A avaliação das habilidades linguísticas na primeira infância pode fornecer informações importantes sobre o futuro processo de alfabetização e desempenho acadêmico. Crianças com dificuldade de leitura devem ser diagnosticadas no início da escolarização, antes de apresentarem falhas e vivenciarem experiências de fracasso e desmotivação. A necessidade de medir as habilidades linguísticas em pré-escolares é consensual na literatura internacional. Considerando a importância da identificação precoce dos distúrbios de linguagem e a falta de instrumentos padronizados para a realidade brasileira, o objetivo geral desta dissertação foi realizar a tradução e adaptação do Dyslexia Early Screening Test (DEST-2) para verificar sua aplicabilidade e eficácia em pré-escolares falantes nativos do português brasileiro (PB). Participaram deste estudo 120 crianças com idade entre 4,6 anos e 6,5 anos de ambos os gêneros, distribuídas conforme a classificação etária do teste. Destas, 20 constituíram o grupo-controle (GC) e cem o grupo experimental (GE). A dissertação (aprovada pelo Comitê de Ética responsável sob o Protocolo de Pesquisa 014/12) será apresentada em duas fases. A fase I abordou o processo de tradução e adaptação do DEST-2 e a aplicação do material traduzido no GC. Na fase II, foi analisada a aplicabilidade das provas com base no desempenho do GE. Os resultados indicaram que não houve modificações significativas na estrutura original do teste e o DEST-2 pode ser capaz de identificar alterações no processo de desenvolvimento de linguagem em crianças falantes do PB. Novas pesquisas são importantes para viabilizar as medidas necessárias para a validação do teste no Brasil / The assessment of language skills in early childhood can provide important information about the future of literacy and academic performances. Children with reading problems should be diagnosed in early grades, before go through situations of school failure and discouragement. The need to measure language skills in preschoolers is consensus among authors. Considering the importance of early identification of language disorders and the shortage of standardized instruments for the Brazilian reality, the general aim of this research was to translate and adapt the Dyslexia Early Screening Test (DEST-2) to verify its applicability and effectiveness in Brazilian Portuguese (BP) native speakers preschoolers. Were part of this study 120 children aged between 4.6 years and 6.5 years of both genders, divided according to age test classification. Thereby, 20 constituted the control group (CG) and one hundred the experimental group (EG). The study (approved by the Ethics Committee responsible under the research protocol 014/12) will be exposed in two stages. The first one was about the DEST-2 translation, adaptation and application of the material translated in CG. In the stage II we analyzed the applicability of translated test based on the EG performance. The results indicated that there were no significant changes in the original structure of the test and the DEST-2 can be able to identify developmental language disorders in Brazilian native speakers children. New researches are important for appropriate testing to validate the measures in Brazil

Made available in DSpace on 2017-06-01T18:24:21Z (GMT). No. of bitstreams: 1 Disser_Completa.pdf: 6689210 bytes, checksum: 0fbb44391cb5228c0a8898262802878a (MD5) Previous issue date: 2007-08-06 / The disruption of the lack of attention/hyperactivity (Deficit de Atenção/Hiperatividade - TDAH) is a disease which is related to neurobehaviour and occurs specially in children and teenagers. Their main characteristics are inattention, hyperactivity and acting impulsively. One of the morbidities of this disease are the difficulties in writing. These difficulties are related to the problems people have to deal with sequence of letters, words, sentences and paragraphs, including difficulties in writing more complete texts. The writing production is not so effective in this case. This research observed texts written by teenagers with TDAH. People who have this disease attended a writing period of work trying to see their lexical cohesion. The research took place last year in Recife-PE between March and June and three 11-16 years-old teenagers, boys and girls, attended it. It was possible to see that those teenagers got to write cohesive texts. On the other hand, free subjects and some themes like texts for theater, texts built in group and short stories looked like to give them much more stimulation to write than subjects like music and movies. / O transtorno do Déficit de Atenção/Hipertividade (TDAH) é uma doença neurocomportamental com grande incidência em crianças e adolescentes. Suas principais características são as desatenções, a hiperatividade e a impulsividade. Uma das co-morbidades trantornos secundários a patologia - freqüentes no TDAH são as dificuldades na linguagem escrita. Tais dificuldades são caracterizadas por dificuldades em lidar com seqüências de: fonemas, palavras, frases e parágrafos, inclusive com dificuldades em elaborar seqüências narrativas o que vai repercutir de forma considerável na produção escrita de seus portadores. Neste sentido, esta pesquisa analisou narrativas escritas por adolescentes com o TDAH participantes de oficinas de escrita, buscando verificar a coesão lexical e dentro desta as cadeias coesivas o encadeamento textual de nexos semanticamente semelhantes. A pesquisa foi realizada em Recife-PE no período de março a junho de 2006. Participaram da pesquisa três adolescentes de 11 a 16 anos, de ambos os sexos e diagnosticados como sendo portadores do TDAH. Como resultado observou-se que os adolescentes investigados produzem cadeias coesivas com sucesso. Entretanto, alguns disparadores temáticos (tema livre, texto teatral, texto em grupo, conto) pareceram mais efetivos como motivadores para narrativas escrita em detrimento de outros (música, filme).

