Com o objetivo de contribuir para a caracterização da variedade falada no noroeste paulista, bem como de auxiliar na compreensão da diversidade linguística encontrada no Brasil, descrevemos as características fonético-fonológicas da variedade falada em São José do Rio Preto, utilizando o referecial teórico-metodológico da Sociolingüística Laboviana e da Dialetologia. Analisaremos doze amostras de fala do banco de dados do Projeto Iboruna, selecionadas segundo os fatores sociais: sexo, faixa etária e grau de escolaridade. Descreveremos as vogais orais e nasais, as realizações dos fonemas /s/, /l/, /´/, /r/ e /d/ e /t/ antes de [i] e outros fenômenos linguísticos. Fizemos também referência a obras que tratam da descrição de outras variedades do português com o objetivo de observar se as realizações encontradas em São José do Rio Preto são conservadoras ou inovadoras, se são peculiaridades de lá, ou se também são encontradas em outras variedades. Concluímos que a variedade estudada apresenta características fonético-fonológicas que são comuns em outras comunidades lusófonas e que, se partirmos do português europeu para se estabelecer comparações com a variedade estudada, esta apresenta algumas características conservadoras. / Aiming to contribute to the characterization of the variety spoken in the northwestern region of São Paulo, as well as help understanding the linguistic diversity found in Brazil, the phonetic-phonological features of the variety spoken in São José do Rio Preto were described, using the theoretical and methodological references of the Labovian Sociolinguistics and the Dialectology. Twelve samples of speech from Project Iboruna database, selected according to the following social factors: gender, age and education level will be analyzed. The oral and nasal vowels, the pronunciation of the phonemes /s/, /l/, /´/, /r/ and /d/ and /t/ before [i], and other linguistic phenomena were analyzed. The literature on the description of other varieties of Portuguese language was referred in order to observe if the variants found in São José do Rio Preto are conservative or innovative, if they are peculiarities from there, or whether they are found in other varieties. The conclusion was that the analyzed variety presents phonetic-phonological features that are common in other lusophone communities, and if compared to the European Portuguese, it has some conservative features.

No transtorno fonológico podem ocorrer concomitantemente alterações fonéticas e fonológicas, que comprometem a articulação e o conhecimento internalizado do sistema de sons da língua. As alterações fonéticas podem acontecer também em crianças com desenvolvimento típico de linguagem. Várias pesquisas têm mostrado a importância de se utilizar técnicas objetivas durante o diagnóstico bem como da aplicação de índices de gravidade. O objetivo desta pesquisa é identificar a ocorrência de distorções de fala e aplicar e comparar os índices de gravidade em crianças entre cinco e sete anos de idade com e sem transtorno fonológico. Para isso, foram avaliadas 30 crianças com desenvolvimento típico de linguagem (GSTF) e 15 crianças com transtorno fonológico (GTF). Foram aplicadas provas experimentais de fonologia, fala espontânea e avaliação da motricidade orofacial e calculados os índices PCC, PCC-R, PDI, RDI e ACI nas provas de fonologia e fala espontânea. Se detectada qualquer tipo de distorção em quaisquer umas das provas de fonologia nos sons [s], [z], [?], [?], [l], [?] e [?] era aplicada a prova para verificação específica de distorção, além da palatografia e linguografia.Os resultados apontaram que no GSTF, 23,3% das crianças apresentou distorção nas provas de fonologia e fala espontânea nos sons [s], [z], [?] e [l]; no GFT 20% das crianças apresentou distorção nas provas de fonologia e fala espontânea nos sons [s], [z] e [?]; não houve evidências de diferença significativa entre o número de sujeitos que apresentaram distorção no GSTF e GTF. Houve diferença significante apenas nas provas de imitação e fala espontânea na faixa etária de sete anos, com maior ocorrência de distorção do [s] no grupo GTF do que no GSTF. Apenas o GTF apresentou distorção no [?], parece que a distorção deste som está mais relacionada ao transtorno fonológico. A análise da palatografia confirmou a análise perceptiva, oferecendo a vantagem de mostrar o local exato da produção. No GSTF e no GTF, os sujeitos que não apresentaram distorção obtiveram todos os índices melhores do que os sujeitos com distorção. O índice ACI indicou que o GSTF sem distorção teve o melhor desempenho, mostrando-se adequado para medir a competência articulatória . / Phonological and phonetic alterations can occur together in the phonological disorder compromising the articulation and the internal knowledge of the speech sounds of a language. Phonetic alterations can occur in children with typical phonological development. Several researches have shown the importance of the use of objective techniques during both the diagnosis of disorder and application of severity indexes. The aim of this research is to identify the occurrence of distortions in the speech. Also, to apply and compare severity indexes in children between five and seven years old with and without phonological disorders. 