Desempenho de escolares de ensino público com e sem dificuldade de aprendizagem em habilidade fonológica, nomeação rápida, leitura e escrita

Capellini, Simone Aparecida; Lanza, Simone Cristina

doi:10.11606/issn.1980-7686.v5i10p23-47

Cited by 4 publications

(7 citation statements)

References 12 publications

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“…According to the results obtained in the PA test, students with ADHD had this ability underperformed when compared to GC, especially when it comes to the concept of phonemes, with no significant difference ( Table 1). The result of this study corroborates with Capellini and Lanza (2011), which also found lower performance in the ability of CF compared with typically developing individuals, ie, without reading and writing.…”

Section: Discussionsupporting

confidence: 90%

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Gonçalves-Guedim¹,

Crenitte²

2015

PSYCH

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Section: Discussionsupporting

confidence: 90%

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Gonçalves-Guedim¹,

Crenitte²

2015

PSYCH

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“…Group G1, as compared to G2, although not statistically significant, was most affected by descriptive performances below average, indicating limitations on the identification and manipulation of speech sounds, which is an important predictor of the child's ability to develop reading competence 11 . Deficient repertoires were found in both groups, when the receptive vocabulary resources were analyzed by the Boston Naming Test.…”

Section: Resultsmentioning

confidence: 74%

“…Limiting environmental factors and low socio-cultural level of the sample were suggestive of additional interference to the acquisition of cognitive-linguistic pre-skills necessary for the satisfactory performance of academic tasks such as reading and writing. the correct spelling of some words based on the sound; and on the stage prior to literacy, to express the thoughts by continuous interaction of speech and writing 11 . The incidence of related deficits on cognitivelinguistic skills, predictors for learning how to read and write, observed in G1, was consistent with other findings, including children with cleft lip and palate in their literacy phase 6,10,19 .…”

Section: Resultsmentioning

confidence: 99%

“…Among the mechanisms which compose the linguistic processing, the phonological awareness is present, which implies the formal language characteristics awareness 11 . Although some children already present lack of cognitive-linguistic resources 12 on the 1st grade, important for learning how to read and write, a large amount is not identified until the 3rd or 4th grade (not unusual in adolescence), procrastinating the problem without guiding to an effective orientation.…”

Section: Introductionmentioning

confidence: 99%

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Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

2017

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Purpose: to identify the cognitive-linguistic skills necessary for children with cleft lip and palate, in order to learn how to read and write. Methods: 120 children, with 5 and 6 years old, attending Kindergarten II and 1st grade of primary school, were divided into two groups: G1, consisting of 60 children with cleft lip and palate, and G2, with 60 children without developmental alterations. The Raven Colored Progressive Matrices, the Phonological Skills Profile and the Boston Naming Test were employed. Results: comparing the performances of the groups, there was statistical difference in intellectual functions, indicating loss in cognitive abilities of G1 (p = 0.019). The cognitive-linguistic skills were classified as "Under Attention" for both groups, and discrepancy in G1 was more representative, with 66.7%. Conclusion: the language skills necessary for reading and writing acquisition proved to be deficient in the cleft lip and palate population, presenting levels of cognitive performance lower than expected for the age and education in most of the modalities evaluated. Limiting environmental factors and low socio-cultural status of the sample were suggestive of additional interference to the acquisition of cognitive-linguistic pre-skills necessary for satisfactory performance of the academic tasks, such as reading and writing. Therefore, this study aimed to identify the cognitivelinguistic skills necessary for children with cleft lip and palate to learn how to read and write. METHODSInitially, ethical research procedures were adopted according to the National Council of Health CNS466 / 2012, approval n° 517168 by the Ethics Committee on Human Research of the Craniofacial Anomalies Rehabilitation Hospital HRAC / USP, and subsequent signature of the Informed Consent by the participants of the study.The sample consisted of 120 participants, both genders, aged between 5 years and 6 years and 11 months, attending kindergarten II and the 1st grade of elementary public schools in a town in the interior of São Paulo State, forming two groups: G1, comprising 60 participants with cleft lip and palate, 23, with pre-foramen type, 13, post-foramen and 24, transforamen; and G2, comprising 60 participants without craniofacial abnormalities or other alterations in development, as the comparison group. For inclusion criteria, participants of G1 had to be enrolled in the rehabilitation hospital where the research was conducted; and G2, had to be enrolled in the public school. Both groups should be aged as required and should have signed the consent for spontaneous participation in the research. Children diagnosed with neurological, psychiatric, sensory or syndrome alterations, limited to instrumentation, were excluded of the study.For intellectual resources evaluation, the psychometric standardized test Raven´s Colored Progressive Matrices -Especial Scale 15 was employed, consisting of three sets of 12 items: A, Ab and B, arranged in an ascending degree of difficulty. The interpretation of results followed the norma...

