Nomeação rápida, leitura e compreensão em escolares com dificuldades de aprendizagem

OBJETIVO: Comparar e correlacionar o desempenho em nomeação rápida, leitura e compreensão de escolares com dificuldades de aprendizagem. MÉTODOS: Participaram deste estudo 32 escolares da 4ª série do ensino fundamental, de ambos os gêneros, com faixa etária entre 11 anos e 4 meses e 12 anos e 7 meses. Foram realizadas a primeira e a segunda tomada de leitura oral de um texto, selecionado a partir da indicação dos professores da 4ª série; a primeira e a segunda tomada de compreensão por meio de quatro perguntas apresentadas sequencialmente ao texto, em que os escolares deveriam responder oralmente; e a prova de nomeação rápida do Teste de Desempenho Cognitivo-Linguístico, versão individual. RESULTADOS: Houve diferença entre a primeira e a segunda compreensão e entre nomeação rápida, primeira e segunda leitura. Houve forte correlação entre compreensão e leitura, sugerindo que o desempenho na primeira tomada de leitura influenciou de forma significativa o desempenho na segunda tomada de leitura; o mesmo ocorreu para a compreensão. CONCLUSÃO: A defasagem na realização das atividades de nomeação, leitura e compreensão na primeira avaliação ocasionou falhas no mecanismo de conversão fonema-grafema que podem ser suficientes para desencadear dificuldades na aprendizagem da leitura.

Alterações dos processos fonológicos e índice de gravidade entre escolares com dislexia e escolares com bom desempenho acadêmico

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

Desempenho de escolares com e sem dificuldades de aprendizagem de ensino particular em habilidade fonológica, nomeação rápida, leitura e escrita

OBJETIVOS: caracterizar e comparar o desempenho de escolares com e sem dificuldades de aprendizagem no ensino particular em habilidades fonológicas, nomeação rápida, leitura e escrita. MÉTODOS: participaram desse estudo 60 escolares de 2ª a 4ª séries de escola de ensino particular, distribuídos em 6 grupos, sendo cada grupo composto por 10 escolares, sendo 3 grupos de escolares com dificuldades de aprendizagem e 3 grupos de escolares sem dificuldades de aprendizagem. Como procedimentos, foram realizadas a prova de nomeação automática rápida, a de consciência fonológica e a prova de leitura oral e escrita sob ditado. RESULTADOS: os resultados desse estudo evidenciaram desempenho superior dos escolares sem dificuldades de aprendizagem em relação àqueles com dificuldades. Os escolares com dificuldades de aprendizagem apresentaram maior relação velocidade/tempo em tarefas de nomeação e, conseqüentemente, desempenho inferior em tarefas de consciência fonológica e leitura e escrita de palavras isoladas quando comparados aos sem dificuldades de aprendizagem. CONCLUSÃO: os escolares com dificuldades de aprendizagem apresentaram comprometimento na relação entre as capacidades de nomeação e automatização dos estímulos apresentados com a capacidade de acesso lexical, discriminação visual, freqüência de uso dos estímulos e competição para a apresentação do menor tempo possível na nomeação dos códigos necessários para o estabelecimento do mecanismo de conversão fonema-grafema, exigido para a realização da leitura e escrita em um sistema alfabético como o português.

Desempenho em consciência fonológica, nomeação rápida, leitura e escrita em escolares com dislexia secundária a retardo mental e com bom desempenho acadêmico

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

Is The amphibian tree of life really fatally flawed?

Wiens (2007, Q. Rev. Biol. 82, 55-56) recently published a severe critique of Frost et al.'s (2006, Bull. Am. Mus. Nat. Hist. 297, 1-370) monographic study of amphibian systematics, concluding that it is a disaster and recommending that readers simply ignore this study. Beyond the hyperbole, Wiens raised four general objections that he regarded as fatal flaws: (1) the sampling design was insufficient for the generic changes made and taxonomic changes were made without including all type species; (2) the nuclear gene most commonly used in amphibian phylogenetics, RAG-1, was not included, nor were the morphological characters that had justified the older taxonomy; (3) the analytical method employed is questionable because equally weighted parsimony assumes that all characters are evolving at equal rates; and (4) the results were at times clearly erroneous, as evidenced by the inferred non-monophyly of marsupial frogs. In this paper we respond to these criticisms. In brief: (1) the study of Frost et al. did not exist in a vacuum and we discussed our evidence and evidence previously obtained by others that documented the non-monophyletic taxa that we corrected. Beyond that, we agree that all type species should ideally be included, but inclusion of all potentially relevant type species is not feasible in a study of the magnitude of Frost et al. and we contend that this should not prevent progress in the formulation of phylogenetic hypotheses or their application outside of systematics. (2) Rhodopsin, a gene included by Frost et al. is the nuclear gene that is most commonly used in amphibian systematics, not RAG-1. Regardless, ignoring a study because of the absence of a single locus strikes us as unsound practice. With respect to previously hypothesized morphological synapomorphies, Frost et al. provided a lengthy review of the published evidence for all groups, and this was used to inform taxonomic decisions. We noted that confirming and reconciling all morphological transformation series published among previous studies needed to be done, and we included evidence from the only published data set at that time to explicitly code morphological characters (including a number of traditionally applied synapomorphies from adult morphology) across the bulk of the diversity of amphibians (Haas, 2003, Cladistics 19, 23-90). Moreover, the phylogenetic results of the Frost et al. study were largely consistent with previous morphological and molecular studies and where they differed, this was discussed with reference to the weight of evidence. (3) The claim that equally weighted parsimony assumes that all characters are evolving at equal rates has been shown to be false in both analytical and simulation studies. (4) The claimed strong support for marsupial frog monophyly is questionable. Several studies have also found marsupial frogs to be non-monophyletic. Wiens et al. (2005, Syst. Biol. 54, 719-748) recovered marsupial frogs as monophyletic, but that result was strongly supported only by Bayesian clade confidence values (which are known to overestimate support) and bootstrap support in his parsimony analysis was < 50%. Further, in a more recent parsimony analysis of an expanded data set that included RAG-1 and the three traditional morphological synapomorphies of marsupial frogs, Wiens et al. (2006, Am. Nat. 168, 579-596) also found them to be non-monophyletic.Although we attempted to apply the rule of monophyly to the naming of taxonomic groups, our phylogenetic results are largely consistent with conventional views even if not wth the taxonomy current at the time of our writing. Most of our taxonomic changes addressed examples of non-monophyly that had previously been known or suspected (e.g., the non-monophyly of traditional Hyperoliidae, Microhylidae, Hemiphractinae, Leptodactylidae, Phrynobatrachus, Ranidae, Rana, Bufo; and the placement of Brachycephalus within Eleutherodactylus, and Lineatriton within Pseudoeurycea), and it is troubling that Wiens and others, as evidenced by recent publications, continue to perpetuate recognition of non-monophyletic taxonomic groups that so profoundly misrepresent what is known about amphibian phylogeny. (C) The Willi Hennig Society 2007.