30 children with typical language development (GSTF) and 15 phonologically-disordered children (GTF) were assessed. Experimental test of Phonology (nomeation, imitation and continuous speech) and the oral motricity were applied. The PCC, PPC-R, PDI, RDI and ACI indexes were calculated based on Phonology tests. If any kind of distortion as detected in any Phonology test related to the sounds [s], [z], [?], [?], [l], [?] and [?], the specific test to verify distortion was used, for confirmation and perceptual classification of kind distortion, besides the palatography and tongue graph. The results pointed that in the GSTF, 23,3% of the children presented distortion in the Phonology tests and continuous speech in the [s], [z] and [?] sounds; there was no evidence of statistic differences between number of subjects that presented distortion in the GSTF and in the GTF. There was significant difference only in the imitation and continuous speech tests in the age range of seven years, with more occurrence of [s] distortion in the GTF compared to the GSTF. Only the GTF presented [] distortions. It seems that this distortion is more related to the phonological disorder. The palatography and the tongue graph confirmed the perceptive analysis, offering the advantage of showing the exact place of production. All subjects from the GSTF and GTF that did not present distortions had better severity indexes compared to the subjects that presented it. The ACI index indicated that the GSTF without distortion had better performance, showing that it is adequate to measure articulatory competence.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-20T17:20:19Z No. of bitstreams: 1 2016 - Carla Cristina Silva Fernandes.pdf: 1702120 bytes, checksum: dac1ea2f24665fae04a8ca9423c5e107 (MD5) / Made available in DSpace on 2017-10-20T17:20:19Z (GMT). No. of bitstreams: 1 2016 - Carla Cristina Silva Fernandes.pdf: 1702120 bytes, checksum: dac1ea2f24665fae04a8ca9423c5e107 (MD5) Previous issue date: 2016-12-13 / CAPES / This study investigates the impact of phonological awareness activities in the orthographic representation of students in the final years of elementary school. Phonological awareness is defined as a metalinguistic competence related to the ability of the learner to realize, regardless of meaning, speech can be segmented into smaller units, able to be manipulated. It is currently perceived that many students, because their phonological awareness and weak stimulation on their period of literacy, arrive at the Elementary School II with many difficulties in reading and writing. Many students get this level of education without writing properly - presenting several orthographic deviations - and an incipient literacy, which makes them unable to make competent use of reading and writing in their daily lives and to engage in these social practices. Thus, this research aims to create a proposal of educational intervention, based on phonological awareness, which contributes to the proper orthographic representation in contextual regular relations, of students belonging to the seventh year of elementary school of a public school in Rio de Janeiro. In order to conduct this research, the following specific objectives were established: 1) develop phonemic awareness, through the exploration of sound trace; 2) point the phonographemic regularity in the use of grapheme <s> and <ss> in intervocalic context; 3) demonstrate that there is regularity for reading, however, for writing, the relationships are arbitrary in the context under study; and finally through the answers given by the students, 4) analyse if the formulated activities supported the recognition of the identified contextual regularity. Based on data analysis, it was concluded that some students, because of their gaps in the development of phonological awareness, initially had difficulties in performing some exercises proposed, especially those related to the preparation of rules on the use of the grapheme <s> and <ss> in intervocalic context. However, during the intervention, it was found that phonological awareness activities, specifically phonemic awareness, help in learning contextual phonographemic regularities. / Este estudo investiga o impacto de atividades de consci?ncia fonol?gica na representa??o ortogr?fica de alunos dos anos finais do ensino fundamental. A consci?ncia fonol?gica ? definida como uma compet?ncia metalingu?stica relacionada ? capacidade de o aprendiz perceber, independente do significado, que a fala pode ser segmentada em unidades menores, poss?veis de serem manipuladas. Observa-se, atualmente, que muitos alunos, por n?o terem uma consci?ncia fonol?gica bem estimulada no per?odo da alfabetiza??o, chegam ao Ensino Fundamental II com muitas dificuldades