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Hits 12.521 – 12.536 of 12.536
| 12521 |
Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review
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In: Revista CEFAC, Vol 20, Iss 6, Pp 785-797
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| 12522 |
Analise das práticas de letramento de ingressantes e concluintes de uma instituição de ensino superior: estudo de caso
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In: Revista CEFAC, Vol 18, Iss 4, Pp 1008-1019
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| 12523 |
Early screening of reading and writing difficulties in the first grade - a pilot study
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In: Revista CEFAC
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| 12524 |
Association between auditory temporal and visual processing in reading skill
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In: Revista CEFAC
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| 12525 |
O processo de ensino-aprendizagem da leitura em uma turma de alunos surdos: uma análise das interações mediadas pela Libras
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 4, Pp 905-933
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| 12526 |
Effect of spectral overlays on visual parameters and reading ability: an integrative review
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In: Revista CEFAC, Vol 22, Iss 3
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| 12527 |
Desempenho de escolares em provas de processo de identificação de letras e do processo léxico
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In: Revista CEFAC, Vol 18, Iss 5, Pp 1121-1132
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| 12528 |
The role of phonological awareness in reading comprehension
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In: Revista CEFAC, Vol 19, Iss 5, Pp 590-600
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Abstract:
ABSTRACT Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.
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Keyword:
Comprehension; Education; Evaluation; Learning; Otorhinolaryngology; P1-1091; Philology. Linguistics; Reading; RF1-547
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URL: https://doi.org/10.1590/1982-0216201619518316
https://doaj.org/article/30b7c70e14aa4c5f8e3ea67e5f518a9f
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| 12529 |
Instrumentos de avaliação de leitura em adultos: um estudo psicométrico
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In: Revista CEFAC, Vol 18, Iss 5, Pp 1169-1178
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| 12530 |
Em defesa de uma atitude poética para a interpretação nas práticas de letramentos em contexto escolar
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 4, Pp 763-782
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| 12531 |
Metacognição, objetivos de leitura e atividades didáticas de língua portuguesa
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In: Revista Brasileira de Linguística Aplicada, Vol 15, Iss 1, Pp 180-208
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| 12532 |
Análise crítica de gênero e o exercício de leitura da palavramundo: diálogos possíveis
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In: Revista Brasileira de Linguística Aplicada, Vol 16, Iss 3, Pp 335-364
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| 12533 |
Livro didático e leitura literária nos anos finais do ensino fundamental
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In: Revista Brasileira de Linguística Aplicada, Vol 19, Iss 1, Pp 119-145
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| 12534 |
A avaliação em foco: o que provam as provas de Língua Portuguesa e de Redaçao do exame vestibular?
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In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 2, Pp 439-458
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| 12535 |
Atividades de leitura em livros didáticos de inglês: PCN, letramento crítico e o panorama atual
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 4, Pp 997-1025
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