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Search Results: 1 - 10 of 8146 matches for " Language Arts "
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Consciência fonológica e desempenho escolar
Zuanetti, Patrícia Aparecida;Schneck, Andréa Pires Corrêa;Manfredi, Alessandra Kerli da Silva;
Revista CEFAC , 2008, DOI: 10.1590/S1516-18462008000200005
Abstract: purpose: to know the relationship between students? phonological awareness and their school performance, and to study if the students preference order or school subjects agree with their performance order obtained in the tests. methods: 24 children in second degree of the public fundamental school was analyzed. they made a oral phonological awareness test and the school performance test. every student with phonological disturbs was excluded from the study. results: we observed that there is an association between preference and performance orders just in arithmetic and writing activities. in reading there is no association. analyzing the results of the phonological awareness test, we observed that the group with medium school performance was more competent than students with lower school performance in activities such as: rhyme, phonemic synthesis, phonemic segmentation and phonemic manipulation. we also observed positive and strong correlation between the studied variables (arithmetic, reading, writing, phonological awareness and school performance). conclusions: we concluded that children with more developed phonological awareness have better school performance than others students; activities of rhyme, synthesis, segmentation and manipulation phonemic are more related with literacy; there is association between preference order and performance in writing and arithmetic activities.
Aquisi??o dos fonemas fricativos coronais por crian?as da regi?o metropolitana do recife
Cordeiro, Ana Augusta de Andrade;Alves, Jakelline Miranda;Queiroga, Bianca Arruda Manchester de;Montenegro, Ana Cristina;Telles, Stela;Asfora, Rafaella;
Revista CEFAC , 2011, DOI: 10.1590/S1516-18462011005000001
Abstract: purpose: to investigate the acquisition of coronal fricatives by public county schools' children of recife's metropolitan region. methods: 40 children from four schools with ages between 2 and 6 year and eleven month old, whereas 20 were males and 20 females. the instrument applied for data collection was 83 images which could be referred to with 32 words carrying the phoneme target /s/, 11 which had the /z/ phoneme target, 21 with the /∫/ and 19 with the /?/; these were selected from tonicity and syllabic structure. the children were divided, according to their age, into ten different groups of four children each. the cut-point for considering an indicative of stability of the aim-phoneme was 80% of production. results: the beginning of coronal fricatives' production took place at ages 2:0-2:5. it has been noticed that the phonemes /∫/, /?/ e /z/ were acquired at ages 3:0-3:5 and the phoneme /s/ at ages 2:6-2:11. the phonological processes that were more frequently found are substitution and omission. we also quite often observed semantics exchange. conclusions: children from public schools of recife's metropolitan region have acquired the coronal fricatives later than the national literature average. it is important to highlight that there is wide linguistic and socio-cultural diversity in the brazilian territory. for this reason data from different brazilian regions cannot be applied homogenously in the country and therefore any attempt to determine the parameters for a phonologic evaluation ought to take this limitation into consideration, especially if such evaluation has the objective of detecting phonologic deviances.
Influência da consciência fonológica na escrita de pré-escolares
Dambrowski, Adriane Bittencourt;Martins, Cristine Leal;Theodoro, Juliana de Lima;Gomes, Erissandra;
Revista CEFAC , 2008, DOI: 10.1590/S1516-18462008000200006
Abstract: purpose: to analyze the influence of the phonological awareness on preschool children writing. methods: a randomized comparison study in which 57 children were evaluated in two aspects, namely: the level of phonological awareness (through confias protocol of phonological awareness) and the level of writing (through word dictation). they were split, randomly, in two different groups: the intervention group (30 children) and the control group (27 children). the age group was from 5 years and 1 month to 6 years and 6 months old. in the intervention group a schedule of 10 play sessions was set up based on phonological awareness activities. meanwhile, the other group did not have any special activities. thereafter, all subjects were again assessed with the same tests. results: in the initial evaluation, 92.6% and 93.4% of the children in the control group and intervention group, respectively, were in the pre-syllabic writing level. both groups had similar scores in the phonological awareness test, 26 points in the control group and 24 in the intervention group. although, in the final evaluation 36.7% of the subjects on the intervention group achieved the syllabic level of writing and 10% reached the syllabic-alphabetical level of writing (p<0.0001); against, just 14.8% and 3.7%, respectively, on the control group (p=0.056). as long as the phonological awareness is concerned the children on the intervention group had an even more dramatic progress, they went from 24 points in the first evaluation to 37 points in the final (p<0.0001). meanwhile, the subjects in the control group went from 26 to 28 points in the final evaluation. conclusion: the phonological awareness practice interfered in the writing level development.