em leitura e em escrita. Muitos chegam a esse n?vel de ensino sem escrever adequadamente ? apresentando diversos desvios ortogr?ficos ? e com um letramento incipiente, que os torna incapazes de fazerem uso competente da leitura e da escrita em seu cotidiano e de se envolverem nessas pr?ticas sociais. Sendo assim, a presente pesquisa tem como objetivo geral contribuir, por meio de uma proposta de interven??o pedag?gica baseada na consci?ncia fonol?gica, para a devida representa??o ortogr?fica em rela??es regulares contextuais de alunos pertencentes ao s?timo ano do Ensino Fundamental de uma escola p?blica do Munic?pio do Rio de Janeiro. A fim de conduzir esta pesquisa, os seguintes objetivos espec?ficos foram estabelecidos: 1) desenvolver a consci?ncia fon?mica, atrav?s da explora??o do tra?o de sonoridade; 2) apontar a regularidade fonograf?mica quanto ao uso dos grafemas <s> e <ss> em contexto intervoc?lico; 3) demonstrar que h? regularidade para a leitura, entretanto, quanto ? escrita, as rela??es s?o arbitr?rias no contexto em estudo; e, finalmente, atrav?s das respostas dadas pelos alunos, 4) analisar se as atividades formuladas auxiliaram no reconhecimento da regularidade contextual identificada. Da an?lise dos dados, concluiu-se que alguns alunos, por apresentarem lacunas no desenvolvimento da consci?ncia fonol?gica, inicialmente, tiveram dificuldades em realizar alguns exerc?cios propostos, principalmente os relacionados ? elabora??o de regras quanto ao uso dos grafemas <s> e <ss> em ambiente intervoc?lico. Entretanto, no decorrer da interven??o, constatou-se que atividades de consci?ncia fonol?gica, mais especificamente de consci?ncia fon?mica, auxiliam na aprendizagem das regularidades fonograf?micas contextuais.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-09-13T21:27:19Z No. of bitstreams: 1 2016 - Tainara Batista Ramos.pdf: 1565913 bytes, checksum: 3ff08d3b536cea3cd3427c383c66e934 (MD5) / Made available in DSpace on 2018-09-13T21:27:19Z (GMT). No. of bitstreams: 1 2016 - Tainara Batista Ramos.pdf: 1565913 bytes, checksum: 3ff08d3b536cea3cd3427c383c66e934 (MD5) Previous issue date: 2016-12-13 / CAPES / Development workof Phonological Awareness is being neglected. Then gaps are left after all the systematic work of phoneme-grapheme relationship is becoming less effective.It is clear, now, that many students arrive at the final years of elementary school with many difficulties in writing, presenting several spelling deviations, including the exchange between graphemes representing phonemes that are distinguished by sonority. Which makes them unable to make competent use of writing, including in their social practices.Thus, the present study of educational intervention, interpretative, aimed to develop educational activities for five students of 8th grade of elementary school, to encourage reflection on the fonograf?micas relations. After conducting a diagnostic assessment, elaborated a set of activities that were divided into three blocks: Conceptualizing, exercising and evaluating. Through questions, the student is taken to watch six pairs of words and the to perceive that the distinction between them is in the vibration or not of the vocal folds.The research was applied to five students in a class of 8th grade of elementary school in a public school, located in the municipality in the state of Rio de Janeiro, in which the teacher-researcher is a professor ruler of Portuguese Language and Writing. The analysis of the responses found that students have significant gaps in the development of phonological awareness and therefore difficult to represent spelled certain words.It is proposed as a possible solution to the identified difficulties, the development work of phonological awareness start from kindergarten to both, it is known that education professionals need to know how to do this.In addition, research is needed to pursue strategic effective for the development of phonological awareness of students who no longer are in the literacy phase. / O trabalho de desenvolvimento da Consci?ncia Fonol?gica vem sendo negligenciado. Consequentemente, lacunas est?o sendo deixadas, e o trabalho sistem?tico da rela??o fonema-grafema est? cada vez menos eficaz.Percebe-se, atualmente, que muitos alunos chegam aos anos finais do Ensino Fundamental II com in?meras dificuldades em escrita, apresentando diversos desvios ortogr?ficos, entre os quais se destaca a troca entre grafemas que representam fonemas que se distinguem pela sonoridade. Esse fatodificulta o uso competente da escrita, inclusive em suas pr?ticas sociais.Sendo assim, a presente pesquisa de interven??o educacional, de cunho interpretativo, teve como objetivo elaborar atividades did?ticas para cinco alunos de 8? ano do Ensino Fundamental, que privilegiam a reflex?o sobre as rela??es fonograf?micas. Ap?s a realiza??o de uma avalia??o diagn?stica, elaborou-se um conjunto de atividades que foram divididas em tr?s blocos, a saber: (i) conceituando; (ii)exercitando; e (iii)avaliando. Por meio