Made available in DSpace on 2017-06-01T18:24:38Z (GMT). No. of bitstreams: 1 dissertacao_zara_accioly.pdf: 736293 bytes, checksum: da37bc600448b401c33e9471e79ac7f6 (MD5) Previous issue date: 2011-10-20 / This proposal continues the research agenda beeing developed by the author and other researchers to the Group for Research in Language Sciences regarding the linguistic and psychological phenomena involved in aphasia. Aphasia is part of a neurological problem. Its study has begun in neurology field whose understanding of considered only the organic aspects. From Freud, then, by Jakobson the study of aphasia expend to other fields and it is now considered not only in its organic aspects but also psychological and linguistic. The position of theses authors guides the present research. Thus, aphasia is seen as a disturbance in the functioning of language, involving linguistic and subject factories. As a result, the aphasic one suffers from discouragement and depression, which affects the treatment. The relationship with the family also goes only greatly affected, but this relationship is critical to its reestablishment. This research aims to investigate the interaction between aphasic ones, and aphasic ones and his family, belonging to the group of living of the Catholic University of Pernambuco. The language difficulties are observed as well as its repercussions in theseinteration, besides analyzing the circulation the word among the aphasic group. Coexistence and to investigate when they drive and how welcome the word of relatives and, finally to investigate incidents stemming from subjective difficulties languages. The methodology of this work uses the line of qualitative research which consists of nine case studies. The analysis identified the linguistic quality of interaction established among aphasic ones Group Living in the Catholic University of Pernambuco, noting the difficulties of language and how those difficulties affect his objectivity on, becoming a burden, while freezes them and isolates them as a consequence of the impossibility of exercising the language. It was possible to analyze how these modify the difficulties of aphasic ones with their families / A presente proposta dá continuidade à agenda de pesquisas que vêm sendo desenvolvidas pela autora e por outros pesquisadores vinculados ao Grupo de Pesquisa em Ciências da Linguagem concernente aos fenômenos linguísticos e psíquicos envolvidos na afasia. A afasia tem como ponto de partida um problema de ordem neurológica. Seu estudo começou no campo da neurologia, cuja compreensão considerava apenas os aspectos orgânicos. Mas, a partir dos trabalhos de Freud e, em seguida, o de Jakobson, o estudo da afasia é expandido para outros campos, passando a ser considerado não somente os aspectos orgânicos como psíquicos e linguísticos. As posições desses autores norteiam a presente pesquisa. Assim, a afasia é entendida como um distúrbio no funcionamento da linguagem, que envolve fatores de ordem linguística e subjetiva. Em decorrência, o afásico sofre, em geral, de desânimo, sendo comum a depressão, o que compromete o tratamento. A relação com a família também é muito afetada, no entanto, essa relação é fundamental para o seu restabelecimento. A presente pesquisa visa a investigar a interação entre afásicos, afásicos e sua família, pertencentes ao Grupo de Convivência da Universidade Católica de Pernambuco, observando as dificuldades de linguagem bem como suas repercussões nessa interação, além de analisar a circulação da palavra entre os afásicos no Grupo de Convivência; como também investigar quando dirigem e como acolhem a palavra de familiares e, finalmente, investigar incidências subjetivas advindas das dificuldades de linguagem. A metodologia deste trabalho utiliza a linha de pesquisa qualitativa, que consiste de nove estudos de casos. Tal análise permitiu identificar a qualidade da interação linguística estabelecida entre afásicos, do Grupo de Convivência da Universidade Católica de Pernambuco, observando as dificuldades de linguagem e como essas dificuldades incidem sobre sua objetividade, constituindo-se como um fardo que, ao mesmo tempo, paralisa-os e isola-os como consequência da impossibilidade de exercer a linguagem. Também foi possível analisar como essas dificuldades modificam os laços dos afásicos com seus familiares

