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Programa para la prevención temprana de dificultades lectoras desde la lectura emergente en la escuela y la familia
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Learning difficulties and auditory processing deficits in a clinical sample of primary school-aged children
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Quantifying the impact of language on the performance of international accounting students: a cognitive load theory perspective
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Estimulación de la conciencia fonológica para la posterior enseñanza de la lectura
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Estudio de las dificultades de aprendizaje del hablante rumano de español como lengua extranjera
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 40, 2018, pags. 196-233 (2018)
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French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties
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In: Canadian Journal of Applied Linguistics; Vol. 18 No. 2 (2015); 78-95 ; Revue canadienne de linguistique appliquée; Vol. 18 No. 2 (2015); 78-95 ; 1920-1818 ; 1481-868X (2016)
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Σχέση παραβατικής συμπεριφοράς και δυσκολιών μάθησης: περιπτώσεις από το Γυμνάσιο του Ειδικού Καταστημάτος Κράτησης Νέων Βόλου (ΕΚΚΝ) ...
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An Investigation into the Classroom Interactions of Twice Exceptional Students in Comparison to their Typically Developing Peers
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French as a Second Language Teacher Candidates’ Conceptions of Allophone Students and Students With Learning Difficulties
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In: Canadian Journal of Applied Linguistics, Vol 18, Iss 2, Pp 78-95 (2015) (2015)
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Évaluation d’un programme d’entraînement à la lecture au cours élémentaire deuxième année en France : réviser les correspondances graphophonologiques
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The relationship between student literacy diversity, instructional differentiation and academic engagement in inclusive primary classrooms
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As relações entre saber e poder em testes psicodiagnósticos a partir de M. Foucault The relations between knowledge and power in psychodiagnostic tests based on M. Foucault
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 21, Iss 2, Pp 215-236 (2005) (2005)
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Abstract:
No presente artigo tenho o objetivo de abordar algumas questões relativas aos testes utilizados nos processos psicodiagnósticos de crianças consideradas portadoras de dificuldades de aprendizagem. Tomando como pano de fundo histórico, principalmente, o livro de Foucault Vigiar e Punir (1975/1986), pretendo investigar a hipótese de que a criança é considerada doente, anormal devido a fatores relacionados às normas impostas e não a organicidade e/ou patologia neurológica. Interessa-me refletir sobre os indícios que permitem apontar a concepção de linguagem escrita subjacente aos testes, linguagem esperada e privilegiada, mas que pode não ser a linguagem que a criança usa, vive e experiencia. In this article my main objective is to approach some questions related to the tests used in psychodiagnostics processes of children who are considered as having learning difficulties. Having the book Discipline and Punish (1975/1986) by Foucault as theoretical basis, I intend to investigate the hypothesis that the child is considered ill or abnormal due to the factors related to imposed norms and not to organic aspects and/or neurological pathology. My interest is to analyse the signs that allow us to point out the written language conception of tests. This language is expected and privileged, however it may not be the language that the child uses and experiences every day.
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Keyword:
dificuldades de aprendizagem; learning difficulties; P1-1091; Philology. Linguistics; psicodiagnósticos; psychodiagnostics; psychological tests; testes psicológicos
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URL: https://doi.org/10.1590/S0102-44502005000200003 https://doaj.org/article/8b8f5a55e38540aea5fc16bfa08856f0
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'We learnt that last week' : reading into the language practices of teachers
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Integration of special needs education into language classes
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University of Nottingham Medical School
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In: http://www.icdvrat.reading.ac.uk/1996/papers/1996_15.pdf
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Queen’s Medical Centre
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In: http://www.icdvrat.org/1996/papers/1996_15.pdf
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