Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Pedott, Paula Renata; Cáceres-Assenço, Ana Manhani; Befi-Lopes, Débora Maria

doi:10.1590/2317-1782/20172016017

Cited by 4 publications

(6 citation statements)

References 23 publications

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“…Pedott PR, Cáceres-Assenço AM, Befi-Lopes DM. (2017) 20 To identify and compare the performance of children with DLD and with TLD in alliteration and rhyme identification tasks and verify the influence of semantic and phonological distractors.…”

Section: Authors (Year) Objectives Methodology Main Resultsmentioning

confidence: 99%

“…The studies [28][29][30][31][32][33][34] that addressed only risk factors for SLH changes did so comprehensively, not specifying risk factors associated with any given neurodevelopmental disorder. The analysis of linguistic symptoms verified that DLD was the most approached change, appearing in eight studies [13][14][15][16][17][18][19][20] , followed by PD (four studies) [24][25][26][27] and ASD (three studies) [21][22][23] . It was also found that one study approached the symptoms of children with ASD and DLD.…”

Section: Literature Reviewmentioning

confidence: 90%

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Linguistic profile of children with language and speech disorders and family participation in the therapeutic process: an integrative literature review

Bagetti,

Nascimento,

Silva

et al. 2023

Rev. CEFAC

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Purpose: to investigate the linguistic profile (linguistic symptoms and risk factors) of children with communication, language, and speech disorders and verify their family’s participation in the therapeutic process. Methods: an integrative literature review including studies on linguistic symptoms of children with developmental language disorder (DLD), autism spectrum disorder (ASD), and phonological disorders (PD), published in Portuguese in the last 10 years (2012 to 2022) in the PubMed, SciELO, and VHL databases. Literature Review: 24 studies were included, according to the eligibility criteria, the children having different linguistic symptoms. In PD, there were more phonological processes, slower speech, and difficulties in auditory perception and morphosyntactic and semantic development. In DLD, there were changes in nominal morphology, morphosyntactic comprehension, greater use of intransitive verbs, omission of verb objects, and difficulties in solving conflicts. In ASD, there were difficulties in social interaction, imitation, prosodic changes, and decreased responsiveness. The main risk factor was prematurity, and the family was considered crucial as a support network in the therapeutic process. The family’s attitudes were facilitators or barriers to the patients’ improvement, depending on how they responded to the therapists’ instructions. Conclusion: the linguistic profile depends on the various language/speech disorders. Each child’s singularities must be considered, and the family’s participation is crucial to the therapeutic process.

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Section: Authors (Year) Objectives Methodology Main Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 90%

Linguistic profile of children with language and speech disorders and family participation in the therapeutic process: an integrative literature review

Bagetti,

Nascimento,

Silva

et al. 2023

Rev. CEFAC

View full text Add to dashboard Cite

show abstract

“…• Noun generation (e.g., Schipke et al, 2012;Takashima et al, 2019) • Plurals and semantic numbers (e.g., Dunagan et al, 2022) • Sentence construction (e.g., Schneider and Maguire, 2019) • Syntactic processing (e.g., Oberecker et al, 2005) • Two-word sentences; three-word sentences (e.g., Werker and Vouloumanos, 2001) • Phonological processing (Powers et al, 2016) • Words and syntax (Takashima et al, 2020) Vocabulary • Meaning to object (point to correct picture) (e.g., Takashima et al, 2019) • Movement/gesture and vocabulary (e.g., Skoning et al, 2017) • Object-to-meaning (semantic memory) (e.g., Ferreira et al, 2015;Peeters et al, 2017) • Phonotactic processing (e.g., Steber and Rossi, 2020) • Social cues (e.g., Yu and Ballard, 2007) • Verbs vs. action verbs (e.g., den Ouden et al, 2009; • Visual literacy and picture naming (e.g., Deetsch et al, 2018) • Word classification (e.g., Saccuman et al, 2006) • Gesture and semantic memory (de Marco et al, 2022) Storytelling • Alliteration (e.g., Pedott et al, 2017) • Audio vs. Illustrated vs.…”

Section: Language and Pre-literacymentioning

confidence: 99%

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Tokuhama-Espinosa

Borja

2023

Front. Educ.