Made available in DSpace on 2017-06-01T18:24:57Z (GMT). No. of bitstreams: 1 Ana Vogeley.pdf: 816214 bytes, checksum: 27b3147f8146412d71b10160cb1ae074 (MD5) Previous issue date: 2006-04-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research discusses about the language manifestations, not as something pathologic but as expressions of values, habits, behaviors and different ways of living of different social groups, producers of experience. It purposes to observe differences between the linguistic variations and the phonological disorders. This study has the intention to characterize the patients partner-cultural context, to investigate their kind of language disorder and, also, to analyze if these manifestations, in the speech, have any cause related to the linguistic organization or if they are historical manifestations. The speech therapy sessions, of four patients, with phonological disorders, from the Clínica Manoel de Freitas Limeira were recorded. Through the transcriptions, the speech manifestations, considered pathological, were analyzed, with the objective of to differing the phonological disorders from the historical and linguistic manifestations. The analysis considered the speech therapy conventional classification, about the phonological disorders and the historical aspects from the portuguese language evidenced by Coutinho (1976). According to this proposal, the results indicate a narrow relation between the linguistic variations and the phonological disorders, ratifying the language social function and the importance of historicity for the understanding of the processes involved in the language acquisition and in the phonological disorders. At the same time, this research points to the necessity of rethinking about the phonological disorders conception and the standards adopted to the evaluation, the diagnosis and the therapy plan. The most important contribution is the discussion and the offering of alternatives to surpass the linguistic preconception, standing out the commitment between the speech therapy s clinic and the social inclusion / Esta pesquisa questiona o caráter patológico atribuído às manifestações lingüísticas, na clínica fonoaudiológica, considerandoas manifestações em que são expressos valores, hábitos, comportamentos e diferentes modos de vida de diferentes grupos sociais geradores de experiência. Sendo assim, objetiva diferenciar os desvios fonológicos das variações lingüísticas. Para tanto, busca caracterizar o contexto sócio-cultural dos pacientes, investigar o tipo de desvio no qual eles foram enquadrados pela clínica e, ainda, analisar se essas manifestações na fala têm causa relacionada à organização lingüística ou se são manifestações lingüísticas historicamente construídas. Foram registradas sessões terapêuticas de quatro crianças, com desvios fonológicos, da Clínica Manoel de Freitas Limeira, da Universidade Católica de Pernambuco (UNICAP). A partir das transcrições, foram analisadas as manifestações consideradas patológicas , na fala, buscando diferenciar os desvios das manifestações lingüístico-históricas. A análise dos dados levou em consideração não apenas a classificação convencional da fonoaudiologia em relação aos desvios fonológicos, mas, também, os aspectos históricos e evolutivos da língua portuguesa, a partir da perspectiva de Coutinho (1976). De acordo com a proposta deste estudo, os resultados apontam para uma estreita relação entre variações lingüísticas e desvios fonológicos, confirmando o papel social da linguagem e a importância da historicidade para a compreensão dos processos envolvidos na aquisição e nos desvios fonológicos. Ao mesmo tempo, aponta para a necessidade de repensar, na clínica fonoaudiológica, o conceito de desvios e os critérios adotados para a avaliação, diagnóstico e planejamento terapêutico. A maior contribuição está em discutir e oferecer alternativas para a superação do preconceito lingüístico, destacando o compromisso da clínica fonoaudiológica com a inclusão social

Made available in DSpace on 2017-06-01T18:25:06Z (GMT). No. of bitstreams: 1 ana_karla_lemos_byron_lima.pdf: 1445561 bytes, checksum: e71655f015584cb259ff6126d66b79ca (MD5) Previous issue date: 2016-04-08 / This research work has as its axis the investigation of difficulties shown by the child in her/his written production aiming at providing a better understanding of the obstacle that is interposed against such production. Its general objective consists in analyzing errors which appear written production of the children, approaching these errors as one smarks in the children s writing. It has as specific objectives: identifying types of errors which appear in the verbal written production of a child; spotting the errors which constitute subject s marks in the children s writing; deepening the study of these subject s marks considering them as an effect of the capture of the child by the functioning (metaphoric and metonymic) of language. We also intend to highlight relevant points in the discourse of the other (family and school members) concerning difficulties in the child s writing, so that such points may contribute to a better understanding of those difficulties. This proposal is founded on Cláudia Lemos s (2002) approach of language