oalib

Publish in OALib Journal

ISSN: 2333-9721

APC: Only $99

Submit

Any time

2020 ( 7 )

2019 ( 403 )

2018 ( 538 )

2017 ( 530 )

Custom range...

Search Results: 1 - 10 of 274104 matches for " Clara Regina Brand?o de ávila "
All listed articles are free for downloading (OA Articles)
Page 1 /274104
Display every page Item
Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correla??es
Bigarelli, Juliana Faleiros Paolucci;ávila, Clara Regina Brando de;
Jornal da Sociedade Brasileira de Fonoaudiologia , 2011, DOI: 10.1590/S2179-64912011000300009
Abstract: 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.
Competência lexical e metafonológica em pré-escolares com transtorno fonológico
Costa, Ranilde Cristiane Cavalcante;ávila, Clara Regina Brando de;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000300006
Abstract: background: lexical and metaphonological abilities of phonologically disordered preschoolers. aim: to investigate the influence of phonological disorder on the lexical and metaphonological abilities of a group of preschoolers and the correlation between them. method: participants were 56 preschoolers - 32 boys and 24 girls - with ages between 4 years and 6 months and 6 years and 11 months, divided into two different groups: the research group, composed of 28 preschoolers with phonological disorder, and the control group, composed of 28 preschoolers with normal speech and no oral speech-related complaints, paired to the research group by gender and age. all of the participants were initially assessed by the abfw test - phonology. after that, they were assessed on their lexical and metaphonological abilities by the abfw test - vocabulary and phonological awareness test: sequential assessment instrument, confias - identification tasks and, rhyme and alliteration production, respectively. results: regarding lexical ability, the preschoolers from both groups presented similar behavior. the disordered preschoolers presented the worst performance on the overall analysis of the metaphonological ability. age had an influence on the performance of lexical ability for both groups and the metaphonological abilities only for the control group. correlations were identified, mostly positive, good to moderate between lexical and metaphonological abilities. conclusion: the influence of phonological disorder may only be observed on the metaphonological performance. phonological disorder did not interfere with the development of the lexical ability of this group of preschoolers. positive correlations were identified between both abilities in the studied age group.
Variáveis lingüísticas e de narrativas no distúrbio de linguagem oral e escrita
Miilher, Liliane Perroud;ávila, Clara Regina Brando de;
Pró-Fono Revista de Atualiza??o Científica , 2006, DOI: 10.1590/S0104-56872006000200007
Abstract: background: a study of linguistic and narrative variables in oral and written language disorder. aim: to characterize the linguistic and narrative productivity, oral and written productions, of scholars with oral and written language disorder. method: oral and written narrative productions of 30 scholars from public schools (male and female aged 7 to 13 years) were compared. these individuals were grouped as follows: research group (15) and control group (15). samples of oral and written narratives of the story "little red riding hood" were collected. comparative analyses were made between the oral and written productions - intragroup (t student test and wilcoxon test) and intergroup (t student test and mann whitney test) - according to the following linguistic variables: total number of words, of nouns, of verbs, of verbs in the past tense, of adjectives, of time markers, of complete statements, of incomplete statements and of reported episodes. narratives were also compared according to the presence of episodes. results: differences were observed between the oral and written productions for the research group regarding the total number of produced words (p = 0.018) and the total number of produced verbs (p = 0.030). the use of time markers such as before (p < 0.001), then (p < 0.001), when (p < 0.001), and after (p = 0.003), and the number of reported episodes, also indicated statistical differences when comparing the groups. conclusion: the following variables characterized the research group: longer extensions of oral lexical productivity when comparing these to the written productions, less frequent use of time markers and fewer number of certain episodes in the written modality.
Uso e conhecimento ortográfico no transtorno específico da leitura
Dias, Rosana Siqueira;ávila, Clara Regina Brando de;
Revista da Sociedade Brasileira de Fonoaudiologia , 2008, DOI: 10.1590/S1516-80342008000400014
Abstract: purpose: to investigate how children with dyslexia use the phonographemic correspondence rule in their writing regardless of context and how they identify and analyze their writing mistakes according to the variables: frequency of occurrence of the linguistic item and school grade. methods: the writing errors observed on a task of dictation of high- and low-frequency words and pseudowords were analyzes and compared. fifty-six students from 1st to 4th grades of private elementary schools were evaluated: 28 with dyslexia (research group), and 28 without writing complaints or deficits (comparison group), paired by age, gender and grade. the reasons for right and wrong answers were taped and compared. results: the statistic analysis showed that students with dyslexia performed worse than the comparison group. moreover, there was a decrease in the number of errors with the progression of schooling, especially in high frequency words. students with dyslexia showed more difficulty to analyze the linguistic items and recognize their correct writing. conclusion: children with dyslexia had more difficulties in writing and analyzing linguistic items of transparent orthography. the effect of lexical frequency facilitated error identification. the occurrence of errors decreased with schooling progression and varied according to linguistic item.
