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- ItemAcesso aberto (Open Access)Compreensão de leitura de alunos surdos na rede regular de ensino(Sociedade Brasileira de Fonoaudiologia, 2012-01-01) Luccas, Marcia Regina Zemella [UNIFESP]; Chiari, Brasilia Maria [UNIFESP]; Goulart, Bárbara Niegia Garcia de; Universidade Federal de São Paulo (UNIFESP); Universidade Federal do Rio Grande do SulPURPOSE: To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. METHODS: Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). RESULTS: In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. CONCLUSION: There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.
- ItemAcesso aberto (Open Access)Estudo das correlações entre a função pragmática da linguagem e a produção textual escrita(Universidade Federal de São Paulo (UNIFESP), 2009-01-28) Paolucci, Juliana Faleiros [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: To characterize the performance of students from public and private school using a test of pragmatic function and writing tasks, according to their grade and educational system and investigate the potential correlations between the pragmatic function of language and the production of narrative text. Method: 160 students (96 girls) from 4th to 7th grades of elementary school (ranging between 8 and 12 years old), were screened and evaluated for writing tasks (dictation and textual production) and pragmatic language - Test of Pragmatic Language. Results: In a general analysis comparisons provided an evidence of statistically significant difference, with better results displayed by private school in orthographic performance, but there was no statistically significant difference in the total number of linguistic variables (nouns, verbs, verbs in the past, adverbial phrases, adjectives, time markers and number of words) used in the textual production, except for the time marker "when", more frequent in the productions of 5ths and 7ths grades. The occurrence of complete and incomplete sentences was similar in both educational systems. The 4th grade made more incompletes sentences. There were a greater number of events cited by the private schools. Schools performance improved significantly with grade progression. The private school showed more events. The performance became better with grade progression. The public school showed a fewer number of micro and general macrostructures. Essential macrostructures became more frequent with grade progression. There was no significant difference between the educational system or grade regarding the pragmatic function of language. The total number of orthographic errors under dictation and the number of events correlated negatively. Also the use of the temporal marker “after” and the quotient values of the Test of Pragmatic Language. Better the scores of pragmatic language test parameters, bigger the number of microstructures. Conclusions: Students from the private schools had a better performance regarding orthographic writing and the production of micro and macrostructures of the text. The grade progression influenced the writing tasks’ performance (orthographic, text production and number of essential macrostructures). Forth grade showed more incomplete productions. The identification of macrostructure became better with grade progression. Regarding the pragmatic function of language, the students did not presented differences in the performance of the tasks that evaluated it, no matter their grade or educational system. The statistical analyses indicated the presence of correlation between orthographic writing and the quality of textual production in the aspects of quantity of events and elements of microstructure cited.
- ItemAcesso aberto (Open Access)Fatores biológicos e socioculturais na avaliação do vocabulário receptivo em português oral de deficientes auditivo pós-linguais(Academia Brasileira de Audiologia, 2014-12-01) Palácios, Thiliê; Oliveira, Letícia Neves de; Chiossi, Júlia Santos Costa; Soares, Alexandra Dezani [UNIFESP]; Chiari, Brasilia Maria [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)PurposeAssess the receptive vocabulary in postlingual hearing impaired patients, regarding the influence of biological and sociocultural factors. MethodWe conducted a cross-sectional study, with 78 hearing impaired individual diagnosed with sensorineural, symetric, postlingual hearing loss; and age between 12 and 70 years (mean=51.3±21.6; median=53), who speak brazilian portuguese as first language. We raised data about sociocultural status, hearing loss and hearing aids characteristics. The “Teste de Vocabulário por figura USP–Tvfusp92o”, in portuguese, was used to evaluate the receptive vocabulary. ResultThe hearing impaired individuals mean score in the recepetive vocabulary test was 82.9 (SD=26.0), showing significant correlaton with the educational level, reading habits and the use of a hearing aid. When compared with the test normative data, 51,3% of the hearing impaired scored as having poor or very-poor receptive vocabulary. ConclusionSociocultural factors, as educational level and reading habit, and the use of a hearing aid have a positive influence on receptive vocabulary. By other side, biological factors as age and hearing loss characteristics did not demonstrate this influence. Mostly of hearing impaired subjects had worst scores in the receptive vocabulary test when compared to normal-hearing individuals, from seven to ten years old.
