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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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| 2 |
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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Oslo Early Education Study, study 1: Impact of a professional development intervention on child-language outcomes assessed after one year ...
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Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen ...
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| 7 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 8 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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| 9 |
A preliminary evaluation of a manualised intervention to improve early literacy skills in children with developmental language disorder
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In: Research outputs 2014 to 2021 (2021)
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| 10 |
Assessing self-efficacy in families of children with hearing concerns through an audiological early intervention training
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In: Appalachian Student Research Forum (2021)
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| 11 |
Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
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| 12 |
Relationship between Behavioral Infant Speech Perception and Hearing Age for Children with Hearing Loss
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In: Journal of Clinical Medicine ; Volume 10 ; Issue 19 (2021)
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The Effects of Age, Dosage, and Poverty on Second Language Learning through SparkLingTM in Infant Education Centers in Madrid, Spain
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 23; Pages: 12758 (2021)
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| 14 |
Enhanced Milieu Teaching with Phonological Emphasis: A Pilot Telepractice Parent Training Study for Toddlers with Clefts
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In: Children ; Volume 8 ; Issue 9 (2021)
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| 15 |
An Investigation of how to support oral language development and emergent literacy skills of preschool children coming from a diverse linguistic and cultural background
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| 16 |
Early Childhood Educators and the Early Identification of Additional Need s in Early Years Settings
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Page, Heather. - : Trinity College (Dublin, Ireland). School of Education, 2021
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| 17 |
The Value of Musical Interactions in Early Development in Down syndrome: A Grounded Theory Study
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| 18 |
Evaluating the Independent Group Contingency: “Mystery Student” On Improving Behaviors In Head Start Classrooms
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In: Faculty Publications (2021)
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| 19 |
Detección precoz de la hipoacusia, influencia en el diagnóstico y en el tratamiento temprano
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| 20 |
Das dificuldades de aprendizagem na leitura à intervenção : perspetivas de professores de 1.º ciclo
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Abstract:
As dificuldades da leitura são expressas através das fragilidades em vários processos como a consciência fonológica, a fluência da leitura e a compreensão da leitura. O presente estudo tem como objetivos explorar as perceções de professores face às dificuldades da leitura, o seu sentido de autoeficácia para lidar com estas dificuldades, assim como compreender o contributo da sua formação para lidar com as dificuldades de leitura e as estratégias que os professores adotam com os alunos que apresentam estas dificuldades. Para tal, foi privilegiada a metodologia qualitativa, tendo sido realizadas entrevistas individuais semiestruturadas via online, com base num guião de entrevista construído para o efeito. Participaram neste estudo cinco professores de 1º ciclo. Os resultados obtidos demonstram que as manifestações mais frequentes das dificuldades de leitura dos alunos prendem-se com défices ao nível da consciência fonológica e, na perspetiva dos professores, estas dificuldades têm origem em características individuais e do contexto familiar das crianças. As estratégias que têm vindo a ser utilizadas pelos participantes no sentido de colmatar as dificuldades dos alunos procuram estimular, predominantemente, a fluência leitora. Como implicação para a prática deste estudo, surge a necessidade de estimular a consciência fonológica desde o pré-escolar. ; Reading disabilities are expressed through the fragilities in several processes like the phonological awareness, the reading fluency and the reading comprehension. The present study has as main objectives to explore the perceptions of teachers of elementary school in face of reading disabilities, to explore their sense of self-efficacy to deal with these difficulties, as well as to understand how their formation contributes when dealing with reading disabilities and which strategies are adopted by teachers for students with these difficulties. To pursue these objectives, the qualitative methodology was used, and online interviews were conducted, based on a semi-structured interview guide built for this purpose. Five elementary school teachers participated in this study. The results obtained demonstrate that the most frequent expressions of students with reading disabilities are related to deficits in terms of phonological awareness and, in some teacher's perspective, the source of these difficulties are, above all, in individual characteristics and in the children's family context. The strategies that have been used by the participants, in order to overcome the students' difficulties, seek to stimulate, predominantly, the reading fluency. As an implication from this study, there is a need to stimulate the phonological awareness since the kindergarten.
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Keyword:
Dificuldades de leitura; Domínio/Área Científica::Ciências Sociais::Psicologia; Early intervention; Intervenção precoce; Professores; Reading disabilities; RTI; Teachers
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URL: http://hdl.handle.net/10400.14/32872
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