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The role of actors, targets, and witnesses: Examining gratitude exchanges in a social context
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In: JOURNAL OF POSITIVE PSYCHOLOGY, vol 17, iss 2 (2022)
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An umbrella review of aphasia intervention description in research: The AsPIRE project
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In: Research outputs 2014 to 2021 (2022)
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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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Moving from Needs Assessment to Intervention: Fathers’ Perspectives on Their Needs and Support for Talk with Teens about Sex
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 6; Pages: 3315 (2022)
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Motherhood and Me (Mom-Me): The Development of an Acceptance-Based Group for Women with Postpartum Mood and Anxiety Symptoms
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In: Journal of Clinical Medicine; Volume 11; Issue 9; Pages: 2345 (2022)
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Promoting Mental Health and Wellbeing in Multicultural Australia: A Collaborative Regional Approach
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 5; Pages: 2723 (2022)
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Diversity of Child and Family Characteristics of Children with Hearing Loss in Family-Centered Early Intervention in The Netherlands
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In: Journal of Clinical Medicine; Volume 11; Issue 8; Pages: 2074 (2022)
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Central American Parents’ Preferences for Content and Modality for a Family-Centered Intervention to Promote Healthful Energy Balance-Related Behaviors of Their Preschool-Age Children
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5080 (2022)
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Nonverbal Oro-Motor Exercises: Do They Really Work for Phonoarticulatory Difficulties?
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5459 (2022)
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The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
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In: Applied Sciences; Volume 12; Issue 7; Pages: 3360 (2022)
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| 12 |
Systematic literature review on early literacy interventions for children of immigrant families, including Dyslexia
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Gao, Ying. - : Trinity College (Dublin, Ireland). School of Education, 2022
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Spelling Intervention Strategies: What Works Best?
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In: Theses/Capstones/Creative Projects (2022)
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Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
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Abstract:
A consciência fonológica é cada vez mais apontada como um dos preditores mais consistentes do sucesso da aprendizagem da leitura. Assiste-se a um crescente interesse relativamente ao contributo desta competência para a aprendizagem da leitura, por estar no centro de todo o ensino-aprendizagem, mas verifica-se a necessidade de estudos científicos que testem o impacto dos programas de intervenção em consciência fonológica no desenvolvimento da competência de leitura. Realizou-se um estudo longitudinal que contou com três momentos de recolha de dados e a implementação de um Programa de intervenção. A consciência fonológica foi avaliada a partir de provas da Bateria PALPA (Castro Caló & Gomes, 2007) e da Bateria de Prova Fonológicas (Silva, 2002). Para a avaliação da leitura recorreu-se à BAL (Ribeiro, Silva, Santos, Cadime, ChavesSousa, Vale & Spinillo, 2013). A amostra envolveu 80 crianças de dois agrupamentos de escolas públicas do norte do país, e após o primeiro momento de recolha de dados, a amostra foi dividida em grupo de comparação (n = 39) e grupo experimental (n = 41). O grupo experimental foi sujeito a um Programa de Estimulação em Consciência Fonológica que se desenvolveu para o efeito. Este instrumento abrange as quatro dimensões da consciência fonológica e a discriminação auditiva e foi desenvolvido em pequenos grupos de quatro a cinco crianças, num total de 16 sessões de 45 minutos. Os resultados obtidos permitem testar a eficácia do programa, uma vez que o grupo experimental evidenciou ganhos estatisticamente significativos na consciência fonológica e na leitura quando comparado ao grupo de comparação. Estes resultados reforçam a importância de alteração de práticas pedagógicas na Educação pré-escolar, de forma a assegurar o desenvolvimento precoce da consciência fonológica, com vista a prevenir dificuldades de aprendizagem da leitura. ; Phonological awareness is increasingly singled out as one of the most consistent predictors in the successful learning of reading. There is a growing interest regarding the contribution of this skill to the learning of reading, as it is in the middle of the whole teaching-learning process, but there is a need for scientific studies that test the impact of phonological awareness intervention programmes in the development of reading skills. A longitudinal study, consisting of three moments of data collection and implementation of an intervention Programme, was carried out. Phonological awareness was assessed based on the PALPA Battery (Castro Caló & Gomes, 2007) and on the Phonological Assessment Battery (Silva, 2002). BAL (Ribeiro, Silva, Santos, Cadime, Chaves-Sousa, Vale & Spinillo, 2013) was used to assess reading skills. The sample involved 80 children attending classes in two school groupings. After the first data collection the sample was divided in control group (n=39) and experimental group (n = 41). The experimental group was submitted to a Phonological Awareness Stimulation Programme, developed to this effect. This programme, validated to European Portuguese embraces the four dimensions of phonological awareness and hearing discrimination and was developed in small groups of four to five children, in a total of 16 sessions of 45 minutes. The results confirm the efficacy of the programme. Experimental group clearly showed statistically significant gains in phonological awareness when compared to the control group. These results reinforce the importance of the modification of teaching practices in Preschool Education, as a way to ensure the precocious development of phonological awareness, in order to prevent difficulties in reading.
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Keyword:
Assessment; Avaliação; Consciência fonológica; Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Phonological awareness; Programa de intervenção leitura; Reading intervention programme
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URL: http://hdl.handle.net/10400.14/36395
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| 15 |
Your success is our goal: An intervention for failing students
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In: Journal of University Teaching & Learning Practice (2022)
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Reading Strategy Intervention and Reading Comprehension Success in Bilingual Readers
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In: Electronic Thesis and Dissertation Repository (2022)
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The Influence of a Values Affirmation Intervention on Students' Mathematical, Social, and Epistemological Empowerment
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In: All Graduate Theses and Dissertations (2022)
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| 19 |
Constraint-driven Agree
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In: Proceedings of the Linguistic Society of America; Vol 7, No 1 (2022): Proceedings of the Linguistic Society of America; 5282 ; 2473-8689 (2022)
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Charlie Chaplin and gesture training in severe aphasia: A controlled double-blind single-case experimental design
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In: ISSN: 1877-0657 ; Annals of Physical and Rehabilitation Medicine ; https://hal.archives-ouvertes.fr/hal-03652710 ; Annals of Physical and Rehabilitation Medicine, Elsevier Masson, 2021, 64 (1), pp.101356. ⟨10.1016/j.rehab.2019.12.010⟩ (2021)
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