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Potenciar a consciência fonológica de crianças pré-escolares em contexto naturalístico

Matias, Ana Cristina Lage
Fonte: Instituto Politécnico de Lisboa Publicador: Instituto Politécnico de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /12/2013 POR
Relevância na Pesquisa
86.56%
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação Especialidade Intervenção Precoce; Este estudo de intervenção tem como objetivo avaliar o efeito de um programa de estimulação da Consciência Fonológica no desenvolvimento metalinguístico de crianças pré-escolares. Este programa, desenhado pela investigadora, foi desenvolvido em contexto naturalístico, nas salas de atividades, pelas educadoras de infância. Os programas de intervenção em Consciência Fonológica devem ser implementados precocemente, tal como é sugerido por Capovilla e Capovilla (2000), Fernandes (2004) e Nunes (2009), dado que nesta faixa etária as crianças apresentam uma grande sensibilidade à estrutura sonora das palavras. É igualmente salientada a influência significativa na futura aprendizagem da leitura e da escrita (Silva, 2003; Lopes, 2006). Os participantes foram 60 crianças de quatro e cinco anos de idade, a frequentar um estabelecimento de ensino pré-escolar da rede pública, divididos em duas condições experimentais: a) Grupo Experimental (sujeito a um programa de estimulação em atividades de consciência fonológica; b) Grupo de Controlo (sem nenhuma intervenção). A consciência fonológica foi medida...

As ferramentas da Web 2.0 em apoio às dificuldades específicas de leitura e escrita : uma proposta de formação de professores do 2º e 3º ciclos do ensino básico

Gomes, António José Silva, 1974-
Fonte: Universidade de Lisboa Publicador: Universidade de Lisboa
Tipo: Dissertação de Mestrado
Publicado em //2014 POR
Relevância na Pesquisa
26.07%
Trabalho de projeto, Educação (Área de especialização em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2014; Ler e escrever são das competências cognitivas mais valorizadas e importantes que o sujeito pode adquirir. Mesmo sendo um processo complexo, grande parte das crianças consegue adquirir estas competências com facilidade. No entanto, há uma minoria que apresenta dificuldades específicas no domínio da literacia, mesmo possuindo uma inteligência normal e apresentando mestria noutras tarefas. A dislexia pode, igualmente, enquadrar-se no âmbito destas dificuldades, sendo habitualmente detetada em crianças que, ao iniciarem a escolaridade, manifestam uma dificuldade inesperada na aprendizagem da leitura e da escrita. Na sociedade contemporânea, desenvolvem-se novos eixos de construção da cultura, novas formas de comunicação e novas linguagens. Neste contexto, as práticas educativas distinguem-se pela introdução de novas tecnologias, que polarizam novas soluções de aprendizagem, de transferência da informação e de construção do conhecimento. Representam, assim, um desafio para a educação no vetor da inovação e da criatividade, mas também na precaução e na preparação para um ‘surfar’ seguro e potenciador de qualidade. Nos últimos anos desenvolveram-se diversos estudos com objetivo de compreender os processos cognitivos envolvidos na aquisição do processo de leitura e da linguagem escrita. A consciência fonológica e o conhecimento das letras têm sido apontados como os dois fatores mais influentes no processo de desenvolvimento desta competência. O âmbito da nossa investigação centra-se na importância da aquisição de conhecimentos a nível da pedagogia diferenciada em contexto de sala de aula por parte dos professores...

A Tale of Two Studies on Auditory Training in Children: A Response to the Claim that ‘Discrimination Training of Phonemic Contrasts Enhances Phonological Processing in Mainstream School Children’ by Moore, Rosenberg and Coleman (2005)

Halliday, Lorna F
Fonte: BlackWell Publishing Ltd Publicador: BlackWell Publishing Ltd
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
36.43%
In a previous article, Moore, Rosenberg and Coleman (Brain and Language, 2005, 94, 72-85) reported evidence for significant improvements in phonological awareness in mainstream children following 6 h of exposure to a commercially available phoneme discrimination training programme, but not in a control group. In a follow-up study, we failed to replicate this finding, despite using an almost identical training programme (Halliday, Taylor, Millward, & Moore, Journal of Speech, Language, and Hearing Research, 2012, 55, 168-181). This paper directly compares the methods and the results of the two studies, in an effort to explain the discrepant findings. It reports that the trained group in Moore et al. (2005) showed significantly greater improvements in phonological awareness following training than the trained group in Halliday et al. (2012). However, the control group in Halliday et al. (2012) showed significantly greater improvements in phonological awareness than the control group in Moore et al. (2005). The paper concludes that differences in the randomization, blinding, experimenter familiarity and treatment of trained and control groups contributed to the different outcomes of the two studies. The results indicate that a plethora of factors can contribute to training effects and highlight the importance of well-designed randomized controlled trials in assessing the efficacy of a given intervention. © 2014 The Authors. Dyslexia published by John Wiley & Sons...

No training required? ̶ Effectiveness of an input-based home programme for speech sound disorders

Sheils, Simone
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
36.41%
non-peer-reviewed; Background: The majority of a speech and language therapist’s (SLTs) caseload is comprised of children with phonological delays and disorders (Dodd, 2005). Resource limitations in Ireland and the U.K result in children waiting an average of 1 year for speech and language therapy (HSE 2009). There is a need for alternative methods of service delivery which can support early intervention. A novel input-based home programme which does not need parent training would enable prompt treatment with reduced resources. Aim: To investigate the efficacy of a novel input-based home programme, on the speech accuracy of children with a phonological delay and consistent phonological disorder. Methodology: 13 children (aged 3;3 to 5;9), with phonological delay or consistent phonological disorder, along with their parents took part in this study. The novel home programme consisted of input-based phonological contrast therapy, phonological awareness activities and elements of a whole language approach. It was parent led for 15 minutes a day, six days a week for five weeks. Results: Statical analysis demonstrated statistically significance improvements in reduced omissions. No statistical significance was recorded for substitutions...

Treating speech sound deficits at home. Can it work? Effect of a no-training needed home programme for children with speech sound disorder

O'Donnell, Fiona
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/masterThesis; all_ul_research; ul_theses_dissertations
ENG
Relevância na Pesquisa
36.46%
non-peer-reviewed; Background: Children with phonological delays and disorders are a large proportion of a speech-therapist’s caseload (Dodd, 2008). Unfortunately, in Ireland Speech-therapists’ waiting-lists can be as long as two years. Previous home-programmes required parent-training, which still demands speech-therapist resources (Brady, 2011). A novel home-programme which does not require parent-training would facilitate prompt treatment with reduced resources, and potentially be an effective alternative service delivery for this population. Aim: Determine if a no-training input-based home-programme delivered by parents’ results in measurable gains in the speech profile of children with consistent-phonological disorder and phonological delay. Method: A volunteer sample of 13 children diagnosed with (i)phonological delay or (ii)consistent-phonological disorder participated in the study. The home-programme was administered by parents fifteen minutes a day over five weeks. The home-programme utilised an input-based phonological-contrast therapy approach, in combination with phonological-awareness activities and a whole-language approach to facilitate reorganisation of the participant’s phonological system. Results: As a group...

Effectiveness of a Phonological Awareness Training for Arabic Disabled Reading Children : Insights on Metalinguistic Benefits

Layes, Smail; Lalonde, Robert; Rebai, Mohamed
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2015 ENG
Relevância na Pesquisa
86.46%
We examined the effects of a phonological awareness (PA) training program on word reading and pseudo-word decoding in dyslexic children reading the Arabic language (n=10; age mean= 129.74 months) in comparison to normal readers (n=10; age mean= 126.90 months) from grades 4 and 5. Particular attention was paid to phonological training of two metalinguistic reading related skills: morphological awareness (MA) and rapid automatized naming (RAN), underscored as main predictive metalinguistic factors in Arabic dyslexia (Layes, Lalonde, Mecheri, Rebaï, 2015). The PA training program focused on phoneme/syllable identification, phoneme matching, and word segmentation. The results indicate that the dyslexic group performed significantly better in all post-training measurements, increasing reading, phonological processing, and metalinguistic related skills, which indicates a strong relationship between these variables. The normal group only improved in MA production. These findings are discussed in terms of metalinguistic insights of reading gained through training in phonological awareness.; Es van examinar els efectes d'un programa d'entrenament de consciència fonològica en la lectura de paraules i descodificació pseudo-paraules en nens dislèxics llegeixen la llengua àrab (n = 10; edat mitjana = 129...

Rhythmic perception and entrainment in 5-year-old children; An exploration of the relationship between temporal accuracy at four isochronous rates and its impact on phonological awareness and reading development; An investigation into how the structure of simple songs and nursery rhymes could best increase 'large grain' phonological awareness skills (rhyme and syllable awareness) in 4 to 5 year old children as part of a classroom based pre-literacy strategy

Verney, John Parker
Fonte: University of Cambridge; Faculty of Education; Centre For Neuroscience and Education Publicador: University of Cambridge; Faculty of Education; Centre For Neuroscience and Education
Tipo: Thesis; doctoral; PhD
EN
Relevância na Pesquisa
66.58%
The thesis discusses the impact of rhythmic awareness on phonological awareness skills. It compares the effectiveness of various musical stimuli - drumming to music or a metronome and singing to simply chanting to an isochronous pulse rate.; Phonological awareness is an important component of early literacy and many children struggle to master its key elements, such as the ability to hear syllables and rhymes within the speech stream. The hypothesis explored within this study is that since music and language have parallel auditory perceptual mechanisms then training in rhythmic activities, such as music, could lead to increased understanding of the rhythmic nature required to decode early language and literacy skills. Previous research investigating the relationship between the constructs of music perception and phonological awareness has been promising, but generally inconclusive. Within the study I examine whether there is a link between the temporal processing required to process rhythmic entrainment in both phonological awareness skills and music. The data are interpreted with respect to a theoretical framework linking music and language based on temporal sampling. The ?temporal sampling theory? (Goswami, 2011) suggests that the decoding of both language and music is linked to the perception of accent and beat...

Realising pre-school mathematical education - a development-oriented math programme with special consideration of phonological language processing aspects

Langhorst,Petra; Ehlert,Antje; Fritz,Annemarie
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2013 EN
Relevância na Pesquisa
46.3%
Mathematical development processes begin long before school starts and the importance of previous mathematical knowledge for later school achievements is beyond dispute. For a suitable pre-school education, the focus of interest must be to find out which early learning processes prepare children best. In this article, the acquisition of the key concepts of numeracy is presented in a developmental model, which served as framework for a supportive programme for 4-8 year-old children. The research into this intervention shows how development-oriented support of key arithmetic concepts can be constructed and taught systematically. The immediate and sustainable effect of the programme Mina and the Mole on the mathematical competencies of children has already been demonstrated in an evaluation study of 248 children aged 5-7. Considering the strong language-orientation of the programme, the present study focused on aspects of phonological awareness and of phonological working memory. It was evident that these phonological language processing aspects correlated with mathematic skills. Furthermore, it was found that the dominant linguistic focus of the training did not constitute a disadvantage - even linguistically weak children significantly improved their mathematical skills. Moreover...