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

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

Relational learning in children with deafness and cochlear implants

This four-experiment series sought to evaluate the potential of children with neurosensory deafness and cochlear implants to exhibit auditory-visual and visual-visual stimulus equivalence relations within a matching-to-sample format. Twelve children who became deaf prior to acquiring language (prelingual) and four who became deaf afterwards (postlingual) were studied. All children learned auditory-visual conditional discriminations and nearly all showed emergent equivalence relations. Naming tests, conducted with a subset of the: children, showed no consistent relationship to the equivalence-test outcomes.. This study makes several contributions: to the literature on stimulus equivalence. First; it demonstrates that both pre- and postlingually deaf children-can: acquire auditory-visual equivalence-relations after cochlear implantation, thus demonstrating symbolic functioning. Second, it directs attention to a population that may be especially interesting for researchers seeking to analyze the relationship. between speaker and listener repertoires. Third, it demonstrates the feasibility of conducting experimental studies of stimulus control processes within the limitations of a hospital, which these children must visit routinely for the maintenance of their cochlear implants.

Desempenho em consciência fonológica, memória operacional, leitura e escrita na dislexia familial

Background: familial dyslexia. Aim: to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. Method: in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, That is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. Results: the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. Conclusion: deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.

The discovery of Foxl2 paralogs in chondrichthyan, coelacanth and tetrapod genomes reveals an ancient duplication in vertebrates

The Foxl2 (forkhead box L2) gene is an important member of the forkhead domain family, primarily responsible for the development of ovaries during female sex differentiation. The evolutionary studies conducted previously considered the presence of paralog Foxl2 copies only in teleosts. However, to search for possible paralog copies in other groups of vertebrates and ensure that all predicted copies were homolog to the Foxl2 gene, a broad evolutionary analysis was performed, based on the forkhead domain family. A total of 2464 sequences for the forkhead domain were recovered, and subsequently, 64 representative sequences for Foxl2 were used in the evolutionary analysis of this gene. The most important contribution of this study was the discovery of a new subgroup of Foxl2 copies (ortholog to Foxl2B) present in the chondrichthyan Callorhinchus milii, in the coelacanth Latimeria chalumnae, in the avian Taeniopygia guttata and in the marsupial Monodelphis domestica. This new scenario indicates a gene duplication event in an ancestor of gnathostomes. Furthermore, based on the analysis of the syntenic regions of both Foxl2 copies, the duplication event was not exclusive to Foxl2. Moreover, the duplicated copy distribution was shown to be complex across vertebrates, especially in tetrapods, and the results strongly support a loss of this copy in eutherian species. Finally, the scenario observed in this study suggests an update for Foxl2 gene nomenclature, extending the actual suggested teleost naming of Foxl2A and Foxl2B to all vertebrate sequences and contributing to the establishment of a new evolutionary context for the Foxl2 gene. © 2013 Macmillan Publishers Limited All rights reserved.

Dicionário onomasiológico de expressões cromáticas da fauna e flora:

Pós-graduação em Estudos Linguísticos - IBILCE

A interferência da tarefa dupla, motora e cognitiva, no andar de pacientes com doença de Parkinson

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Instrumentalização pedagógica para avaliação de crianças com risco de dislexia

Pós-graduação em Educação - FFC

Evolução e organização genômica do gene FOXL2 em vertebrados

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Evolução da nomeação após fortalecimento de relações auditivo-visuais em crianças com deficiência auditiva e implante coclear

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Análise de adequações curriculares no ensino fundamental: subsídios para programas de pesquisa colaborativa na formação de professores

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC