Perfil da fluência: análise comparativa entre gagueira desenvolvimental persistente familial e isolada

PURPOSE: to evaluate and compare the fluency between the familial and the sporadic persistent developmental stuttering, characterizing the typology and the frequency of the disfluencies, the speech rate and the severity of the stuttering. METHOD: 40 participants aged from 6 to 42 years old, divided in two groups with twenty participants in each one: Familial Persistent Developmental Stuttering and Sporadic Persistent Developmental Stuttering. The procedures used were: clinical and familial history, assessment of fluency and Stuttering Severity Instrument. RESULTS: there were no statistically significant differences between the groups regarding the frequency of stuttering like disfluencies, the flow of syllables and words per minute and the severity of stuttering. It was noted a tendency of the group with familial stuttering to show a bigger variability of the severity of stuttering, going from mild to very severe, whereas in the group with sporadic stuttering, the severity varied from mild to severe. CONCLUSION: this study represents the first effort to the characterization of the speech fluency profile of the subgroups of people who stutter, namely familial persistent developmental stuttering and sporadic persistent developmental stuttering. It is possible to conclude that the speech fluency profile of people who stutter, independently of the familial history, is similar. It is noteworthy that the occurrence of some stuttering-like disfluencies, monosyllabic word repetition, block and intrusion were different between groups.

Gagueira desenvolvimental persistente: avaliação da fluência pré e pós-programa terapêutico

Objetivo: comparar a fluência de crianças com gagueira quanto à porcentagem de sílabas gaguejadas, porcentagem de descontinuidade da fala, fluxo de sílabas e palavras por minuto e gravidade da gagueira, em situação de pré e pós-aplicação do programa de intervenção fonoaudiológica. Método: participaram 10 crianças, na faixa etária de 6.0 a 11.11 anos, sendo 9 do gênero masculino e 1 do gênero feminino, provenientes do Laboratório de Estudos da Fluência. Todos os participantes deste estudo foram submetidos aos seguintes procedimentos agrupados em três etapas: (a) avaliação da fluência inicial; (b) desenvolvimento do processo terapêutico, e; (c) reavaliação da fluência. Resultado: em relação à avaliação após o programa terapêutico, observou-se uma melhora relevante no perfil da fluência, pois a maioria das medidas analisadas (descontinuidade de fala, disfluências gagas, fluxo de sílabas por minuto e gravidade da gagueira) apresentou diferenças estatisticamente significantes. Os achados indicaram que houve uma redução quantitativa nas rupturas o que ocasionou um aumento no fluxo de sílabas por minuto, e também uma diminuição na gravidade da gagueira. Estes resultados confirmam a eficácia terapêutica do programa de terapia aplicado. Conclusão: os resultados encontrados podem auxiliar o fonoaudiólogo em sua prática clínica, tanto na terapia como na realização do diagnóstico e do controle da eficácia terapêutica.

Cantar em português: um estudo sobre a abordagem articulatória como recurso para a prática do canto

Pós-graduação em Música - IA

Da legitimidade de textos poéticos musicados como fonte para o estudo da prosódia de tempos passados do português: O exemplo das cantigas medievais galego-portuguesas

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

Characteristics of fricatives consonants orthography in Brazilian children

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

Os registros não-convencionais da coda nasal em dados de EJA

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

Efeitos do ensino sistemático e informatizado sobre comportamentos externalizantes concorrentes à aprendizagem de leitura e escrita

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

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)

Brazilian adaptation of the Woodcock-Johnson III cognitive tests

An adaptation of the standard battery of Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) for Brazilian children and youth was investigated. The sample was composed of 1094 students (54 percent girls), ages 7-17, living in Sao Paulo state (91 percent). Items from Brazilian school books as well as from the WJ-III Spanish version (Bateria-R) were added to comprehension-knowledge tests. Brazilian words were adapted to the auditory tests according to syllabic division and stressed syllables. Items were examined through IRT and age differences through analysis of variance. Results indicated the need to remove items from all WJ-III subtests with the exception of the visual learning test. Analysis of Variance indicated significant age differences (p <= 0.001) for all tests. Thus, the importance of a Brazilian adaptation for the WJ-III was confirmed.

A leitura na perspectiva de Bakhtin e suas possibilidades na formação do leitor: na educação infantil e no primeiro ano do ensino fundamental

Overall, in Brazilian schools, the concept of reading does not take into account its possibilities and its meaning for life. But read is assigning meaning to something , make sense, interact with the text read. Thus, the present study addresses the mechanical reading, that without contextualization, performed on a technique by joining letters and syllables loose and also reading social use, consisting of statements, dialogism , polyphony and heteroglossy. It is known that the mechanical reading brings undesirable consequences, including learning problems, such as lack of attention, concentration, memory, imagination. When the reading is taught in a systematic way, with only the goal of the code decoding of written language, destroys social perspectives and intellectual development. It is common, when you offer the children a book, there the difficult disinterest of textual interpretation, because there is no attribute meaning to the content, and even the ability to interact with the text. With the interest in studying the dialogic reading this and the statements and genres, the present study was based on several authors: Bakhtin (1988, 2000), Schneuwly and Dolz (2000), Faraco (2009) and Ponzio (2009) Jolibert (1994), Bajard (2002; 2007) Foucambert (1997) Martins ( 1985) and Smith ( 1999). Aim for this study the following research question: what are the contributions of Mikhail Bakhtin's theory to the teaching of reading from kindergarten through the first grade of elementary school? Our hypothesis is that if they are guaranteed to pre -school and elementary school beginners diversified materials and new approaches in teaching reading and encouragement to her, will be developed in children a taste for the act of reading, so that they can assign meaning and significance, making reading part of their lives...

Caracterização do desempenho de escolares com e sem dificuldades de aprendizagem em tarefas de consciência fonológica

Learning to read and write at an early stage is the process of transferring the sound form of the spoken language for the graphical form of writing, a process, a time that in our system of alphabetical called writing, the letters are graphical representations in the level of phoneme. So that this representation occurs, it is necessary that the individual already can of some form perceive and manipulate the different sonorous segments of the word. This capacity of perception directed to the segments of the word calls Phonological Awareness. Thus, it was established had for objective to verify the pertaining to school performance of 1ª to 4ª series with and without of learning in Tests of Phonological Awareness. Fourth children with age average of 9 years and 3 months without learning disabilities had been submitted to the Protocol of Phonological Awareness (CIELO, 2002) using of this instrument had participated of this study 80 pertaining to school of both only the phonological tasks. The data received from quantiqualitative approach whose results were extracted inferences. The statistically significant results occurred in the tasks of Realism Face Detection, Syllables, Detecting Phonemes, Phonemic Synthesis and Reversal Phonemic. Based on the results we observed that children without learning difficulties performed better on all tasks mentioned above

Um estudo longitudinal sobre as hipersegmentações de palavras escritas nos anos finais do ensino fundamental

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

A segmentação não-convencional de palavras em textos do ciclo II do ensino fundamental

This paper deals with unconventional segmentations of words in texts produced by students of the last four years of elementary school. The main hypothesis is that these data allow us to observe the characteristics of written and spoken utterances. Through analysis of data on prosodic constituents, we argue that students deal with (conflicting) hypotheses on the organization of unstressed syllables into prosodic constituents: metric feet, prosodic word and clitic group. We found evidence that unconventional spellings have their main motivation in the difficulty of students to assign the status of written word to grammatical items that are prosodic clitics.

Sândi vocálico externo no Poruguês Arcaico

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

Análise de registros ortográficos de consoantes soantes no início da alfabetização

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