As Relações econômicas no discurso jornalístico da revista Veja: limites entre saúde e beleza

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Infográficos na mídia impressa: um estudo semiótico na revista Mundo Estranho

Pós-graduação em Comunicação - FAAC

Popular sensacionalista: as estratégias discursivas do Jornal Agora São Paulo

Pós-graduação em Comunicação - FAAC

O texto e o traço: reflexões sobre as crônicas ilustradas de Arnaldo Jabor

Pós-graduação em Comunicação - FAAC

Literatura infantil no ensino fundamental: análise da recepção na articulação de textos imagéticos e escritos por crianças de 4. série

Pós-graduação em Educação - FFC

Frames literários: a ekphrasis n´O Conquistador

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Vivência comunicativa do enfermeiro com pacientes e familiares de unidades críticas: do discurso à prática

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Análise comportamental das instruções e perguntas de uma professora universitária em sala de aula de uma turma de matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Papel evolutivo da dança: seleção de parceiros entre universitários

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Os sentimentos maternos diante da hospitalização da criança pequena: em busca de um colo

Pós-graduação em Psicologia - FCLAS

Nas teias do sentido do Homem-Aranha II: um estudo do gênero discursivo adaptação oficial de filme em quadrinhos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Abordagem intersemiótica da literatura na educação básica: desafios e perspectivas

Pós-graduação em Letras - IBILCE

Delirium como foco de atenção para os enfermeiros de terapia intensiva

Pós-graduação em Enfermagem - FMB

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.

Sistemas suplementares e alternativos de comunicação nas habilidades expressivas de um aluno com paralisia cerebral

The objective of this research was to describe the use of an augmentative and alternative system for a student with cerebral palsy during intervention. A 10-year-old male student with cerebral palsy participated in this investigation. He attended special classes for people with disability in a public school in a city of the interior of Sao Paulo. The scheduled activities were carried out twice a week for two years at the Laboratory of Special Education of a public University of São Paulo. All of the tapes describing the activities that were filmed during the assessment and implementation of augmentative and alternative communication resource were watched and described using a specific protocol. Based on the information from the protocols, the sessions with intervals greater than 20 days and the ones with activities involving the communication board with the time equal or greater than 20 minutes during the first year of intervention were selected. The chosen sessions were transcribed in full and, after analyzing the text, the following categories were established, according to the stated goal: the graphic system helped the student with utterances of vertical structure (56%) associated with the oral (14%) and non-oral and non-verbal form (30%), while the use of the graphic system along with other forms collaborated to enhance statements, enabling better understanding of the child s intention. The use of augmentative and alternative communication systems provided the expansion of effective dialogical situations for the student during the activities carried out in speech therapy.