- ItemAcesso aberto (Open Access)Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações(Sociedade Brasileira de Fonoaudiologia, 2011-09-01) Bigarelli, Juliana Faleiros Paolucci [UNIFESP]; Ávila, Clara Regina Brandão de [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)PURPOSE: To characterize, according to the school grade and the type of school (private or public), the performance on orthographic and narrative text production in the writing of Elementary School students with good academic performance, and to investigate the relationships between these variables. METHODS: Participants were 160 children with ages between 8 and 12 years, enrolled in 4th to 7th grades Elementary School. Their written production was assessed using words and pseudowords dictation, and autonomous writing of a narrative text. RESULTS: Public school students had a higher number of errors in the words and pseudowords dictation, improving with education level. The occurrence of complete and incomplete utterances was similar in both public and private schools. However, 4th graders presented more incomplete statements than the other students. A higher number of overall microstructure and macrostructure productions occurred among private school students. The essential macrostructures were most frequently found in the later school grades. The higher the total number of words in the autonomous written production, the higher the occurrence of linguistic variables and the better the narrative competence. There was a weak negative correlation between the number of wrong words and the total of events in text production. Positive and negative correlations (from weak to good) were observed between different orthographic, linguistic and narrative production variables in both private and public schools. CONCLUSION: Private school students present better orthographic and narrative performance than public school students. Schooling progression influences the performance in tasks of words' writing and text production, and the orthographic abilities influence the quality of textual production. Different writing abilities, such as orthographic performance and use of linguistic elements and narrative structures, are mutually influenced in writing production.
- ItemAcesso 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.
- ItemSomente MetadadadosIndividual and sociocultural influences on language processing as assessed by the MTL-BR Battery(Routledge Journals, Taylor & Francis Ltd, 2014-01-01) Pagliarin, Karina Carlesso; Ortiz, Karin Zazo [UNIFESP]; Mattos Pimenta Parente, Maria Alice de; Nespoulous, Jean-Luc; Joanette, Yves; Fonseca, Rochele Paz; Pontificia Univ Catolica Rio Grande do Sul; Universidade Federal de São Paulo (UNIFESP); Universidade Federal do ABC (UFABC); Univ Toulouse 2; Univ MontrealBackground: the Montreal-Toulouse Language Assessment Battery-Brazilian version (MTL-BR) has been adapted, extensively revised, and redesigned from French to Brazilian Portuguese to assess components of spoken and written language, praxis, and arithmetical skills after brain injury.Aims: the aim of the present study was to verify the influence of age, education, and gender on healthy adults' linguistic performance on the MTL-BR.Methods & Procedures: the sample consisted of 463 healthy adults recruited from cities in southern and southeastern Brazil, divided into groups according to gender, age (19-29, 30-39, 40-49, 50-59, and 60-75 years), and education level (5-8, 9-11 and >12 years of formal schooling); the influence of all these variables on MTL-BR performance was assessed.Outcomes & Results: the results showed that education had the greatest influence on subtest scores. Few scores appeared to be influenced by age, and only minimal gender differences were identified.Conclusions: the data obtained will contribute to the clinical assessment of patients with aphasia throughout Brazil.
- ItemAcesso aberto (Open Access)Influence of schooling on language abilities of adults without linguistic disorders(Associação Paulista de Medicina - APM, 2009-01-01) Soares, Ellen Cristina Siqueira [UNIFESP]; Ortiz, Karin Zazo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)CONTEXT AND OBJECTIVE: In order to properly assess language, sociodemographic variables that can influence the linguistic performance of individuals with or without linguistic disorders need to be taken into account. The aim of this study was to evaluate the influence of schooling and age on the results from the Montreal Toulouse (Modified MT Beta-86) language assessment test among individuals without linguistic disorders. DESIGN AND SETTING: Cross-sectional study carried out between March 2006 and August 2007 in the Speech, Language and Hearing Pathology Department of Universidade Federal de São Paulo (UNIFESP), São Paulo, Brazil. METHODS: Eighty volunteers were selected. Schooling was stratified into three bands: A (1-4 years), B (5-8 years) and C (nine years and over). The age range was from 17 to 80 years. All the subjects underwent the Montreal Toulouse (Modified MT Beta-86) language assessment protocol. RESULTS: Statistically significant differences were found in relation to schooling levels, in the tasks of oral comprehension, reading, graphical comprehension, naming, lexical availability, dictation, graphical naming of actions and number reading. Statistically significant age-related differences in dictation and lexical availability tasks were observed. CONCLUSIONS: The Montreal Toulouse (Modified MT Beta-86) test seems to be sensitive to variations in schooling and age. These variables should be taken into account when this test is used for assessing patients with brain damage.
