Aspectos perinatais, cognitivos e sociais e suas relações com as dificuldades de aprendizagem

Intervention based on shared story reading: effect on low and high challenge reading and writing tasks

PURPOSE

to investigate the effectiveness of an intervention proposal based on shared story reading for reading comprehension, written narrative and word reading/writing.

METHODS

44 children were divided into two groups according to their performance in a reading comprehension test - The first group, G1, consisted of children with reading comprehension difficulty, and the second, G2, consisted of children who did not have difficulties. All children were evaluated regarding reading/writing isolated words, reading comprehension of sentences, and written narrative. After this evaluation, G1 children participated in an intervention program (15 meetings) that stimulated shared story reading. After this intervention, all children were reevaluated. Intra- and intergroup data were analyzed statistically by applying appropriate statistical tests, with the level of significance set at >0.05%.

RESULTS

after the intervention program, G1 children showed significant improvement in the variables evaluated. In the intergroup analysis, at the time of evaluation, G1 differed from G2 in reading/writing, reading comprehension, ability to correctly judge the verbs, and in textual coherence. At reassessment, G1 matched G2 in textual coherence and approached G2 in reading/writing isolated words and reading comprehension.

CONCLUSION

shared story reading promoted the development of low and high level reading and writing skills, being more effective for high-level strategies (example: written narrative). It is suggested that a specific program for orthographic questions be associated.

Effects of working memory intervention on students with reading comprehension difficulties

ABSTRACT Purpose: to investigate the effectiveness of a working memory-based intervention proposal for reading comprehension. Methods: 43 children divided into two groups according to their performance in a reading comprehension test - G1: children with reading comprehension difficulty; G2: children with no difficulties. All the children were evaluated regarding reading, writing, sentence reading comprehension, and phonological working memory - PWM (repetition of pseudo-words and digits). After this evaluation, children from G1 participated in an intervention program (15 meetings) that stimulated the PWM. Following the intervention, all the children were reevaluated. The results were compared intra- and intergroup, and pertinent statistical tests were applied, by adopting the significance level lower than 0.05%. Results: after the intervention program, the children of G1 showed a significant improvement in all tests. In the intergroup analysis, at the time of evaluation, G1 was different from G2 in reading, writing and reading comprehension. In the reevaluation, G1 equaled G2 in reading and got closer to G2 in writing and reading comprehension. Conclusion: PWM training brought benefits to children with academic difficulties. Thus, these strategies could be used in the classroom, aiming to promote learning.

Estimulação sensoriomotora intra e extra-oral em neonatos prematuros: revisão bibliográfica

A prematuridade é um dos fatores mais incidentes no ambiente hospitalar infantil. O trabalho fonoaudiológico realizado em hospitais com foco no recém-nascido prematuro tem conquistado cada vez mais espaço e apresenta como proposta principal a detecção de problemas relacionados à deglutição, proporcionando recurso aos neonatos que fazem uso de via alternativa de alimentação, devido à imaturidade orgânica. O uso de técnicas para maturação do sistema sensório-motor-oral vem sendo explorado a fim de que o recém-nascido pré-termo realize transição, mais segura e em menor tempo, para alimentação plena por via oral. O objetivo deste estudo é realizar revisão sistemática da literatura nacional e internacional a fim de elencar diferentes técnicas e elucidar sobre a eficácia das mesmas, quanto à maturação do sistema sensório-motor-oral em neonatos prematuros que permanecem em ambiente hospitalar. Segundo a literatura, a técnica mais utilizada no Brasil é a sucção não nutritiva com dedo mínimo enluvado ou chupeta ortodôntica. Em outros países, as técnicas mais citadas foram a sucção não nutritiva com chupeta seguida da estimulação do sistema sensório-motor-oral. Tanto as técnicas utilizadas no Brasil quanto no exterior têm refletido positivamente no desenvolvimento das funções orais de neonatos. Levando em conta a necessidade de promoção do aleitamento materno exclusivo, publicações recentes evidenciaram alarmante e preocupante percentual de uso de bicos sintéticos para estimulação em unidades de terapia intensiva neonatal.