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“…Dificuldades de aprendizagem referentes à captação ou a assimilação dos conteúdos propostos, podem ser obstáculos para os alunos durante o período de escolarização. Essas dificuldades podem ser passageiras e com intensidades diferentes, causando, baixo rendimento escolar, atraso no tempo da aprendizagem, necessidade de ajuda especializada, podendo levar a reprovação e até mesmo o abandono da escola pelo aluno (CAPELLINI & CONRADO, 2009).…”

Section: Fissuras Labiopalatinas E Aprendizagemunclassified

Pré-competências para a aprendizagem de leitura e escrita de crianças com fissura labiopalatina

Ikehara¹

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Agradeço primeiramente a Deus, que guiou e iluminou o meu caminho em mais essa caminhada. À minha orientadora, Dra. Maria de Lourdes Merighi Tabaquim, pela paciência, dedicação e pelos ensinamentos transmitidos com muita competência. À banca examinadora, Luciana Paula Maximino e Rafael Pereira, pelo aceite do convite, e principalmente pelas experiências profissionais e acadêmicas que possibilitaram as contribuições para melhoria do trabalho. As colaboradoras da coleta de dados Heloíse Ikehara, Juliana Talamonte e Luzeneide Garcia, que se tornaram minhas amigas, pela dedicação e empenho. Aos integrantes da Pós-Graduação, Sessão de Documentação e Informação e Sessão de Apoio a Pesquisa, funcionários e Setor de psicologia do Hospital de Reabilitação de Anomalias Craniofaciais (HRAC), que direta ou indiretamente ajudaram na elaboração deste trabalho, meus sinceros agradecimentos. À escola participante da pesquisa, que me recepcionou e colaborou com todas as necessidades fazendo com que o estudo pudesse ser realizado. Meus sinceros sentimentos de gratidão à todos vocês! DEDICATÓRIA Dedico este trabalho à minha maravilhosa família, que sempre me fizeram acreditar na realização dos meus sonhos e trabalharam muito para que eu pudesse realizá-los. Aos meus pais, João Antônio Prudenciatti e Lucy R. Mastrangelo Prudenciatti, por fazerem com que eu me sentisse segura o bastante para enfrentar os obstáculos e as dificuldades da vida. Aos meus irmãos, Lanucha M. Prudenciatti, pelo incentivo, apoio e acolhimento, por estar, mesmo que distante, sempre disposta a me ajudar e Aruã M. Prudenciatti, luz da minha vida, que me ensina lições de força e coragem, fazendo com que o admire. Ao meu marido, Gilberto Shoryu Ikehara, pelo companheirismo, paciência e principalmente, pelo apoio incondicional e constante incentivo. A vocês, que são as pessoas mais importantes da minha existência, por não terem medido esforços para que eu chegasse sempre aos meus objetivos! Com muito amor. RESUMO Prudenciatti SM. Pré-competências para a aprendizagem de leitura e escrita de crianças com fissura labiopalatina [dissertação].

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Desempenho de escolares de ensino público com e sem dificuldade de aprendizagem em habilidade fonológica, nomeação rápida, leitura e escrita

Cited by 4 publications

References 12 publications

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Performance of Phonological Processing in Children with Attention Deficit Hiperactivity Disorder

Desempenho cognitivo-linguístico de crianças com fissura labiopalatina em fase de aquisição da leitura e escrita

Pré-competências para a aprendizagem de leitura e escrita de crianças com fissura labiopalatina

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