Impacto do distúrbio específico de linguagem e do tipo de escola nos diferentes subsistemas da linguagem

Abstract

The effect of type of school was marked by quantitative differences, while the effect of SLI was characterised by both quantitative and qualitative differences.

Aplicação de uma prova brasileira de vocabulário expressivo em crianças falantes do Português Europeu

“…The results show a progressive and proportional performance to the age, that is, the age group of 6 years old had a mean of performance superior to the age group of the 5 years old group. This fact agrees with Brazilian studies, showing that the mean number of UVDs increases gradually as the age, that is, older children present better vocabulary performance (4,10) .…”

“…This fact points out the need for more in-depth research regarding reference values in different regions, since variations in spoken Portuguese in each region (in Brazil and Portugal) can affect children's performance in specific semantic fields. Therefore, the vocabulary test showed good internal consistency and it was able to point out the lexical performance of the children evaluated, which had already been confirmed in Brazilian studies with populations in typical and altered language development (4,(8)(9)(10)(11)(18)(19)(20)(21) . In this way, its use seems to have the potential to quantify the vocabulary of children in early childhood (5 and 6 years old) who are speakers of European Portuguese, which may contribute to the area of language, given the scarcity of tests that allow the evaluation of children with this age group in Portugal.…”

“…Children between 4 and 6 years old who speak Brazilian Portuguese extend their vocabulary according to their age. This is associated with the development of morphological skills and language comprehension (10) . In this way, it is fundamental that the evaluation of children's language contemplates this area from early ages, which allows the detection of possible changes and allows adequate intervention to attenuate or even eliminate these difficulties.…”

O efeito da tutela na narrativa de crianças em desenvolvimento típico

“…These skills are called Theory of Mind (13) . During the recount, the Theory of Mind can help the child understand the intentionality of the characters and verbally express it so that the listener can understand the story in its entirety (14,15) .…”

“…By the age of two the child begins to correlate facts (17) . Between three and four years old, the reports present a greater number of sentences linked and still with the presence of some narrative markers, as connective (15,17) . From the age of four to six years, the acquisition of the structure of the narrative text is complete and children begin to narrate with coherence stories, whether they are known, their experiences or invented stories (16,17) .…”