Consciência metalinguística e a representa??o da nasaliza??o na escrita do Português Brasileiro
Ferreira, Fernanda;Correa, Jane;
Revista CEFAC , 2010, DOI: 10.1590/S1516-18462010000100006
Abstract: purpose: to analyze children's representation of nasalization in spelling and the effect of their metalinguistic skills on such representation. methods: 2nd-5th graders were given tasks in order to evaluate phonological skills (alliteration, phoneme deletion and spoonerism), morphological awareness and their spelling, in particular, their understanding of the different ways regarding nasal sounds' representation and their usage contexts. results: it was relatively easy for children to represent nasal cluster (vowel + n) and the nasal diphthong (?o) in nouns. however, they found it difficult to deal with contextual and morphological rules in order to represent nasal segments. significance and positive correlations were observed between both phonological and morphological awareness and the spelling of nasal sounds. however, after controlling the schooling, only phonological tasks (deletion and spoonerism) had a significant contribution for nasalization representation. conclusion: children do not usually have a uniform manner to represent nasal sounds. they understand that nasalization has different ways to be represented and usage contexts, although they are not able to use all of them appropriately. differently from phonological skills, morphological awareness did not show an independent contribution to the representation of nasalization after controlling the schooling.
Estudio lingüístico-comunicativo de los planes de cuidado de enfermería como género: perspectivas didácticas
Forteza Fernández,Rafael;
ACIMED , 2003,
Abstract: based on halliday's systemic-functional linguistics and genre theory, a linguistic and communicative study of sixty-three models of nursing care plans was carried out. the study included the analysis of the mode, the field, and the tenor of discourse as well as the three metafunctions of language: the ideational, the interpersonal, and the textual. three fundamental stages of text development were found ad well as the principal regularities at clause level for this type of text. the findings constitute a step forward in the scientific knowledge of language in the medical sciences regardless of a positive influence in the teaching of english as a foreign language in higher medical education.
Consciência fonológica: o desempenho de meninos e meninas bilíngues e monolíngues
Lasch, Sabrina Schützenhofer;Mota, Helena Bolli;Cielo, Carla Aparecida;
Revista CEFAC , 2010, DOI: 10.1590/S1516-18462009005000047
Abstract: purpose: to investigate monolingual and bilingual girls and boys performance, in the skills of phonological awareness. methods: questionnaire and hearing screening to select the sample, consisting of 89 students, aged 4:1 to 8:11-years old, 47 girls and 42 boys, of which 47 subjects were bilingual (portuguese and german) and 42 monolingual (portuguese). the selected sample was submitted to the assessment of skills in phonological awareness, applying the phonological awareness protocol (cielo, 2001) that suggests segmentation of sentences in words, nominal realism, rhyme detection, syllabic synthesis and segmentation, syllable detection, syllabic and phonemic reversion, phonemic exclusion, phoneme detection and phonemic synthesis and segmentation. for a quantitative data analysis, a statistical test of kruskal-wallis with p = 0.05 was taken when comparing the monolingual boys' and girls' performance, and the bilingual boys' and girls' performance by task of phonological awareness. results: when the bilingual subjects were analyzed, there was a statistical significance in the detection of rhyme with trisyllable (p=0,0087) and synthesis of four phonemes (p=0,0219), with advantage of girls, while in the analysis that compared monolingual boys and girls, the results were more balanced. conclusions: despite of almost lacking statistically significant results in the comparison among bilingual and monolingual boys and girls, female superiority was observed in most of phonological awareness tasks.