Ensurdecimento de fonemas plosivos na fala de crian?as disf?nicas
Arnaut, Mirian Aratangy;ávila, Clara Regina Brando de;
Revista da Sociedade Brasileira de Fonoaudiologia , 2008, DOI: 10.1590/S1516-80342008000100008
Abstract: purpose: to characterize the occurrence of plosive sounds' devoicing in the speech of dysphonic children. methods: fifty children with ages between four and eight years old (40 dysphonic and ten without any vocal disorders) were recorded repeating six sentences containing plosive phonemes in initial, medial and final tonic positions. both spectrographic and auditory-perceptual analyses were carried out. results: devoicing of plosive phonemes occurred unsystematically. it was more identified in the spectrographic analysis, and varied according to the phoneme and its position in the word. conclusion: the speech of both dysphonic children and children without vocal disorders presented unsystematic substitution of voiced by voiceless plosive phonemes. the substitutions were less frequent when the phoneme occurred in medial tonic position.
Competência ortográfica e metafonológica: influências e correla??es na leitura e escrita de escolares da 4a série
Paolucci, Juliana Faleiros;ávila, Clara Regina Brando de;
Revista da Sociedade Brasileira de Fonoaudiologia , 2009, DOI: 10.1590/S1516-80342009000100010
Abstract: purpose: to study the performance of 4th grade students on reading, writing and phonological awareness tasks. methods: thirty-two 4th grade children (50% of each gender), with ages between nine and 11 years, were evaluated according to the following procedure: anamnesis, reading and writing task (54 linguistic tokens), and phonological awareness task. the students were divided into two research groups and two comparison groups: gpi: carried out the writing task first, and then the reading task; gpii: completed the reading, followed by the writing task; gci: completed only the writing items; gcii: completed only the reading items. results: in the writing task, gpii showed the highest rates of correct answers, and gpi, gpii and gci had better performances in writing high frequency words, followed by pseudowords and low frequency words. the reading evaluation showed that the performances of gpi, gpii and gcii were similar, and gpi and gpii had more correct answers for pseudowords, followed by high frequency words. the correlation between phonological awareness and writing was moderate, while correlations between phonological awareness and reading, and writing and reading were very weak. conclusion: phonological awareness was moderately correlated to the performance on the writing task, and weakly correlated to the performance on the reading task. the psycholinguistic feature low familiarity determined the highest error averages, both in reading and writing tasks.
Escalas de avalia??o da leitura e da escrita: evidências preliminares de confiabilidade
Kida, Adriana de Souza Batista;Chiari, Brasília Maria;ávila, Clara Regina Brando de;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000400025
Abstract: background: reliability of reading and writing assessment instruments. aim: to investigate the reliability of two scales created to evaluate both reading and writing of children with ages between 8:0 and 11:11 years. method: two scales were created: a reading scale, composed of 12 testing items organized into four competency fields (letter knowledge and phonographemic relation, decoding of isolated items, reading fluency, reading comprehension), and a writing scale, with five items organized into three fields (letter writing and graphophonemic relation, codification of isolated items, writing construction). one hundred students (64 girls) from public schools, with ages raging between 8:0 and 11:11 years, were selected. twenty students (12 girls) participated in the applicability study, resulting in the study version of the scales. these scales were later applied to the remaining 80 students (52 girls). the obtained responses were assessed and computed for score assignment: item scores, competence field score (cfs) and raw scale score (rss). data were submitted to statistical analysis: the cronbach's alpha coefficient was calculated and correlations between items (pearson's correlation coefficient) were verified. a significance level of 0.05 was used. results: a = 0.866 and a = 0.461 were obtained for the reading and writing scales, respectively. correlations between the items were observed, ranging from weak to strong, and confirmed the alpha values. conclusion: the reading scale was proven reliable, achieving acceptable levels for diagnostic instruments; the writing scale did not present an acceptable reliability level to measure the performance of the tested children.
Rela??o entre fala, t?nus e praxia n?o-verbal do sistema estomatognático em pré-escolares
Farias, Samira Raquel devila, Clara Regina Brando de;Vieira, Marilena Manno;
Pró-Fono Revista de Atualiza??o Científica , 2006, DOI: 10.1590/S0104-56872006000300006