das quest?es, os alunos foram levados a observar seis pares de palavrase a perceber que a distin??o entre eles est? na vibra??o ou n?o das pregas vocais.A pesquisa foi aplicada para cinco alunos de uma turma de 8? ano do Ensino Fundamental de uma escola p?blica, localizada em munic?pio do interior do Estado do Rio de Janeiro, na qual a professora-pesquisadora ? professora regente de L?ngua Portuguesa e Reda??o. A an?lise das respostas dadas constatou que os alunos t?m hiatos relevantes no desenvolvimento da consci?ncia fonol?gica e, consequentemente, dificuldades para representar ortograficamente determinadas palavras. Prop?e-se, como poss?vel solu??o para a dificuldade identificada, que o trabalho de desenvolvimento da consci?ncia fonol?gica inicie desde a Educa??o Infantil.Para tanto, sabe-se que os profissionais da Educa??o precisam ter conhecimento de como fazer isso.Al?m disso, ? preciso pesquisar para buscar estrat?gias eficazes para o desenvolvimento da Consci?ncia Fonol?gica de alunos que n?o mais est?o na fase de alfabetiza??o.

The purpose of the present study was to compare feature retention patterns between children developing speech typically (TD) and children with phonological impairment (PI) and to discuss these findings in terms of characteristics, severity, and implication for the identification of developmental apraxia of speech (DAS). A second purpose was to determine if a relationship exists between phonological knowledge and feature retention. This study consisted of a PI group and a TD group of children, ages four to six. A 245-item speech sample was collected from each subject. Feature retention percentages as well as percent correct underlying representation (PCUR) were calculated for each child. Both PI and TD groups retained place the least, voice the most, with manner falling in between. These patterns corresponded with what past researchers found in studies of children with phonological impairment and children diagnosed with DAS. No significant correlation was found between PCUR and feature retention.

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Abstract Purpose:This study involved prospective longitudinal data on 5 late talkers to provide information about the course of phonological development in order to identify possible predictors of delayed versus deviant development. Method: Five children (3 boys, 2 girls) were identified as late talkers and divided into a younger group and an older group. Each child was followed monthly for 10 to 12 months (22–33 months for the younger group and 30–42 months for the older group). Two types of monthly language samples (free play and elicited) were obtained to describe the individual courses of phonological development for each child. Independent and relational analyses were completed at each age to describe word-initial and word-final phonetic inventories, syllable structure, syllable diversity, percentage of consonants correct (PCC), sound variability, and error patterns. Results: The results indicated that 3 of the children resolved their late onset of speech by 33 to 35 months of age. In addition to quantitative factors, (e.g., limited phonetic inventory, lower PCC, and more sound errors), qualitative variables (e.g., atypical error patterns, greater sound variability, and slower rate of resolution) also were identified as potential markers of long-term phonological delay. Clinical Implications: This study provides information to clinicians so they can identify those children who are less likely to resolve their late onset of phonological development without direct intervention. Procedures are described for assessing early linguistic behaviors that incorporate independent and relational analyses on more extensive speech samples (elicited and free play). From these analyses, clinicians can examine quantitative and qualitative variables to differentiate phonological delay from deviance.

Despite a number of studies that have demonstrated positive outcomes for inducing clinical change in children with speech sound disorders (SSD), there is a need to address the question of whether resources are being applied in an optimal manner. As a consequence, there has been a call to look within interventions to examine parameters that may contribute to intervention outcomes; specifically the intensity of intervention (dose, frequency, duration, and cumulative intervention intensity). In this paper, empirical evidence from three intervention studies using multiple oppositions primarily, and a second contrastive approach, minimal pairs, is reported with regard to the parameters of intervention intensity. The findings indicated that greater intensity yields greater treatment outcomes. Further, quantitative and qualitative changes in intensity occur as intervention progresses, and there were differences in intensity based on severity of the SSD. Based on these data, suggestions were made toward establishing some prescribed amounts of intensity to affect treatment outcomes for children with SSD.