Habilidades em consciência fonológica: diferen?as no desempenho de meninos e meninas
Andreazza-Balestrin, Carla;Cielo, Carla Aparecida;Volc?o, Cristiane Lazzarotto;Lasch, Sabrina Schützenhofer;
Revista CEFAC , 2012, DOI: 10.1590/S1516-18462011005000070
Abstract: purpose: to check possible differences among pre-school boys and girls in literacy process, regarding their performance in phonological awareness (pa) tasks. method: 75 boys and 88 girls, aged between 5:6 and 8:0, submitted to an assessment involving a form sent to the parents, a complete speech and language screening, the assessment of the intellectual and writing levels and the abilities in phonological awareness (pa). for a statistical data analysis we applied the two-way anova, tukey and t-student tests. results: girls showed a positive significance in the tasks: syllabic segmentation with four syllable words (p=0.03); syllabic detection in the initial position (p=0.05), final position (p=0.01) and intermediary position (p=0.04). in the percentage analysis of the average in correct answers per task, boys' performance was only higher in tasks of sentence segmentation in words, with two (average=7.52), three (average=5.79), four (average=4.56), five (average=3.93) and six words (average=3.56) and in the nominal realism (average=8.93). conclusion: we found a significant superior performance of the girls in the tasks of syllabic detection and syllabic segmentation with four-syllable words. in a qualitative analysis, girls obtained higher averages in all tasks of awareness and rhymes, syllables and phonemes.
NUEVAMENTE COMO JUEZ Y PARTE EN DEFENSA DEL LENGUAJE MéDICO: FLUTTER, SHOCK Y BAIPáS / Once again as judge and jury, defending the medical language: flutter, shock and bypass
Yurima Hernández de la Rosa,Francisco Luis Moreno-Martínez
CorSalud , 2013,
Relato de caso: descri??o da evolu??o da comunica??o alternativa na pragmática do adulto portador de autismo
Ferreira, Patrícia Reis;Teixeira, Eny Viviane da Silva;Britto, Denise Brand?o de Oliveira e;
Revista CEFAC , 2011, DOI: 10.1590/S1516-18462010005000081
Abstract: background: some autism patients need the support of alternative communication methods in order to interact and communicate in an efficient manner. the alternative and/or supplementary communication promotes communicative means through the integrated use of symbols, resources, strategies and techniques. procedures: the purpose of this study is to describe the effects of the simultaneous application of two alternative communication methods on autistic adults. this research is a longitudinal type case study of a 20 year old individual diagnosed with autism. the communicative resources used by the individual were evaluated by applying the child language pragmatic abfw test, during nine months, by using the following alternative communication methods: pecs - adapted and signalized speech. data collected before and after applying the alternative communication resources methods were compared under qualitative and quantitative approaches. results: the collected data have shown an increase in the number of communicative acts and functions, as well as an increase in the communicative space occupied by the individual, after the procedures that were applied by using the alternative communication programs. conclusion: as a conclusion we perceived the achievement of progress in the communication pragmatic profile by concomitantly using both alternative communication methods, once that the individual's social interactions increased.
Consciência fonológica e habilidades de escrita em crian?as com síndrome de Down
Lavra-Pinto, Bárbara de;Lamprecht, Regina Ritter;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000300022
Abstract: background: down syndrome, phonological awareness, writing and working memory. aim: to evaluate the phonological awareness of brazilian children with down syndrome; to analyze the relationship between the writing hypothesis and the phonological awareness scores of the participants; to compare the performance of children with down syndrome to that of children with typical development according to the phonological awareness: tool for sequential evaluation (phonatse), using the writing hypothesis as a matching criteria; to verify the correlation between the phonological awareness measurements and the phonological working memory. method: a group of eleven children aged between 7 and 14 years (average: 9y10m) was selected for the study. phonological awareness was evaluated using the phonatse. the phonological working memory was evaluated through an instrument developed by the researcher. results: all subjects presented measurable levels of phonological awareness through the phonatse. the phonological awareness scores and the writing hypothesis presented a significant positive association. the performance of children with down syndrome was significantly lower than children with typical development who presented the same writing hypothesis. measurements of phonological awareness and phonological working memory presented significant positive correlations. conclusion: the phonological awareness of brazilian children with down syndrome can be evaluated through the phonatse. syllable awareness improves with literacy, whereas phonemic awareness seems to result from written language learning. the phonological working memory influences the performance of children with down syndrome in phonological awareness tasks.
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