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Search Results: 1 - 10 of 239621 matches for " Cíntia Alves Salgado "
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Programa de remedia??o fonológica em escolares com dislexia do desenvolvimento
Salgado, Cíntia Alves;Capellini, Simone Aparecida;
Pró-Fono Revista de Atualiza??o Científica , 2008, DOI: 10.1590/S0104-56872008000100006
Abstract: background: program for phonological remediation in developmental dyslexia. aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. method: participants of this study were 24 students who were divided as follows: group i (gi) was divided in two other groups - gie with 6 students with developmental dyslexia who were submitted to the program; and gic with 6 students with developmental dyslexia who were not submitted to the program; group ii (gii) was also divided in two other groups - giie with 6 good readers who were submitted to the program, and giic with 6 good readers who were not submitted to the program. the phonological remediation program (gonzalez & rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. results: results indicate that gi presented a lower performance in phonological skills, reading and writing when compared to gii in the pre-testing situation. however, gie presented a similar performance to that of gii in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.
Attentional and Executive Deficits in Brazilian Children with Developmental Dyslexia  [PDF]
Ricardo Franco de Lima, Cíntia Alves Salgado Azoni, Sylvia Maria Ciasca
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.410A001
Abstract:

The present study aims to compare the performance between Brazilian children with Developmental Dyslexia (DD) and children without learning difficulties on tests of attention and Executive Functions. The study sample consists of study group (20 subjects) attending the Learning Disability clinic of Univesity Hospital and control group (20 subjects) from public school in Campinas-SP. The instruments utilized were: WISC-III factor indexes and subtests, cancellation test, Trail Making Test, Stroop Color Word Test, Tower of London, Wisconsin Card Sorting Test and verbal fluency test. The results revealed differences between groups in scores of different instruments. The findings suggest that children with dyslexia have difficulties in performing visuospatial and auditive attention tasks, as well as tasks involving different components of executive functions, such as flexibility, inhibitory control, strategy use, working memory and verbal fluency. Such changes may be part of dyslexia and accompany the core deficit in the phonological component of language.

Evaluation of Working Memory in Children with Attention Deficit/Hyperactivity Disorder  [PDF]
Tais de Lima Ferreira, Clay Brites, Cíntia Alves Salgado Azoni, Sylvia Maria Ciasca
Psychology (PSYCH) , 2015, DOI: 10.4236/psych.2015.613155
Abstract: Purpose: Evaluate the auditory and visual components of working memory in 60 students of both genders. The students were divided into two groups: an experimental group (EG) comprising 30 children with Attention Deficit Hyperactivity Disorder (ADHD) and a control group (CG) consisting of 30 children with neither attention deficits nor learning disabilities. The study found that EG exhibited lower performance than CG. A comparison of two types of working memory: auditory and visual indicated that subjects with ADHD performed best in auditory working memory, while CG subjects performed best in visual working memory. It was also noted that the performance of both groups suffered phonologically and semantically analogous interference effects and temporal effects with greater prejudice to the experimental group.
Development of a Neuropsychological Rehabilitation Program for Executive Functions in Students with Developmental Dyslexia  [PDF]
Ricardo Franco de Lima, Cíntia Alves Salgado Azoni, Sylvia Maria Ciasca
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.88072
Abstract: Neuropsychological rehabilitation and self-regulated learning models are commonly used in intervention programs for students with learning disorders. However, systematic programs with this same objective are scant. Here we describe the development and evaluation of a neuropsychological rehabilitation program for the executive functions of students with dyslexia. The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version. The final program consists of thirty sessions divided into four modules, including (1) psychoeducation; (2) orientation for parents and teachers; (3) executive functions applied to study competencies; and (4) executive functions applied to reading comprehension. Judges evaluated 53 items associated with theoretical basis, clinical principles, support material and modules. The items were distributed on the Likert scale as inadequate (0), partially adequate (1), and adequate (2). Five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were “excellent” (theoretical basis, clinical principles and orientation module) or “satisfactory” (support materials, psycho-education modules, competencies and reading). Suggestions from the judges were incorporated into the program’s final version. A discussion of our results sheds light on the possible implications of the program for the stimulation of executive functioning in developmental dyslexia.