acquisition who, from Saussure, JakobsonLacan elects the notion of capture as explanatory of the change which takes place in the infans going from her/his condition of non-speaker to speaker. It is, therefore, all about a capture of the child by the structural functioning of the language: the metaphoric and metonymic processes, a proposal to which Sônia Borges (2006, 2011) agrees in her approach of written language acquisition. Pommier (2011) and Lier-DeVitto and Andrade (2011). It is intended also to address effects caused by problems that occur in the production child writing. In order to achieve the proposed objectives, written production of a subject were analyzed - a child of 10 years, 4th year student at the elementary school, which features obstacles such productions - without compromising neurológico.A analysis and discussion of these productions - 10 texts written - indicated that the continuing difficulties of the child, writing, could not be attributed to a lack of cognitive ability, as reported by their families and by the cast of Escola.Desse way, we highlight implications for problems that occur in the course of acquisition written language. Finally, we believe, therefore, that the results of this research will bring effects on professionals who deal with the question of the obstacles that are presented to the child, in his writing, intending thereby to make a contribution to this area, seeking to suggest that other types of learning disabilities can be looked at in a more contextualized. In this perspective, the research brings in its wake, does not exhaust the theoretical and practical contributions of this study, since it suggests that the speech to which children are exposed and vulnerable at all times - the speech of others on elastin, it seems coated with a power that suggests to them their successes and failures. / Este trabalho possui, como eixo, a investigação de dificuldades apresentadas pela criança, em sua produção escrita, procurando propiciar um melhor entendimento acerca do obstáculo que se interpõe a essa produção. Seu objetivo geral consiste em analisar erros que aparecem em produções escritas da criança, abordando esses erros como marcas do sujeito, na escrita infantil. Possui como objetivos específicos: identificar tipos de erros que aparecem em produções verbais escritas de uma criança; localizar os erros que constituem marcas do sujeito na escrita infantil; aprofundar o estudo dessas marcas do sujeito, concebendo-as como efeito da captura da criança pelo funcionamento (metafórico e metonímico) da língua. Pretendemos, também, destacar pontos relevantes no discurso do outro (familiares e elenco da Escola), no que diz respeito às dificuldades na escrita da criança, à medida que tais pontos venham contribuir para uma melhor compreensão dessas dificuldades. Esta proposta se fundamenta na abordagem da aquisição de linguagem de Cláudia de Lemos (2002) que, a partir de Saussure, Jakobson e Lacan, elege a noção de captura como explicativa da mudança, que ocorre no infans, de sua condição de não falante para uma condição de falante. Trata-se, portanto, de uma captura da criança pelo funcionamento estrutural da língua: os processos metafóricos e metonímicos, proposta a que se filia Sônia Borges (2006, 2011), no seu enfoque da aquisição da língua escrita. Serão também tomados, como fundamento teórico, Pommier (2011a; 2011b) e Lier-DeVitto e Andrade (2011). Pretendeu-se, ainda, abordar efeitos provocados por problemas que ocorrem na produção escrita infantil. A fim de alcançar os objetivos propostos, foram analisadas produções escritas de um sujeito uma criança de 10 anos, aluna do 4º ano do ensino fundamental, que apresenta obstáculos nessas produções sem comprometimento neurológico. A análise e discussão dessas produções 10 textos escritos indicaram que as dificuldades persistentes da criança, ao escrever, não poderiam ser atribuídas a uma falta de habilidade cognitiva, conforme referida por seus familiares e pelo elenco da Escola. Desse modo, pudemos destacar implicações referentes a problemas que ocorrem no percurso de aquisição da língua escrita. Finalmente, acreditamos, portanto, que os resultados desta pesquisa trarão efeitos sobre profissionais que lidam com a questão dos obstáculos que se apresentam à criança, em sua escrita, pretendendo, com isso, trazer uma contribuição a essa área, buscando sugerir que outros tipos de dificuldades de aprendizagem podem ser olhados de uma forma mais contextualizada. Nessa perspectiva, o que a pesquisa traz, em seu bojo, não esgota as contribuições teóricas e práticas deste estudo, uma vez que sugere que o discurso a que as crianças estão expostas e vulneráveis a todo instante o discurso do outro sobre elas , parece revestido de um poder que sugere a elas seus sucessos e fracassos.

