Estimulação da consciência fonológica na educação infantil: prevenção de dificuldades na escrita

Pestun, Magda Solange Vanzo; Omote, Leila Cristina Ferreira; Barreto, Déborah Cristina Málaga; Matsuo, Tiemi

doi:10.1590/s1413-85572010000100011

Cited by 19 publications

(29 citation statements)

References 8 publications

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“…Another study concluded that the stimulation of phonological awareness skills should be part of preschool activities since they are essential for later success in reading acquisition [27].…”

Section: The Role Of Speech-language Pathology On Prevention Of Readimentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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Speech-language pathologists have been actively involved with the assessment and intervention processes of language disorders, especially concerning the child population. Regarding their professional role toward reading disorders, other professionals have been equally involved with the learning process such as educational psychologists, educators, for instance. It is therefore less clear of the involvement and possible role of speech-language pathologists, focused on adolescent and young adults with reading diiculties that may interfere with the learning processes. The aim of this chapter is to discuss the competences of speech-language pathologists and their essential role in the clinical setings with reading disorders, not only with children but also at later stages in the schooling process. Additionally, it will be discussed of the role of these professionals as a part of the school team in order to advice best practices of language-related learning processes, as well as to work with students who need special education adaptations, in all ages.

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Section: The Role Of Speech-language Pathology On Prevention Of Readimentioning

confidence: 99%

Reading Disorders and the Role of Speech-Language Pathologists

Navas¹,

Ciboto²,

Borges³

2017

Advances in Speech-Language Pathology

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“…Em termos cognitivos, são as habilidades fonológicas mais simples, observadas em tarefas como identificar os segmentos que apresentam a mesma sonoridade em vocábulos, separar sílabas ou adicionar/remover sílabas das palavras (BERNARDINO JÚNIOR et al, 2006). Em crianças com desenvolvimento típico, a consciência fonológica é adquirida no período compreendido entre os quatro e cinco anos, de modo espontâneo, sem a necessidade de instrução formal à escrita alfabética (GODOY, 2008;PESTUN et al, 2010;FERRAZ, 2011). Por outro lado, a consciência fonêmica -que diz respeito à consciência de que a língua é formada por pequenas unidades sonoras (fonemas) -demanda a instrução formal a um sistema de escrita alfabética (GODOY, 2008;PESTUN et al, 2010).…”

Section: O Processo De Desenvolvimento Típico Da Leituraunclassified

“…Em crianças com desenvolvimento típico, a consciência fonológica é adquirida no período compreendido entre os quatro e cinco anos, de modo espontâneo, sem a necessidade de instrução formal à escrita alfabética (GODOY, 2008;PESTUN et al, 2010;FERRAZ, 2011). Por outro lado, a consciência fonêmica -que diz respeito à consciência de que a língua é formada por pequenas unidades sonoras (fonemas) -demanda a instrução formal a um sistema de escrita alfabética (GODOY, 2008;PESTUN et al, 2010). Isso ocorre porque, diferentemente das sílabas isoladas, os fonemas isolados são difíceis de ser discriminados, uma vez que alguns deles não se constituem como segmentos acústicos independentes.…”

Section: O Processo De Desenvolvimento Típico Da Leituraunclassified

Processos de Leitura em Educandos com Autismo: um Estudo de Revisão

Nunes

Walter

2016

Rev. bras. educ. espec.

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RESUMO: dois objetivos são identificados no presente artigo: (a) contrastar o processo de desenvolvimento da leitura em pessoas com desenvolvimento típico e Transtorno do Espectro do Autismo (TEA) e (b) relatar os resultados de um estudo de revisão de pesquisas, publicadas em periódicos científicos, no período 2009-2015, sobre práticas interventivas em leitura, utilizadas no atendimento de indivíduos com TEA. Os resultados das pesquisas revelam que esses indivíduos, tipicamente, evidenciam déficits no processo de aquisição de competências em leitura. Assinale-se que os prejuízos na integração de informações, para fins de compreensão textual é prevalente, sendo apontado como um dos fatores críticos a serem tratados. Os problemas de leitura identificados nessa população podem, no entanto, ser remediados por meio de adaptações de estratégias empregadas com educandos com desenvolvimento típico. O artigo discute, por fim, a escassez de estudos nacionais que abordam essa temática e a carência de políticas educacionais que prezem pela adoção de modelos interventivos respaldados em pesquisas científicas. PALAVRAS-CHAVE: Educação Especial. Transtorno do Espectro do Autismo. Leitura. Metodologia do Ensino.ABSTRACT: Two objectives were identified in this article: (a) to contrast the reading development process in people with typical development and Autism Spectrum Disorder (ASD) and (b) to report the results of a review study focused on interventional practices published in scientific journals between 2009 and 2015. The results showed that individuals with ASD typically show deficits in reading development. Failure to integrate written information for textual understanding is prevalent and considerate a critical factor to be addressed. Reading problems identified in this population may, however, be remedied by adapting strategies commonly used with typically developing peers. The article further discusses the limited number of published national studies that address this issue and the lack of educational policies that support the use scientifically based practices.

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“…The meta-linguistic ability, in its phonological level, makes the child think about the language sound system, being aware about the phrases, words, syllables and phonemes, as smaller units, allowing the identification and the manipulation of those units, comprising the alphabetical principle. This comprehension is fundamental in a language, whose written system is alphabetical (5) .…”

Section: Introductionmentioning

confidence: 99%

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

Cardoso¹,

Romero²,

Capellini

2012

Rev. soc. bras. fonoaudiol.

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Purpose: To compare the occurrence of altered phonological processes and to use the severity index of phonological disorder to compare speech and writing samples from dyslexic students and students with good academic performance. Methods: Participants were 34 students of both genders from second to fifth grade, with ages between 8 years and 11 years and 11 months, divided into: G1 (17 students with interdisciplinary diagnosis of dyslexia) and G2 (17 students with good academic performance). Naming and imitation tasks (ABFW) comprising, respectively, 34 pictures and 39 words were used. Elaboration of a thematic writing was also requested, based on a logic sequence of pictures. Results: Dyslexic children in this study presented lower performance than the students with good academic performance regarding, in speech, the phonological process of consonant cluster simplification (imitation task), and, in the analysis of the writing production, the criteria: unaltered cursive trace, functional dysgraphia, hyposegmentation, and correct spelling. However, the severity of phonological disorders of speech and written samples was mild in both groups. Conclusion: Students with dyslexia presented alterations in phonological processes and in writing, with lower performance when compared to the students with good academic performance. As for the severity index PCC-R for speech and written samples, both dyslexic students and those with good academic performance were classified as mild.

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Estimulação da consciência fonológica na educação infantil: prevenção de dificuldades na escrita

Cited by 19 publications

References 8 publications

Reading Disorders and the Role of Speech-Language Pathologists

Reading Disorders and the Role of Speech-Language Pathologists

Processos de Leitura em Educandos com Autismo: um Estudo de Revisão

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

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