCLUSIONS: The reading program promoted positive changes in reading fluency measures
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Habilidades pragmáticas em crianças deficientes auditivas: estudo de casos e controles
    (Sociedade Brasileira de Fonoaudiologia, 2010-01-01) Curti, Luana; Quintas, Taiana D'Ávila; Goulart, Bárbara Niegia Garcia; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal do Rio Grande do Sul; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To evaluate the pragmatic abilities of a group of hearing impaired children, and compare them with normal-listener peers. METHODS: Case-control study composed by 32 children of both genders with ages between two and six years, paired by age: 16 hearing impaired with moderately severe to profound hearing loss without other organic dysfunctions (cases), and 16 children with normal hearing with no Speech-Language Pathology complaints (control). The evaluation and analysis of pragmatic abilities were carried out based on the ABFW-Pragmatics Test, following instructions of its own protocol. RESULTS: The average age of the studied children was four years (SD=1,3); there was a significant difference between cases and controls regarding the number of communicative acts per minute (p=0,001). The hearing impaired children presented fewer communicative initiatives than normal listeners, and the gestural communicative mean was used by 13 (81.3%) of the first group and by five (32.2%) of the latter (p=0,004). There was no difference between the groups regarding communicative intentions (p=0,465). CONCLUSION: The hearing impaired children were able to interact in contextualized situations using communicative functions similar to the listeners, and differed from them in the most used communicative mean.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Hiperléxicos com transtorno de Asperger : caracterização da leitura e escrita de textos e palavras
    (Universidade Federal de São Paulo (UNIFESP), 2004) Silva, Renata Cristina Dias da [UNIFESP]; Perissinoto, Jacy [UNIFESP]; Chiari, Brasília Maria [UNIFESP]; http://lattes.cnpq.br/3118172851522969 ; http://lattes.cnpq.br/6591561982003926 ; http://lattes.cnpq.br/6769000901573601
    Objetivo: Verificar as habilidades de leitura, escrita e consciência fonológica de sujeitos com diagnóstico de Transtorno de Asperger que tenham apresentado histórico de Hiperlexia e investigar possíveis correlações com a idade, nível de inteligência e tempo de escolaridade. Métodos: A amostra foi composta por 16 sujeitos, do sexo masculino com linguagem verbal e idade média de 15.4, cujos pais autorizaram a participação no estudo e relataram que os mesmos haviam começado a ler precocemente sem ensino formal prévio e com pouca compreensão. Todos os sujeitos eram escolarizados, não apresentavam limitações sensoriais e foram encaminhados com diagnóstico de Transtorno de Asperger para as Disciplinas de Distúrbios da Comunicação Humana e de Distúrbios da Audição da UNIFESP-EPM, já tendo sido avaliados o nível intelectual. A testagem foi composta por uma Prova de Leitura em Voz Alta, Avaliação da Velocidade de Leitura, Recontagem de Texto, Prova de Consciência Fonológica, Ditado e Escrita Semi-Dirigida de Textos.Todos os procedimentos foram filmados e gravados, sendo aplicados em duas sessões individuais. Na leitura, foram examinadas as habilidades de exatidão, velocidade e compreensão; na consciência fonológica averiguaram-se habilidades de síntese silábica e fonêmica, rima, aliteração, análise silábica e fonêmica, manipulação silábica e fonêmica, transposição silábica e fonêmica e na escrita avaliou-se a exatidão e a construção semidirigida de textos com base em seqüências de figuras. Resultados: Os sujeitos tiveram alto índice de acertos na exatidão de leitura e escrita, apresentaram grande variação quanto à velocidade e compreensão de leitura, estando deficitárias na maioria dos casos. Na consciência fonológica, de modo geral, tiveram desempenhos abaixo do esperado para a idade, com mais dificuldades nas tarefas fonêmicas. Na escrita de textos houve variações de 5 à 25 nodos. Houve correlação entre o nível intelectual e todas habilidades de leitura, entre a exatidão de leitura e a exatidão de escrita, entre a velocidade de leitura e a compreensão dos textos, entre a consciência fonológica e a construção dos textos, e desta última com a ordenação das figuras. Conclusões: Nestes indivíduos não foi observado um padrão uniforme de habilidades.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Investigando os distúrbios de aquisição de linguagem a partir das queixas