The characteristics of patient speech are used in clinical settings to make assumptions about the thought processes of people with psychotic disorders such as schizophrenia. However, there have not been any studies of the language of people with schizophrenia that present evidence drawn from a large group of speakers. This study employs a combination of quantitative and qualitative methods to determine whether 140 medicated individuals diagnosed with schizophrenia exhibit the linguistic abnormalities claimed in the literature. It also compares the speech of people with schizophrenia with that of people diagnosed with depression in order to assess whether there is a statistically significant difference in presence and/or frequency of abnormal speech between the two groups. Ultimately this study finds that all of the specific types of abnormal language behavior described in the literature do occur among a large group of individuals with schizophrenia. However, many such behaviors also occur among individuals with depression; there was a significant difference between the two groups for three of the twelve categories of language features assessed in this study, which were peculiar word choice, illogicality and distractibility. Further characteristics of the language of individuals with schizophrenia were also found, which could be a basis for improving clinical diagnostic materials.

The submitted diploma thesis deals with the topic of diagnostic and therapeutic procedures in speech therapy intervention for people with aphasia. The work is divided into four chapters, while the first three chapters are theoretically oriented the fourth chapter represents the empirical part of the work. In the first chapters, the diploma thesis deals with the theoretical definition of individual areas which are needed to understand the researched issues, specifically focuses on the concept of communication, explains the connection between brain and speech and, last but not least, defines the period of adulthood and old age. Concurrently this chapter presents the principles of speech therapy intervention with a focus on providing speech therapy intervention in the Czech Republic. The focus of the theoretical part of the thesis is the second chapter, which provides a direct (detailed) insight into the issue of aphasia as a neurogenic disorder of speech communication. The chapter deals with aphasia in terms of definition, etiology, symptomatology and classification approaches. Withal it represents a speech therapy intervention for people with a neurogenic speech disorder, aimed at diagnosis, therapy and prevention. The third theoretical chapter introduces the psychological and social aspects related...

This study investigated narrative and literacy differences between monolingual and bilingual children with Developmental Language Disorder (DLD) and examined caregivers' perspectives on their language and literacy development. This mixed methods project involved semi-structured ethnographic interviews and case histories for caregiver measures, and it included a narrative production task and a literacy skills assessment for child measures. There were two participant groups: monolingual children with a DLD in kindergarten to sixth grade (Group 1) and bilingual children (English + additional language) with a DLD (Group 2). Thematic analysis of caregiver interviews revealed that monolingual families engaged in storytelling and reading activities to enhance literacy skills, while bilingual caregivers highlighted challenges in language and literacy, with less emphasis on storytelling. On literacy assessments, both groups exhibited varied performance with no systematic differences between groups observed. This varied performance for the participants could indicate an influence on their skills from their existing diagnosis. Overall performance did not suggest that there was an observable difference between monolingual and bilingual children in this study. Future research is needed to investigate these dynamics across larger and more demographically and linguistically diverse populations.

Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011. / Bibliography / ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated in the education of young learners in South Africa. Narrative skills form the bridge between oral language and literacy by providing experience in using the extended and decontextualized discourse units that children will encounter in written language. This study investigated the relationship between narrative skills and reading comprehension skills in young learners who are developing literacy. Specific linguistic markers of literacy in the narratives of a group of Grade 3 learners from communities with low socio-economic status were examined. The main research questions this study attempted to answer were: “How do linguistic deficits of learners with poor reading comprehension and specific reading comprehension deficits manifest in their oral narratives?” and “Are there linguistic markers that decisively distinguish between learners with specific reading comprehension deficits and learners with general poor reading skills as compared to learners with normal reading comprehension?” In a quasi-experimental research design, the Grade 3 participants in this study were assigned to three groups: Readers who are competent at word level and comprehension (good reading comprehension group), readers who are competent at word level but poor at comprehension (specific comprehension disorder group) and readers who are poor at both word level and comprehension (poor reading comprehension group). Measurement protocols were used to assess the linguistic variables of interest, namely vocabulary, narrative micro- and macrostructure structure, cohesion, coherence and other aspects of oral language. The results of this study confirmed the relationships between language skills and reading comprehension. It was found that readers with general poor reading skills performed significantly poorer on a variety of linguistic measures than readers with good reading comprehension. The group identified as readers with specific reading comprehension disorders were, in general, not significantly different from the other two groups. This study therefore did not provide clear evidence that readers with specific reading comprehension disorders presented with linguistic markers that could differentiate them from the other groups. The clinical implications for speech-language therapists and educators with regards to assessment and intervention were highlighted. / AFRIKAANSE OPSOMMING: Die behaling van geletterdheid is noodsaaklik om te oorleef in ‘n moderne, geïndustrialiseerde en kennisgedrewe samelewing. Kinders met swak taalvaardighede loop die risiko om akademies te faal weens die verskille tussen die orale taal wat alledaags gebruik word en die taalvaardighede wat vereis word om sukses in formele skoolomgewings te behaal. Die impak van swak orale taalvaardighede op die suksesvolle aanleer van leesvaardighede, spesifiek leesbegrip, word dikwels onderskat in die onderrig van jong Suid-Afrikaanse leerders. Narratiefvaardighede vorm die oorgang tussen orale taal en geletterdheid omdat narratiewe ondervinding verskaf in die gebruik van uitgebreide en gedekontekstualiseerde diskoerseenhede wat kinders in skryftaal teëkom. Hierdie studie het die verband tussen narratiefvaardighede en leesbegrip in jong kinders wat besig is om gelettedheid te ontwikkel, ondersoek. Spesifieke linguistiese merkers vir geletterdheid in die narratiewe van ‘n groep Graad 3 leerders van lae sosio-ekonomiese status, is ondersoek. Die hoof navorsingsvrae van die studie was: “Hoe manifesteer die linguistiese gebreke van leerders met swak leesbegrip en spesifieke leesbegripsprobleme in hul orale narratiewe?” en “Is daar linguistiese merkers wat afdoende onderskei tussen leerders met spesifieke leesbegripsprobleme en leerders met algemene swak leesvaardighede?” In ‘n kwasieksperimentele ontwerp is die deelnemers aan hierdie studie toegeken aan drie groepe: Lesers wat bevoeg is op woordvlak en begripsvlak (groep met goeie leesbegrip), lesers wat bevoeg is op woordvlak, maar met swak begrip (groep met spesifieke leesbegripsprobleme) en lesers wat onbevoeg is op woordvlak en begripsvlak (groep met algemene swak leesvaardighede). Protokolle is gebruik om die linguistiese veranderlikes, naamlik woordeskat, narratief mikro- en makrostruktuur, kohesie, koherensie en ander aspekte van verbale taal, te meet. Die resultate van hierdie studie het die verband tussen taalvaardighede en leesbegrip bevestig. Daar is gevind dat lesers met algemene swak leesvaardighede, in vergelyking met lesers met goeie leesbegrip, beduidend swakker presteer het op verskeie linguistiese metings. Die groep wat geïdentifiseer is as lesers met spesifieke leesbegripsprobleme het, oor die algemeen, nie beduidend van die ander twee groepe verskil nie. Hierdie studie het dus nie duidelike bewyse gevind dat lesers met spesifieke leesbegripsprobleme linguistiese merkers vertoon het wat hulle van die ander twee groepe kon onderskei nie. Die kliniese implikasies vir spraak-taalterapeute en opvoeders met betrekking tot assessering en intervensie is toegelig.

published_or_final_version / Education / Master / Master of Education