- ItemAcesso aberto (Open Access)Living conditions and receptive vocabulary of children aged two to five years(Faculdade de Saúde Pública da Universidade de São Paulo, 2005-10-01) Basílio, Carmen Sílvia [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; Silva, Edina Mariko Koga da [UNIFESP]; Pedromônico, Márcia Regina Marcondes [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)OBJECTIVE: To assess the receptive vocabulary of children aged between two years and six months and five years and eleven months who were attending childcare centers and kindergarten schools. METHODS: An analytical cross-sectional study was carried out in the municipality of Embu, Southeastern Brazil. The Peabody Picture Vocabulary Test and analysis of factors associated with children's performance were applied. The sample consisted of 201 children of both genders, aged between two and six years. Statistical analysis was performed using multivariate analysis and logistic regression model. The dependent variable analyzed was test performance and the independent variables were child's age, mother's level of education and family socio-demographic characteristics. RESULTS: It was observed that 44.3% of the children had performances in the test that were below what would be expected for their age. The factors associated with the best performances in the test were child's age (OR=2.4; 95% CI: 1.6-3.5) and mother's education level (OR= 3.2; 95% CI: 1.3-7.4). CONCLUSIONS: Mother's education level is important for child's language development. Settings such as childcare and kindergarten schools are protective factors for child development in families of low income and education.
- ItemAcesso aberto (Open Access)Neuropsychological aspects of 10-year-old children(Instituto Israelita de Ensino e Pesquisa Albert Einstein, 2012-12-01) Osborn, Ellen [UNIFESP]; Pereira, Liliane Desgualdo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)OBJECTIVE: To characterize neuropsychological aspects of 10-yearold children. METHOD: Out of 30 children, 26 cognitively normal 10-year-old public school students answered tests extracted from Luria-Nebraska Neuropsychological Battery: Children's Revision. The study was transversal. Descriptive and inferential statistical analysis were carried out. RESULTS: Most of the 10-year-old children retold a story (69.2%), understood it making correct inference (84.6%) and reproduced it adequately in writing (76.9%) - 14.9% was the average number of incorrectly written words and 0.179 was the errors per written word coefficient. Besides, 53.8% showed logical thought process and 73.1% had a correct notion of x more than.... They got five out of eight in the visuo-spatial test, an intermediary result. These results show that the tertiary areas of units II and III are developed in most 10-year-old children. The most frequent types of written mistakes were: oral influence (26.3%), multiple representation (22.5%) and omission (18.4%). As to coding principles, the mostly uncomplied with rule was vowel nasalization at end of syllable (23,53%). CONCLUSIONS: Ten-year-old children in the studied population understood and reproduced a story orally and in writing with a low coefficient error/word. The majority completed the visuospatial tests and presented logical thought process. When x more than... notion is absent it may be an indicator that all is not well in the reading/writing process.
- ItemAcesso aberto (Open Access)Phonemic verbal fluency task in adults with high-level literacy(Inst Israelita Ensino & Pesquisa Albert Einstein, 2016) Opasso, Patricia Romano [UNIFESP]; Barreto, Simone dos Santos; Ortiz, Karin Zazo [UNIFESP]Objective: To establish normative parameters for the F-A-S form of the phonemic verbal fluency test, in a population of Brazilian Portuguese speaking adults with high-level literacy. Methods: The sample comprised 40 male and female volunteers aged 19 to 59 years, and at least 8 years of formal education. Volunteers were first submitted to the Mini-Mental State Examination and the Clock Drawing cognitive screening tests, then to the F-A-S Verbal Phonemic Fluency Test in this test, examinees were given 60 seconds to generate as many words as possible beginning with each of the three test letters. Results: The means for number of words beginning the letters F, A and S and for total number of words beginning with either letter generated per minute corresponded to 15.3, 14.4, 13.9 and 43.5, respectively. Conclusion: Reference values obtained from young adults with high levels of literacy submitted to the F-A-S Verbal Phonemic Fluency Test in this study were similar to those reported in the international literature. These reference values can be used for clinical assessment of language disorder and neuropsychological evaluation.