    (Sociedade Brasileira de Fonoaudiologia, 2011-01-01) Tamanaha, Ana Carina [UNIFESP]; Oshiro, Lívia Tamie [UNIFESP]; Kawano, Cinthya Eiko [UNIFESP]; Okumura, Marie [UNIFESP]; Ghiringhelli, Rosângela [UNIFESP]; Minaguchi, Talitha [UNIFESP]; Rosa, Luana Araújo [UNIFESP]; Sanchez, Marina [UNIFESP]; Perissinoto, Jacy [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To investigate complaints commonly reported by parents of children with language disorders. In addition, we have analyzed the conditions of verbal production and comprehension of these children. METHODS: The sample comprised 55 children of both genders with ages between 2 and 12 years old. The complaints reported by their families at the beginning of therapeutic intervention were analyzed and subdivided, considering deficits on verbal production, verbal comprehension and both (mixed comprehension and production deficits). Subsequently, we analyzed the performance of these children in verbal comprehension and production tests, in phonological, semantic, grammatical and pragmatic levels. RESULTS: By analyzing the performance of children whose families complained about verbal production (82.6%), it was found that 55.2% of them also presented verbal comprehension deficits. Verbal production deficits occurred at phonological (97.3%), semantic (76.3%), grammatical (78.9%) and pragmatic (5.2%) levels. CONCLUSION: Although complaints regarding verbal production deficits are more common, verbal comprehension deficits are also evident in children with language disorders. These findings evidence the importance of careful evaluation based on the complaints presented by the families.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Porcentagem de Consoantes Corretas (PCC) em crianças com e sem deficiência auditiva
    (Sociedade Brasileira de Fonoaudiologia, 2011-01-01) Zanichelli, Larissa [UNIFESP]; Gil, Daniela [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    PURPOSE: To compare the Percentage of Consonants Correct (PCC) index of children with and without hearing loss, and to verify whether the time using hearing aids, the time in therapy, and the time spent until hearing loss was diagnosed influence the performance of deaf children. METHODS: Participants were 30 children, 15 with hearing impairment and 15 with normal hearing, paired by gender and age. The PCC index was calculated in three different tasks: picture naming, imitation and spontaneous speech. The phonology tasks of the ABFW - Teste de Linguagem Infantil were used in the evaluation. RESULTS: Differences were found between groups in all tasks, and normally hearing children had better results. PCC indexes presented by children with hearing loss characterized a moderately severe phonological disorder. Children enrolled in therapy for a longer period had better PCC indexes, and the longer they had been using hearing aids, the better their performances on the imitation task. CONCLUSION: Children with hearing loss have lower PCC indexes when compared to normally hearing children. The average performance and imitation are influenced by time in therapy and time using hearing aids.
  • Imagem de Miniatura
    Item
    Acesso aberto (Open Access)
    Use of nouns and verbs in the oral narrative of individuals with hearing impairment and normal hearing between 5 and 11 years of age
    (Associação Paulista de Medicina - APM, 2013-01-01) Amemiya, Erica Endo; Goulart, Barbara Niegia Garcia; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Universidade Federal do Rio Grande do Sul Social Psychology Department
    CONTEXT AND OBJECTIVE:Nouns and verbs indicate actions in oral communication. However, hearing impairment can compromise the acquisition of oral language to such an extent that appropriate use of these can be challenging. The objective of this study was to compare the use of nouns and verbs in the oral narrative of hearing-impaired and hearing children.DESIGN AND SETTING:Analytical cross-sectional study at the Department of Speech-Language and Hearing Sciences, Universidade Federal de São Paulo.METHODS:Twenty-one children with moderate to profound bilateral neurosensory hearing impairment and twenty-one with normal hearing (controls) were matched according to sex, school year and school type. A board showing pictures was presented to each child, to elicit a narrative and measure their performance in producing nouns and verbs.RESULTS:Twenty-two (52.4%) of the subjects were males. The mean age was 8 years (standard deviation, SD = 1.5). Comparing averages between the groups of boys and girls, we did not find any significant difference in their use of nouns, but among verbs, there was a significant difference regarding use of the imperative (P = 0.041): more frequent among boys (mean = 2.91). There was no significant difference in the use of nouns and verbs between deaf children and hearers, in relation to school type. Regarding use of the indicative, there was a nearly significant trend (P = 0.058).CONCLUSION:Among oralized hearing-impaired children who underwent speech therapy, their performance regarding verbs and noun use was similar to that of their hearing counterparts.