Abstract: background: relationship between speech, tonus and non-verbal praxis. aim: to verify the relationship between speech, tonus and non-verbal praxis of the stomatognathic system in preschoolers. method: 120 children, with ages between 4:0 and 5:11 years, were assessed. this assessment consisted of an anamnesis and a speech-language evaluation. the anamnesis was carried out with each child and was completed with information obtained through a questionnaire filled out by parents or guardians. the speech-language assessment involved: assessment of tonus (resistance), of mobility (execution of isolated movements), praxis of lips and tongue (repetition of sequential movements) and of speech (picture naming). results: statistically significant findings were: normal tongue tonus in the group of children with normal praxis (p = 0.003*); tongue with altered tonus in the group of children with altered praxis (p = 0.003*) and normal speech in the group of children with normal praxis (p < 0.001). other observations were: normal lip tonus in the group of children with normal praxis (p = 0.058); altered speech (omission, substitution and distortion) in the group of children with altered lip tonus (p = 0.149), normal speech in the group of children with normal tongue tonus (p = 0.332); altered speech (omission, substitution and distortion) in the group of children with altered lip praxis (p = 0.241). differences in speech related to gender or age were not observed in the present study. however, children with ages between 4:0 and 4:11 years presented speech alterations in a higher proportion when compared to children with ages between 5:0 and 5:11 years. conclusion: it was not possible to prove the existence of a relationship between tonus and lip praxis, and between lip praxis and speech. a relationship exists between tonus and non-verbal tongue praxis and also between non-verbal tongue praxis and speech.
Níveis de compreens?o de leitura em escolares
Carvalho, Carolina Alves Ferreira devila, Clara Regina Brando de;Chiari, Brasília Maria;
Pró-Fono Revista de Atualiza??o Científica , 2009, DOI: 10.1590/S0104-56872009000300005
Abstract: background: important reading performance measurements are related to how and to what extent a child understands a written text. aim: to study the performance of primary school (ensino fundamental) students in reading comprehension tasks according to the variables grade and type of school. method: 160 students from the 3rd to the 6th grades were screened and later evaluated based on the retelling and question answering about a given text. results: students of the 5th and 6th grades of private schools presented a better performance on issues related to implicit information when compared to students of public schools. the overall analysis of the educational level revealed, through the retelling task, a better performance of the 6th grade students in terms of the number of present macro propositions and a low performance of the 5th grade students in terms of the achieved comprehension level, in both types of school. when answering text-derived questions, the 4th, 5th and 6th grade students performed better than the 3rd grade students regarding explicit questions. when considering implicit questions, the 4th grade students performed better than all the other grades, in both types of school. these results gave evidence to the influence of the different texts used in each grade. conclusion: the 5th and 6th grades from private schools were the only grades that performed better when compared to public schools in general, regarding answering implicit knowledge questions. all students achieved some level of reading comprehension.
Escala de leitura: proposta de avalia??o das competências leitoras
Kida, Adriana de Souza Batista;Chiari, Brasília Maria;ávila, Clara Regina Brando de;
Revista da Sociedade Brasileira de Fonoaudiologia , 2010, DOI: 10.1590/S1516-80342010000400012
Abstract: purpose: to present a range of tests for the assessment of reading skills, and to investigate its reliability in measuring the performance of children from eight to 11 years and 11 months old. methods: it was created an instrument containing 12 test items organized into four assessment skills: knowledge of letters and phonographemic correspondence, decoding of isolated items, text-reading fluency, reading comprehension. for the reliability study, 100 children (64 girls) from public schools, with ages ranging from eight years to 11 years and 11 months, were selected. twenty of these children (12 girls) participated in the applicability study, which resulted in the version of the reading scale used in the present study to assess the remaining 80 children (52 girls). the responses obtained were analyzed and scored by item, which allowed the calculation of a score for each assessment skill and the raw score. data were statistically analyzed to obtain the cronbach's alpha coefficient, used to calculate the instrument's reliability. additionally, a study of correlations between items (pearson's correlation coefficient) was carried out. a 0.05 level of significance was adopted. results: the internal consistency analysis obtained α=0.866 for the reading scale. correlations between the items were observed in some scales, ranging from weak to strong, and corroborated the alpha coefficient values. conclusion: the reading scale was a reliable instrument to measure the reading performance of the subjects.
Page 1 /274104
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.