As vogais na diacronia do português: uma interpretação fonológica de três momentos da história da língua

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência da língua inglesa na formação de nomes comerciais: questões de identidade linguística e cultural

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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.

avaliação de proficiência

In this study we discuss the role of pronunciation in language testing and investigate two features of pronunciation of eight candidates of the Test of Oral Proficiency in English (TEPOLI) along four bands of the test scale. Deviations in vowel segments and in syllable structure are analyzed. The results point to the need for a global assessment of the candidates’ phonological systems

Uma análise das consoantes róticas nas cantigas de Santa Maria

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Sobre o ritmo do português brasileiro: evidências de um padrão acentual

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

Línguas de ritmo silábico

One of the most controversial issues in the history of Phonetics is the discussion about the typology of speech rhythm. Out of the Greek and Latin tradition on poetry versification, the notion of rhythm has been misunderstood as speech rate. In the early years of the 20th century, a dichotomy merged classifying the speech rhythm into stress-timed and syllable-timed languages, inspired by the old theory of poetic versification. Following the same old pattern, later on, a third type of language were proposed: the moraic languages, initially attributed only to Japanese. With the facilities to carry on acoustic research, in the second half of the 20th century, the typology of language rhythm came to a dead end. Different types of language were set out. This paper discusses these ideas, showing a great misunderstanding among researchers in relation to the characterization of a syllable-timed language. The notion of mora is revisited and its role in the study of speech rhythm is better defined.

Existem línguas de ritmo silábico?

The language typology of speech rhythm has been investigated by many researchers in different languages. However, they have not reached a unanimous conclusion. Part of the misunderstanding is due to the methodology they used. In addition, there is some theoretical confusion on the definition of a syllable timed language. This paper refers to the last question, but without discussing others people works and theories. Instead, it points out some essential questions that have not been taken into consideration in the discussion.

Proparoxítonas no português arcaico: uma análise por meio da música e do texto das Cantigas de Santa Maria

This paper aims to conduct a study on proparoxytones in Medieval Portuguese through an innovative methodology based on the observation of coincidences and no-coincidences of musical and linguistic prominences of poetic texts with musical notation.. This methodology allowed us to verify the existence of a hundred and thirteen proparoxytones words in a corpus constituted by the first hundred Cantigas de Santa Maria. It was possible to locate the stressed syllable in 92,93% of the found words.

O francês como língua de ritmo silábico: um estudo de caso das suas características acústicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Relação entre as habilidades metalinguísticas, leitura e compreensão leitora em escolares com Transtorno do Déficit de Atenção com Hiperatividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transposições ortográficas e estrutura da sílaba na escrita infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Coordenação gestual na produção de encontros consonantais em crianças com desenvolvimento de linguagem típico e atípico

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

Coordenação gestual na produção de encontros consonantais em crianças com desenvolvimento de linguagem típico e atípico

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

Investigation of auditory processing disorder and language impairment using the speech-evoked auditory brainstem response

This study investigated whether there are differences in the Speech-Evoked Auditory Brainstem Response among children with Typical Development (TD), (Central) Auditory Processing Disorder (C) APD, and Language Impairment (LI). The speech-evoked Auditory Brainstem Response was tested in 57 children (ages 6-12). The children were placed into three groups: TD (n = 18), (C)APD (n = 18) and LI (n = 21). Speech-evoked ABR were elicited using the five-formant syllable/da/. Three dimensions were defined for analysis, including timing, harmonics, and pitch. A comparative analysis of the responses between the typical development children and children with (C)APD and LI revealed abnormal encoding of the speech acoustic features that are characteristics of speech perception in children with (C)APD and LI, although the two groups differed in their abnormalities. While the children with (C)APD might had a greater difficulty distinguishing stimuli based on timing cues, the children with LI had the additional difficulty of distinguishing speech harmonics, which are important to the identification of speech sounds. These data suggested that an inefficient representation of crucial components of speech sounds may contribute to the difficulties with language processing found in children with LI. Furthermore, these findings may indicate that the neural processes mediated by the auditory brainstem differ among children with auditory processing and speech-language disorders. (C) 2012 Elsevier B.V. All rights reserved.