Orientadores: Maria Irma Hadler Coudry, Sônia Maria Sellin Bordin / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-26T04:04:51Z (GMT). No. of bitstreams: 1 Moutinho_IsabelladeCassiaNetto_M.pdf: 3480837 bytes, checksum: 9d65ddd94476437dff853a006a814d10 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa busca refletir sobre questões próprias do aprendizado de leitura e escrita que são, atualmente, interpretadas por profissionais da área clínica como sintomas de uma patologia relacionada ao aprendizado. Para refletir sobre essas questões, apresento o acompanhamento longitudinal de uma criança que frequenta o Centro de Convivência de Linguagens, o CCazinho, localizado nas dependências do Instituto de Estudos da Linguagem IEL/UNICAMP. O acompanhamento de LP, sujeito desta pesquisa, ocorreu entre agosto de 2009 e novembro de 2013. LP foi encaminhado ao CCazinho porque sua professora suspeitava de que ele tivesse Distúrbio de Aprendizagem, uma vez que apresentava problemas para ler e escrever. Ao longo do acompanhamento orientado pelas perspectivas de cérebro, sujeito e linguagem construídas pela Neurolinguística Discursiva, vimos que esta suspeita não se confirma, já que LP conseguiu superar suas dificuldades escolares e desconstruir o estigma de criança com problemas de aprendizado que passou a carregar. Desse modo, esta pesquisa busca, a partir da apresentação da história de LP, debater sobre o excesso de diagnósticos relacionados ao aprendizado que assola as crianças, sobretudo as de escola pública, e analisar o efeito que tais diagnósticos podem ter na vida delas / Abstract: This research aims to debate topics related to reading, writing and learning process that are currently seen by professionals from the clinical area as symptoms of learning-related pathology. To debate these matters, I present the longitudinal follow-up of a child attending the Center of languages, the CCazinho, located at the Institute for the Study of Language IEL / Unicamp. The follow-up of LP, subject of this research hapened between August of 2009 and November of 2013. LP was sento to CCazinho because his teacher suspected that he had a learning disorder, since he had trouble reading and writing. Throughout the monitoring guided by the discoursive perspectives of brain, subject and language constructed by Neurolinguistic, we saw that this suspicion was not confirmed, since LP has managed to overcome his learning difficulties and deconstruct the stigma of a child with learning problems that he started to live with from the moment his teacher suspected that he had a disease. Thus, this research aims, through the presentation of the history of LP, debate about overdiagnosis related to children¿s learning process, especially the diagnosis of those children from public schools, and analyze the effect that such diagnoses may have in their lives / Mestrado / Linguistica / Mestra em Linguística

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1979. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Education of Learning Disabled Children). Includes bibliographical references (p. 59-68).

This study investigated the relation of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Scale for Children - Revised (WISC-R) for learning disabled (LD) children, the relation of K-ABC Achievement subtests with other achievement tests, and the relation of verbal and perceptual abilities assessment and the K-ABC. One hundred white, middle to above socioeconomic status (SES), LD students 6 to 12 1/2 years old were administered the K-ABC in addition to the test battery used to identify them. Findings indicated significant differences (2<-01) between WISC-R Full Scale scores and KABC MPC scores, with MPC scores being 3.33 points lower. Significant correlations (2<-01) were found between the following: (a) WISC-R Performance scores and K-ABC Simultaneous scores, (b) K-ABC Sequential and Simultaneous scores, (c) WISC-R Performance and K-ABC Sequential scores, (d) K-ABC Arithmetic and WRAT Arithmetic, and (e) K-ABC Reading Understanding and the following: Woodcock Word Identification, Woodcock Passage Comprehension, WRAT Reading, and Durrell Silent Reading. The study found the MPC correlates higher with tests of perceptual ability than with tests of verbal ability. Results indicate the following: (a) the WISC-R and K-ABC can substitute each other when measuring overall intelligence, (b) the WISC-R and K-ABC do not measure the same abilities, (c) the Sequential-Simultaneous score discrepancy is a poor diagnostic indicator of LD, (d) the discrepancy between the Achievement scale and the K-ABC intelligence scales is a poor diagnostic indicator of LD, (e) the K-ABC Arithmetic subtest is no better and no worse than the WRAT Arithmetic subtest, (f) WRAT Reading, Woodcock Word Identification and K-ABC Reading Recognition are not interchangeable measures of word calling skills, (g) the K-ABC Reading Understanding subtest is as adequate a measure of reading comprehension as other available tests, (h) the MPC is clearly more a measure of perceptual ability than of verbal ability, and (i) the KABC is no more fair a measure to use with LD children than are intelligence tests with a heavy language component.

The purpose of this investigation was two-fold. First, to examine the level of diagnostic accuracy of psychologists when their decisions were subjected to statistical procedures that analyzed group differences and group membership predictions. Second, to examine the sensitivity of the Wisconsin Card Sorting Test (WCST; Heaton, Chelune, Talley, Kay, & Curtiss, 1993) in differentially identifying children who experience ADHD and RD-LD symptoms. The diagnostic battery used to identify ADHD, RD-LD, and Normal subjects included intellectual, academic achievement, attention, and hyperactivity measures recognized as sensitive to these disorders. Performance on the WCST was then examined to determine its usefulness in discriminating between the aforementioned groups.Scores for the diagnostic variables for 115 subjects (mean age = 9.8 years; males = 80; females = 35) were analyzed using oneway ANOVAs to determine differences between groups. A subsequent cluster analysis was conducted using Ward's method to determine group membership of the subjects and resulted in a sample of 87. This cluster analysis resulted in a four cluster solution with the groups being identified as ADHD, RD-LD, Normal, and "Close Calls."Two linear discriminant analyses were performed with the first using the diagnostic groups diagnosed by the previous psychologists as groups and diagnostic variables as predictors. The second used the diagnostic groups diagnosed by evaluating psychologists and the WCST variables used as predictors to examine their ability to discriminate between groups and predict membership.The first linear discriminant analysis yielded two significant functions of three indicating confidence in the diagnoses provided by the evaluating psychologists. The second linear discriminant analysis yielded no significant findings when using the WCST variables as predictors. As a result, it appears the WCST provides little useful information in the differentiation between ADHD, RD-LD, and normals. / Department of Educational Psychology

This collective case study explored the impact of a later-in-life learning disability (LD) diagnosis on women in poverty. The study focused on the perspectives of four women who were not identified with LD as children but accessed assessment services as adults receiving Oregon's Temporary Assistance for Needy Families (TANF). All four reported painful awareness of learning differences as youths; as adults they voluntarily engaged in a "labeling event," furthering a process toward personal transformation and enhanced well-being initiated by their own awareness and curiosity. The women described critical social and emotional support systems and relationships that helped them integrate understanding of the LD construct, education and employment opportunities that came in the wake of the diagnosis, and decisions made regarding disclosure. Self- determination theory and interpersonal neurobiology undergird reflections on narratives and themes. Recommendations for practice include providing low-income women assessed with LD (1) access to an LD specialist; (2) case planning and case management with a strength-based focus; and (3) assistance working with the public schools for those who are parents. The study underscores the significant services provided by Oregon DHS to low-income women with learning disabilities who have not been identified by K-12 school systems and recommends that DHS undertake further quantitative and qualitative research in collaboration with a research institution.