Attentional performance and executive functions in children with learning difficulties
Lima, Ricardo Franco de;Azoni, Cíntia Alves Salgado;Ciasca, Sylvia Maria;
Psicologia: Reflex?o e Crítica , 2011, DOI: 10.1590/S0102-79722011000400008
Abstract: studies have described changes in visual attention and executive function in children with developmental dyslexia. this study intended to compare the performance of children with and without learning difficulties on tasks of visual attention and executive functions. the participants were 23 students, aged between 9 and 14 years old, with a mean age of 10.8 years. they were divided into three groups: (a) with learning difficulties; (b) with dyslexia; and (c) control (without any difficulty). for the evaluation, tests of cancellation, trail making test, stroop color-word test and tower of london test were used. the results indicated that children with dyslexia had the worst performance on different measures of attention and executive functions, indicating that such changes may be characteristic of the disorder and keep the deficit in the phonological component of language.
Associa??o da dislexia do desenvolvimento com comorbidade emocional: um estudo de caso
Lima, Ricardo Franco de;Salgado, Cíntia Alves;Ciasca, Sylvia Maria;
Revista CEFAC , 2011, DOI: 10.1590/S1516-18462010005000041
Abstract: purpose: to analyze features in a case of dyslexia with childhood depression. methods: description of evaluation's results in a disciplinary case with dyslexia and depression. this study comprised a child, masculine gender, with 10 years and 7 months, studying the 4th year of the elementary teaching in a public school. results: the results of this study evidenced alterations not only in language, where there are difficulties in the phonological information processing, as well as in attention and executive functions and comorbidity of childhood depression. conclusion: the study revealed the need for evaluation by an interdisciplinary team for a precise diagnosis and, consequently a better intervention in children with dyslexia and their co-morbidities.
Desempenho de escolares bons leitores, com dislexia e com transtorno do déficit de aten??o e hiperatividade em nomea??o automática rápida
Capellini, Simone Aparecida;Ferreira, Tais de Lima;Salgado, Cíntia Alves;Ciasca, Sylvia Maria;
Revista da Sociedade Brasileira de Fonoaudiologia , 2007, DOI: 10.1590/S1516-80342007000200008
Abstract: purpose: to characterize the performance of students with attention deficit hyperactivity disorder and dyslexia in rapid automatized naming and to compare it to the performance of children whose reading ability is considered to be in accordance to age and schooling. methods: a number of 30 students aged 8 to 12 years old attending 2nd to 4th grades in a public school participated in this study, divided into three groups, one formed by students with attention deficit and hyperactivity disorder, another one formed by students with dyslexia, and the other formed by students with good academic performance. results: the results revealed statistically significant differences, evidencing superior performance of the control group when compared to both the group of students with attention deficit and hyperactivity and the group with dyslexia in the subtests of colors, digit span, letters and objects. the results also revealed superior performance of the group of students with attention deficit compared to the group with dyslexia in rapid automatized naming. conclusion: good readers showed better performance when compared to both students with attention deficit and hyperactivity disorder and dyslexia, showing that this ability can be a prerequisite to reading development.