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Recent advances in pedagogical research have called attention to the dynamic nature of the teaching and learning process in which the actors mutually influence one another. The understanding of how this works in the brain—the specialized neural networks related to this process—is often limited to neuroscientists but are slowly becoming available to other learning scientists, including teachers. A transdisciplinary approach combining the best information about observable teaching-learning processes from education with newer information from the neurosciences may aid in resolving fundamental questions in the learning process. Teachers’ professional formation and development is often structured in segmented topical ways (e.g., pedagogy, evaluation, planning, classroom management, social–emotional learning), to identify important content knowledge (e.g., art, reading, mathematics, STEM), or to appreciate life skills (e.g., collaboration, critical thinking, social–emotional learning). While important, knowledge about the brain, the organ responsible for learning, is typically absent from teacher education. This paper reexamines the evidence from neuroconstructivism and the hierarchy of learning trajectories and combines it with evidence from psychology and the ways humans interact during the teaching-learning process to suggest radical neuroconstructivism as a framework within which to organize teachers’ professional development. The radical neuroconstructivism framework may contribute to making the content knowledge of teachers’ continual professional development more visible.

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“…Os estudos [28][29][30][31][32][33][34] que tratavam exclusivamente dos fatores de risco para alterações fonoaudiológicas abordavam o tema de forma abrangente, não especificando o fator de risco associado a determinado [13][14][15][16][17][18][19][20] , em seguida, foi o TF (quatro estudos [24][25][26][27] ) e, por último, o TEA, enfocado em três trabalhos [21][22][23] . Observou-se, também, que um estudo abordava os sintomas de crianças com TEA e TDL.…”

Section: Revisão Da Literaturaunclassified

“…sentença. Também foi evidenciada maior dificuldade em habilidades relacionadas à consciência fonológica, como rima e aliteração 20 . Outro resultado interessante foi a maior dificuldade evidenciada por crianças com TDL de 7 a 8 anos em relação à resolução de conflitos e às habilidades sociocognitivas, preferindo a utilização de estratégias físicas e unilaterais, quando o conflito foi instaurado 14 .…”

Section: Revisão Da Literaturaunclassified

Perfil linguístico de crianças com transtornos de linguagem e fala e participação da família no processo terapêutico: revisão integrativa de literatura

Bagetti,

Nascimento,

Silva

et al. 2023

Rev. CEFAC

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RESUMO Objetivo: investigar o perfil linguístico (sintomas linguísticos e fatores de risco) de crianças com transtornos de comunicação, linguagem e fala e verificar a participação da família no processo terapêutico. Métodos: foi realizada uma revisão integrativa da literatura. Foram incluídos estudos sobre sintomas linguísticos de crianças com Transtorno do Desenvolvimento da Linguagem (TDL), TEA (Transtorno do Espectro Autista) e Transtornos Fonológicos (TF), publicados nos últimos 10 anos (2012 a 2022) em língua portuguesa nas bases de dados: PubMed, Scielo e BVS. Revisão da Literatura: aplicando os critérios de elegibilidade, foram incluídos 24 estudos. As crianças apresentaram diferentes sintomas linguísticos. No TF verificaram-se quantidade maior de processos fonológicos, menor velocidade de fala, dificuldades na percepção auditiva e no desenvolvimento morfossintático e semântico. No TDL verificaram-se alterações na morfologia nominal, na compreensão morfossintática, maior utilização de verbos intransitivos, omissões de complementos verbais e dificuldade em resolução de conflitos. No TEA observaram-se dificuldades na interação social, imitação, alterações prosódicas e diminuição na responsividade. O principal fator de risco foi a prematuridade e a família foi considerada crucial como rede de apoio no processo terapêutico. As atitudes da família foram facilitadoras ou barreiras para a melhora do paciente, dependendo da forma como as famílias correspondiam às orientações terapêuticas. Conclusão: o perfil linguístico depende dos diferentes transtornos de linguagem/fala, as singularidades de cada criança devem ser consideradas e a participação da família é crucial no processo terapêutico.

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Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Cited by 4 publications

References 23 publications

Linguistic profile of children with language and speech disorders and family participation in the therapeutic process: an integrative literature review

Linguistic profile of children with language and speech disorders and family participation in the therapeutic process: an integrative literature review

Radical neuroconstructivism: a framework to combine the how and what of teaching and learning?

Perfil linguístico de crianças com transtornos de linguagem e fala e participação da família no processo terapêutico: revisão integrativa de literatura

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