validação em crianças de 18 meses a 6 anos de idade Resumo Esta dissertação apresenta três instrumentos para avaliação precoce do desenvolvimento do vocabulário receptivo e expressivo em crianças ouvintes, já desde 18 meses a 6 anos de idade. O objetivo é ajudar a reduzir a carência de instrumentos brasileiros devidamente normatizados e validados para avaliação precoce de vocabulário receptivo auditivo e expressivo. Até o presente, para avaliar vocabulário expressivo no Brasil pode-se usar a Lave (Lista de Avaliação de Vocabulário Expressivo) uma checklist originalmente publicada por Rescorla (1989) e adaptada, validada e normatizada por Capovilla e Capovilla (1997) para crianças de 2 a 6 anos de idade. Para avaliar vocabulário receptivo no Brasil pode-se usar o TVIP (Teste de Vocabulário por Imagens Peabody), originalmente publicado por Dunn, Padilla, Lugo e Dunn (1986aDunn ( , 1986b e adaptado, validado e normatizado por Capovilla e Capovilla (1997) para crianças de 2 a 6 anos de idade, bem como por
The paper proposes a new theoretical and experimental model for measuring the encodability of Brazilian Portuguese, in order to permit estimating the spelling difficulty degree of any given spoken word in Portuguese during writing under auditory dictation tests. The model uses Portuguese Phoneme- Grapheme Encoding Index Tables, derived from the analysis of 4.55 million Phoneme-Grapheme Relationships. According to the encodability model, the degree of spelling difficulty presented by any given spoken word corresponds to the arithmetic mean of the Encoding Indexes involved in spelling the spoken word under auditory dictation. In a study conducted to assess whether the encodability model can account for encoding precision, 154 students (61 from college and 93 from elementary school) spelled under dictation 560 very rare spoken words made up of 280 different Phoneme-Grapheme Relationships. Each student was required to encode approximately 3,676 instances of voice units. Regression analysis revealed that word spelling precision increased with word encodability degree. The study suggests that the present Encodability model is a powerful tool for predicting word-spelling precision in Portuguese. Keywords: spelling, dictation, phonology, encoding, encodability, assessment
Título: Validação e normatização de instrumentos para avaliar vocabulários receptivo e expressivo em crianças de 18 meses a 6 anos de idade Tese apresentada ao Instituto de Psicologia da Universidade de São Paulo como parte dos requisitos para obtenção do título de Doutor em Psicologia Experimental.
The paper describes standardized instruments that researchers and practitioners can use for assessing receptive vocabulary development and expressive vocabulary development in both Brazilian Portuguese and Brazilian Sign Language (Libras) in both hearing and deaf children from 2 to 14 years of age. It establishes comparisons among such instruments based on their characteristics and indications, and summarizes some data on their validity, reliability and norms. Norms provided herein permit distinguishing among five talker groups (very late talkers, late talkers, on-time talkers, early talkers, very early talkers) at each of five age levels (i.e., from 1 to 5 years of age), as well as five listener groups (very late listeners, late listeners, on-time listeners, early listeners, very early listeners) at each of nine school grade levels (i.e., from Kindergarten to 8th grade). Norms provided herein also permit distinguishing among five sign receiver deaf groups (very late receivers, late receivers, on-time receivers, early receivers, very early receivers) at each of seven school grade levels of deaf education (i.e., from 2nd to 8th grade). Keywords: vocabulary, speech comprehension, speech production, oral language, lexical development, PPVT
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