Lígua, discurso e prosódia: investigar o uso da vírgula érestrito? Vírgula!

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Segmentações não-convencionais de palavra nos quatro últimos anos do ensino fundamental: um estudo longitudinal

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A degradação ambiental do Córrego Ribeirão Preto: uma proposta metodológica para o ensino de geografia no ensino médio

Pós-graduação em Geografia - IGCE

Phonological working memory and reading in students with dyslexia

Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.

Tornar-se pai na adolescência: vivências e representações

Pós-graduação em Saúde Coletiva - FMB

Estudo imuno-histoquímico da co-expressão de citoqueratinas, vimentina e actina em neoplasias de glândula salivar

Human salivary gland tumors originated from intercalated ducts present a broad range of histologic and cytologic patterns, mainly due to the presence of myoepithelial cells. The aim of this study is to verify the differentiation grade of neoplastic cells and a possible relation between myoepithelial cell differentiation and the presence of luminal secretory contents. The expression of vimentin and cytokeratin (CK) intermediate filaments, actin myofilament and epithelial membrane antigen (EMA) was investigated by double labeling immunocytochemical technique, in thirty salivary gland neoplasms: 5 pleomorphic adenomas, 5 myoepitheliomas, 3 basal cell adenomas, 7 adenoid cystic carcinomas (ACC) and 10 polimorphous low grade adenocarcinomas (PLGA). Tumors with intercalated duct differentiation (pleomorphic adenomas, basal cell adenomas and ACC) express CKs 7, 8, 18 and 19 in the luminal cells and coexpress eventually CK14 with these CKs. Some luminal cells stained with anti-EMA antibody, mainly where a secretory content in the lumen was observed. Outer ductal cells and other myoepithelial-like cells express vimentin, sometimes coexpressing actin and/or CK14 with vimentin. Plasmacytoid cells in myoepitheliomas and pleomorphic adenomas express vimentin and rarely CKs 7, 8, 18 and 19, sometimes coexpressing these CKs with CK14 but they are negative for the remaining antigens. Tumors without intercalated duct differentiation (solid basal cell adenoma and PLGA) express vimentin and CKs 7, 8, 14 and 18, sometimes coexpressing CKs 8 and 18 with CK14. In conclusion, in tumors with intercalated duct differentiation, myoepithelial cells express vimentin and sometimes coexpress actin and/or CK14 with vimentin, never coexpressing other CKs with vimentin. CK14 and actin are independently expressed by myoepithelial cells, so their expression is probably induced by different stimulus. However, the secretory function of luminal cells, visualized by EMA staining, ....

Intervention program efficacy for spelling difficulties

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Avaliação de língua portuguesa em provas escolares do século XX (1935 e 1963)

The article analyses three school exams of Elementary School, two belonging to a mother and one of her son, which were kept and provided to the researcher by the mother. The first two exams were dated March 30 and November 13, 1935 of the 3rd grade of Grupo Escolar Fernando Lobo in Juiz de Fora, Minas Gerais. The third one was produced at Grupo Escolar Coronel Amâncio Bueno in Jaguariúna, São Paulo in March 28, 1963 in a 4th grade class. The analysed data all together point out school products which are the result of the relationship between teacher, student and school culture. School exams are as important documents as the notebooks in order to understand the school culture, and as this paper tries to indicate, they are the means for the insertion into the world of written culture. The methodology based on the microanalysis of these documents reveals records about the structure of the exams and the Brazilian school curriculum in the teaching of Portuguese as a mother tongue in 1935 e 1963.

Desempenho cognitivo-linguístico e leitura em escolares com transtorno do déficit de atençào e hiperatividade

OBJECTIVE: the aim of this study was to compare the cognitive-linguistic skills performance and reading of students with Attention Deficit and Hyperactivity Disorder and students without behavioral and/or learning disorders. METHOD: the study included 20 students from 5th to 8th grade of elementary school. The students were divided into: Group I (GI): composed by 10 students with an interdisciplinary diagnosis of Attention Deficit and Hyperactivity Disorder, and Group II (GII): composed by 10 students without complaints of behavioral and/or learning disorders. The tests of metalinguistic skills and reading (PROHMELE) were used as procedure, composed of syllabic and phonemic identification, syllabic and phonemic manipulation, repetition of nonwords and reading tests. RESULTS: the results showed statistically significant differences between GI and GII, demonstrating that students from GI presented superior performances when compared to the students from GII. CONCLUSION: according to the findings of this study we can conclude that the difficulties presented by students with Attention Deficit and Hyperactivity Disorder can be attributed to inattention, hyperactivity and disorganization, characteristic of this diagnosis, and not to a disorder of language of phonological basis.

Para além da leitura linear: uma contribuição ao processo de compreensão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A qualidade do ensino em uma escola pública estadual: um estudo das práticas da equipe gestora

Pós-graduação em Educação Escolar - FCLAR

Desenvolvimento de ferramentas pedagógicas para identificação de escolares de risco para a dislexia

PURPOSE: The development and application of collective pedagogical activities to assess phonological skills in pre-readers and beginning readers and could serve as potential screening tools to help in the early identification of students at risk for dyslexia. METHODS: The FAE tasks (alternative tools for educators) were built on classical phonological tasks known as sound categorization and in the Protocol for Cognitive-Linguistic Skills. FAE tasks basically consisted of matching pictures as well as pictures to spoken words according to their phonological similarity in the onset (alliteration) or rhyme and were given to 45 students on the first grade, of both genres and 7.3 years old on average. RESULTS: The protocol proved to be effective, confirming that phonological awareness, verbal working memory and rapid naming abilities constitute the main risk factors for dyslexia, and to which the FAE tasks were more strongly correlated jointly with the phonemic discrimination. FAE tasks were also strongly correlated with literacy skills. CONCLUSIONS: Students at risk for dyslexia can be efficiently identified through scientifically developed pedagogical tools, adapted and tested for the Brazilian's educational reality. This is a promising research field with the potential to help in avoiding the currently excessive number of students mistakenly labeled as having learning disabilities and improperly referred to specialized public services, as well as to indicate the more appropriate theoretical-empirical framework to guide our educational policies.

Desempenho motor de escolares com dislexia, transtornos e dificuldades de aprendizagem

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Ampliando comportamentos pró-éticos dos alunos: relato de pesquisa e intervenção com educadores do ensino fundamental

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Análise do ruído e intervenção fonoaudiológica em ambiente escolar: rede privada e pública de ensino regular

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)