Associa o da dislexia do desenvolvimento com comorbidade emocional: um estudo de caso Association between developmental dyslexia and emotional co-morbidity: case report
Ricardo Franco de Lima,Cíntia Alves Salgado,Sylvia Maria Ciasca
Revista CEFAC , 2011,
Abstract: OBJETIVO: analisar características em um caso de dislexia com depress o infantil. MéTODOS: descri o dos resultados da avalia o interdisciplinar em um caso com dislexia e depress o. Participou deste estudo uma crian a, do gênero masculino, com 10 anos e 7 meses, cursando o 4o ano do Ensino Fundamental em uma escola pública. RESULTADOS: os resultados deste estudo evidenciaram altera es n o somente na linguagem, em que há dificuldades no processamento fonológico da informa o, como também na aten o e fun es executivas e quadro comórbido de depress o infantil. CONCLUS O: o estudo revelou a necessidade da avalia o de uma equipe interdisciplinar para um diagnóstico preciso e, conseqüentemente uma melhor interven o em crian as com dislexia e suas comorbidades. PURPOSE: to analyze features in a case of dyslexia with childhood depression. METHODS: description of evaluation's results in a disciplinary case with dyslexia and depression. This study comprised a child, masculine gender, with 10 years and 7 months, studying the 4th year of the Elementary Teaching in a public school. RESULTS: the results of this study evidenced alterations not only in language, where there are difficulties in the phonological information processing, as well as in attention and executive functions and comorbidity of childhood depression. CONCLUSION: the study revealed the need for evaluation by an interdisciplinary team for a precise diagnosis and, consequently a better intervention in children with dyslexia and their co-morbidities.
Direitos sexuais de crian as e adolescentes: avan os e entraves Sexual rights of children and adolescents: advances and obstacles
Cíntia de Sousa Carvalho,Elisangela Ribeiro da Silva,Solange Jobim e Souza,Raquel Gon?alves Salgado
Psicologia Clínica , 2012, DOI: 10.1590/s0103-56652012000100006
Abstract: O tenso encontro entre infancia/adolescência e sexualidade é quest o fundamental do presente trabalho. Neste sentido, pretende-se analisar de que modo institui es de atendimento que lidam com o público infanto-juvenil se posicionam frente à garantia dos direitos sexuais e reprodutivos destes sujeitos. As reflex es apresentadas foram construídas a partir de um recorte de situa es vivenciadas em duas pesquisas de campo, realizadas em institui es de educa o e saúde. Os excertos analisados sugerem que há uma dificuldade em se garantir, nas práticas institucionais, os direitos sexuais de crian as e adolescentes (e reprodutivos destes últimos), visto que há uma indiferencia o entre sexualidade e genitalidade, representa o esta que afeta a compreens o dos limites entre autonomia e prote o. Compreende-se que para que se possa efetivar a garantia destes direitos é necessário que crian as e adolescentes participem desta constru o teórico-prática. This study is aimed to carry out discussions over the tense encounter between childhood/adolescence and sexuality. The goal is to analyze in what way supporting care institutions for teenagers assure them their sexual and reproductive rights. The reflections we bring to attention were built from two field researches, conducted in education and health institutions. The analyzed data suggests that, in practical terms, it is difficult to ensure sexual rights of children and sexual and reproductive rights of teenagers, given that there is no differentiation between sexuality and genitality. This representation affects the understanding of the limits between autonomy and protection. It is understood that, to ensure these rights effectively, children and teenagers should participate in building a theoretic-practical concept.
Desempenho em leitura e escrita de escolares com transtorno fonológico
Salgado, Cíntia;Capellini, Simone Aparecida;
Psicologia Escolar e Educacional , 2004, DOI: 10.1590/S1413-85572004000200006
Abstract: the phonological disorder occurs when there is some difficulty to get and to use the sounds in speech. the purpose of this study is to feature the performance on reading and writing of the students with phonological disorder. twenty-eight students, ranged in age from 7 to 9 years, with changes in speech, took part in this study. the sample was composed of 70% of boys and 30% of girls. the results revealed that from 57% to 85% of the students on the 1 st. and 3 rd. grades, showed phonological disorder on orality and writing, while 100% of the students on the 4 th grade, showed phonological disorder only in writing and reading. the findings of this study demonstrated that oral language is intrinsically related to the reading and writing performance, and changes of the phonological processing in a child can cause alterations on the reading and writing performance.
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