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.

História do ensino da literatura infantil nos cursos de formação de professores primários no estado de São Paulo, Brasil (1947-2003)

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

Close Enough to One Another and Far Apart as Well´: The Intersection of Literature and History in Seamus Deane´s Reading in the Dark

This article analyses the intersection of narrative and history in Seamus Deane’s Reading in the Dark (1996). It uses the Benjaminian notions of memory, narration and experience to investigate how this novel creates a self through a language characterized by the absence of what it refers to. The analysis will eventually demonstrate that the tension between recollection and obliteration makes Literature and History converge as products of a narrative act.

A escolarização da literatura infantil nos anos iniciais do ensino fundamental: um processo subsidiário aos fins pedagógicos

Literature is a treasure for humanity and for the school. It causes psychological function of the individual, inserts it in the context of various cultures and historic moments, and, by having formative nature, School and Literature are intrinsecally related institutions. But literature is not the end of the first teaching, while the school has the purpose of teaching literature. Literature is not a source of good leads standards; have to be educated without this process to misrepresent. Thus, it was estalished is to investigate the inadequacy of schooling of Children's Literature pointed out by Soares in 2006, is still reality that becomes present in school or if there was any change in that status. Specific objectives were established: 1)Scanning separately in each of the books education system, from first to fifth grade of elementary school, according to the following categories involving education of literary reading: selection of genres and authors; presentation of these genres and no change from one genre to another; 2)analyze the way children's literature is presented by note-books analyzed education system develop the sensitivity of the student for pluris-signification and expressiveness of literary language, while fulfilling its social function and knowledge; 3)review the comprehension activities of literary reading proposed by notebooks to seize their educational goals. Therefore, we carried out basic theoretical research, demonstrating the functions of literature and the teaching of literature in school, and documentary research. Were analyzed 20 documents (the system apostilled notebooks), paying attention to classwork it to him of genres, authors and works chosen to be worked out, observing the cases of texts fragmentation and transport the genre to the page of the notebook system apostilled, and investigating the goals of literary reading instruction through the analysis of comprehension activities. The data received quantitative...

Homem e natureza no sertão norte paranaense: a fotografia de Amedeo Boggio

The hinterland of northern Paraná recorded in photographs held by Amedeo Boggio (1901-1967) is the motto to reflect on the technical ideologies for geographical mapping in the first decades of the twentieth century, the use of photography as documentary evidence and reading a group of photographs depicting the daily life of an exploratory and pioneering mission.

Reading model to estimate optimum economic intakes of amino acids for poultry

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A intersecção entre literatura, memória e história em Reading in the dark, de Seamus Deane

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dificuldades de aprendizagem no contexto escolar: perspectivas para sua compreensão e superação

Inside my participation in the Teacher Education for the Educational Service of Students with Learning Disabilities extension project, which serves elementary school students which are presented by the school as students with learning desabilities in reading and writing, and in view of the large amount of material already published in relation of this issue it is necessary theoretical depth to better understand these entitled desabilities. Considering as how they are perceived and diagnosed by the school team, worked in the context of the classroom, understood by the parents and how these difficulties intefere in the lives of these students. It is known that due to these difficulties many students end up producing a feeling of school failure, a fact that leads, in many cases, to the dropout of these students. Given the need to discuss such pressing issues I present as the goal of this paper: characterize what learning to write and reading difficulties really are and speculate what are the possibilities of educational interventions within the school context to motivate and assist in overcoming the students‟ learning difficulties. Using resources such as a record notebook, activities already implemented, and leaning on the concept of school failure and learning difficulties, the metodology of this study is defined as documentary literature

The optimal lysine and threonine intake for Cobb broiler breeder hens using Reading model

This study aimed to determine the optimal intake of lysine and threonine for broiler breeder hens. Two experiments were conducted to evaluate the responses of birds to digestible lysine (Lys) and threonine (Thr). Eight treatments were assessed in both experiments, with six replicates of eight birds in the Lys experiment and ten birds in the Thr experiment. The dietary levels of Lys and Thr were obtained by a dilution technique. The experimental period was ten weeks for each amino acid studied, which included six weeks of adaptation and four weeks of data collection. The amino acid intake, egg mass and body weight were adjusted using a Reading model. Based on the model coefficients, the cost of the synthetic amino acids sources and the price of fertile eggs determined the intake of each amino acid to maximize. The minimum intake of Lys and Thr reduced egg production by 40 and 30%, respectively, the weight of the eggs decreased by 12 and 9% with the same intake of Lys and Thr, respectively. The models generated by predicting Lys and Thr intake were as follows: Lys=11 x E+31 x W and Thr=9.5 x E+32 x W, where E=egg mass, g/bird per day, and W=body weight, kg/bird. Based on the models, 3 kg birds with an egg mass production of 50 g/day require 643 mg/bird per day of Lys and 569 mg/bird per day of Thr. The optimum economic intake was calculated at 954 and 834 mg/bird per day for Lys and Thr, respectively, reflecting a dietary concentration of 0.636% Lys and 0.556% Thr for a feed intake of 150 g/bird per day. (C) 2015 Elsevier B.V. All rights reserved.

New readers, new reading skills and meaning: challenges for media and information literacy

Recognizing the importance of developing the information and media literacy in contemporary society, this article discusses the scenario of hybrid languages born on cyberspace, hypertext and the new types of readers who interact with information, now disseminated by digital media. As theoretical references authors such as Lucia Santaella, we develop arguments that present the headquarters of language and thought within a semiotic support. Matrices help to understand the phenomenon of hybrid language in hypertext. Therefore, we emphasize that the development of skills associated with the new reading environments propitiated by the virtual environment requires the understanding of language, which is one of the concepts used within the media and information literacy (MIL) proposal of Unesco, which combines the two concepts and skills of information and media literacy. It is hoped that this article motivate scholars and practitioners of education and information to take responsibility to educate for information environments that arise with new media and technologies, emphasizing the issue of reading and language.

Leitura curricular da formação de professores de Geografia: Brasil, Espanha e Portugal

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Práticas de leitura de estudantes do curso de pedagogia: entre apropriações e formalidades

Pós-graduação em Educação - IBRC

Aboutness em Análise Documental de textos literários infanto-juvenis: perspectivas para o aprimoramento da representação de conteúdo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Formação de supervisores de ensino no estado de São Paulo: cartografia do curso Gestão de Redes Públicas

Pós-graduação em Educação - FFC

Um estudo introdutório da importância da alfabetização científica para o ensino da ciência

This study aimed to reflect on the importance of scientific literacy in science education through São Paulo state curriculum analysis in the area of science pointing possibilities for teaching activities that can envision a better quality teaching. It seeks to understand the importance of science education so that students are able to understand and grasp. In this sense the possibility of a marked formative process in scientific literacy goes beyond just reading and writing, she has for you, the expansion of knowledge in science and technology, so there is an understanding and critical questioning of the nature and the world, thus forming critical and aware citizens, given their role in society. For this work was carried out a literature study on this subject the documentary analysis of the proposed curriculum of the state of São Paulo in science and also the presentation of educational experiences that enhance the physical learning with children