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Search Results: 1 - 10 of 12275 matches for " Simone Aparecida; "
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Identification of Students at Risk for Attention Deficit Disorder with Hyperactivity Using the Response to Intervention Model (RTI)  [PDF]
Giseli Donadon Germano, Simone Aparecida Capellini
Psychology (PSYCH) , 2016, DOI: 10.4236/psych.2016.714169
Abstract: The use of Response to Intervention Model (RTI) has been described in the literature as an important tool for early identification of students at risk of learning problems. However, such studies are rare in the Brazilian population. This study aimed to use the response to intervention model (RTI) as an early identification procedure for Attention Deficit Disorder (ADD) students from 1st grade level of elementary school in Brazilian population. A total of 118 students participated of this study, aged between 6:0 and 6:11 (years:months), from 1st grade level, of both genders. The study was divided into three phases. In the first phase, all students were tested individually with Visual Attention Test software (TAVIS) composed of three tasks: selective attention, alternating attention and sustained attention. Because it was an initial study, all students were submitted to the Remediation Program with Attention and Working Memory (RAWM) in phase 2. The program consists of attention skills and phonological working memory skills (7 individual sessions, 40 minutes each). In phase 3, the students were submitted to the TAVIS. As results, from 118 students, 106 students concluded all 3 phases, which 34 students (32%) met the risk criteria for ADD after being submitted to the program. Of these, 34 students, 15 students (46.7%) responded to the intervention, while 19 students (59.3%) not responded. These students who not responded to the intervention program were sent to multidisciplinary care for monitoring and subsequent confirmation of the diagnosis of ADD. The findings of this study able us to conclude that RTI model can be used as an early identification tool for student at risk of attention in the early years literacy deficit.
Análise da ambiguidade discursiva em uma cooperativa popular na economia solidária - Brasil - 2000/2010
Simone Aparecida Lisniowski
Sociedade e Estado , 2010, DOI: 10.1590/s0102-69922010000300013
Abstract:
Editorial II
Simone Aparecida Capellini
Revista CEFAC , 2007, DOI: 10.1590/s1516-18462007000400002
Abstract:
EDITORIAL
Simone Aparecida Capellini
Revista CEFAC , 2013,
Abstract:
é crescimento científico em época de mudan as II
Simone Aparecida Capellini
Revista CEFAC , 2012, DOI: 10.1590/s1516-18462012000500002
Abstract:
Editorial
Simone Aparecida Capellini
Revista CEFAC , 2013,
Abstract:
EDITORIAL
Simone Aparecida Capellini
Revista CEFAC , 2012, DOI: 10.1590/s1516-18462012000600001
Abstract:
Novos Caminhos para o Ensino e Aprendizagem de Matemática Financeira: constru o e aplica o de WebQuest
Simone Aparecida Silva Gouvea
Bolema: Boletim de Educa??o Matemática , 2008,
Abstract:
Relation between Visual Motor Integration and Handwriting in Students of Elementary School  [PDF]
Simone Aparecida Capellini, Catia Giaconi, Giseli Donadon Germano
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.82015
Abstract: Aim: To characterize, compare the related visual motor integration and handwriting performance of Brazilian students of elementary schools. A total of 50 students from the 1st to 5th grade level of elementary school participated in this study. The students were divided into: Group I (GI): 10 students enrolled in the 1st grade; Group II (GII): 10 students enrolled in the 2nd grade; Group III (GIII): 10 students enrolled in the 3th grade; Group IV (GIV): 10 students enrolled in the 4th grade and Group V (GV): 10 students enrolled in the 5th grade. After the sign of consent form by parents, the students were submitted to the application of visual motor integration test and handwriting assessment. Results: The results showed that there was performance alteration of the GI, GII, GIII, GIV and GV students in visual motor integration, visual perception and motor coordination; showed the presence of dysgraphia in all groups; and found that the students of GI and GV were the students with the greatest impairment in visual motor integration and in the quality of handwriting. Conclusion: These findings prove a direct relation between the visual motor integration and handwriting performance of the students of this study.
Desempenho de escolares em consciência fonológica, nomea??o rápida, leitura e escrita
Capellini, Simone Aparecida;Lanza, Simone Cristina;
Pró-Fono Revista de Atualiza??o Científica , 2010, DOI: 10.1590/S0104-56872010000300014
Abstract: background: phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. aim: to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. method: participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. as testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. results: the results highlighted the better performance of students with no learning difficulties. students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. conclusion: students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the portuguese language.
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