Pro-fono : revista de atualizacao cientifica · 2004
[Performance of school children with specific reading disabilities in a remediation program].
Аннотация на английскомСтатьяНазвание и аннотация: Перевод в очереди
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Capellini Simone Aparecida, Padula Niura Aparecida de Moura Ribeiro, Ciasca Sylvia Maria
Аннотация
BACKGROUND: Specific reading disability is caused by disruptions in the language abilities.
AIM: To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program.
METHOD: Group I consisted of ten scholars with specific reading disability who did not undergo the remediation program. Group II consisted of ten scholars with specific reading disabilities who took part in the proposed program. Neurological, psychological and phonological evaluations were made, as well as a test of scholastic performance and of reading and writing before and after the program.
RESULTS: The scholars who underwent the remediation program demonstrated improvements in their neurological and cognitive performances and also in the processing of phonological information.
CONCLUSION: Favoring of the emergence of phonological and syntactic awareness after the remediation program.
AIM: To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program.
METHOD: Group I consisted of ten scholars with specific reading disability who did not undergo the remediation program. Group II consisted of ten scholars with specific reading disabilities who took part in the proposed program. Neurological, psychological and phonological evaluations were made, as well as a test of scholastic performance and of reading and writing before and after the program.
RESULTS: The scholars who underwent the remediation program demonstrated improvements in their neurological and cognitive performances and also in the processing of phonological information.
CONCLUSION: Favoring of the emergence of phonological and syntactic awareness after the remediation program.