Utilidad del análisis fonológico en la terapia del lenguaje

Fernández, Amparo Ygual; Mérida, José Francisco Cervera; Rosso, Paolo

doi:10.33588/rn.46s01.2008009

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…Nevertheless, the INFONO (21) was able to evaluate all phonemes in BP in every possible word and syllable position, as the target words that remained in the instrument provided enough information to map children's phonetic and phonological inventories. This is especially important for instruments which evaluate speech through spontaneous naming, since a definitive conclusion regarding the absence of a phoneme from the child's phonological inventory must be based on several observations of the inability to produce a given sound despite having multiple opportunities to do so (26,27) . There is no research to indicate the exact number of opportunities which children should be given to evaluate whether they can or cannot produce a given sound.…”

Section: Discussionmentioning

confidence: 99%

“…Tests which do not include words of varying complexity (27) or rely exclusively on highly frequent words in the lexicon (26) may not allow for the accurate diagnosis of a phonological disorder or fail to reflect the child's skills as they appear in everyday speech. The balance of these characteristics across target words is thought to be a major contributor to the reliability of speech assessments (22) .…”

Section: Discussionmentioning

confidence: 99%

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Instrumento de Avaliação Fonológica (INFONO): estudo piloto

Ceron

Gubiani

Oliveira

et al. 2020

CoDAS

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RESUMO Objetivo: Analisar a adequação dos itens propostos para o Instrumento de Avaliação Fonológica (INFONO) quanto ao reconhecimento e à produção da palavra-alvo, bem como analisar a consistência interna dos itens selecionados e comparar entre as variáveis sexo, tipo de escola e desenvolvimento fonológico (típico e atípico). Método: Participaram 48 crianças (n=26 com desenvolvimento fonológico típico e n=22 com desenvolvimento fonológico atípico) categorizadas por: idade (seis faixas etárias de 3 a 8 anos e 11 meses); tipo de escola (pública e privada), e sexo (feminino e masculino). Utilizou-se o INFONO por nomeação espontânea para a coleta dos dados da fala. Analisou-se o percentual de reconhecimento e produção dos itens (n=116), as dificuldades de reconhecimento destes, a consistência interna para o total de itens, e o desempenho das crianças (n=84), considerando as variáveis sexo, tipo de escola e desenvolvimento fonológico. Resultados: A maioria dos itens apresentou um percentual de reconhecimento alto, sendo estes considerados adequados para compor o INFONO. Algumas imagens precisaram ser reelaboradas para facilitar a produção espontânea do alvo e outras foram excluídas do instrumento. O instrumento demonstrou excelente consistência interna dos itens. Não houve diferença estatisticamente significante entre as variáveis sexo e tipo de escola, mas sim quanto ao desenvolvimento fonológico. Conclusão: O INFONO permitiu a correta identificação das imagens e a produção do alvo desejado. Ainda, obteve-se uma quantidade mínima de itens que possibilitam a avaliação de todos os fonemas do Português Brasileiro em diferentes posições na sílaba e na palavra, e esses itens apresentaram excelente consistência interna.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Instrumento de Avaliação Fonológica (INFONO): estudo piloto

Ceron

Gubiani

Oliveira

et al. 2020

CoDAS

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“…Se realizó el análisis fonológico de cada muestra de habla identificando los procesos fonológicos de simplificación mediante el programa Ánfora [27,28]. En nuestro estudio, se tuvo en cuenta los procesos sustitutorios que cometió cada niño siempre que alcanzaron el umbral de aparición de cuatro veces.…”

Section: Análisis Fonológico De Las Muestras De Hablaunclassified

Relación entre la percepción y la articulación en procesos fonológicos sustitutorios de niños con trastornos del lenguaje

Fernández¹,

Mérida²

2013

RevNeurol

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“…In this regard, functional articulation disorders should be understood as a deficit in the pronunciation of phonemes produced by a delay in motor maturity, i.e., by an inadequate function in peripheral organs of speech, without organic or neurological lesions [4,7]. Other authors included articulation disorders within 'phonological disorders', following the psycholinguistic paradigm [2,8] and the new APA conceptualization [1]. Following this approach, phoneme acquisition is based on phonological knowledge and the ability to coordinate the movements of articulatory organs such as lips, tongue, and soft palate, as well as breathing and vocalization of speech.…”

Section: Introductionmentioning

confidence: 99%

“…(1) processes related to the syllabic structure, where the child simplifies any syllable to adapt it to their way of speaking according to their developmental level; (2) substitute processes, when the child changes a contractive segment for a different one that is easier to pronounce; and (3) assimilatory processes that appear when children make a sound similar to another in the same word-for example, 'totolate' for 'chocolate' [2,8,30,31,34].…”

Section: Introductionmentioning

confidence: 99%

Nonverbal Oro-Motor Exercises: Do They Really Work for Phonoarticulatory Difficulties?

Parra-López

Olmos-Soria

Valero-García

2022

IJERPH

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Articulation disorders are deficiencies in the realization of speech sounds unrelated to organic or neurological disorders. Over the last decade, there has been a debate on the efficiency of non-verbal oro-motor exercises, which are orofacial movements programmed and organized in an intentional and coordinated way to control lips, tongue, and soft palate muscles. Of the 122 children evaluated, 52 presented articulatory difficulties. An intervention with nonverbal oro-motor exercises was applied, and children were again assessed following treatment. The results showed no differences between the experimental and control groups, either in the number of sounds that improved after this period or in the severity of difficulties (we categorized those with articulation difficulties in two to six sounds as ‘medium’ and those with difficulties in articulating more than seven sounds as ‘severe’). These results indicated that nonverbal oro-motor exercises alone are not efficient for intervention in difficulties in the realization of sounds in 4-year-old children.

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Utilidad del análisis fonológico en la terapia del lenguaje

Cited by 11 publications

References 6 publications

Instrumento de Avaliação Fonológica (INFONO): estudo piloto

Instrumento de Avaliação Fonológica (INFONO): estudo piloto

Relación entre la percepción y la articulación en procesos fonológicos sustitutorios de niños con trastornos del lenguaje

Nonverbal Oro-Motor Exercises: Do They Really Work for Phonoarticulatory Difficulties?

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