Phonological Remediation Program In Students With Developmental Dyslexia

Background: program for phonological remediation in developmental dyslexia. Aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. Method: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - Gle with 6 students with developmental dyslexia who were submitted to the program; and Glc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. Results: results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.2013136(2000) Diagnostic and statistical manual of mental disorders, , American Psychiatric Association, DSM-IV Washington, DC: American Psychiatric Association;Etchepareborda, M.C., Intervention in dyslexic disorders: Phonological awareness training (2003) Rev Neurol, 36 (1), pp. 13-19Gray, A., Mccuthen, D., Young readers' use of phonological information: Phonological awareness, memory, and comprehension (2006) J. Learn. Disab, 39 (4), pp. 325-333Hindson, B., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D.W., Shankweiler, D., Assessment and early instruction of preschool children at risk for reading disability (2005) J. Educ. Psyc, 97 (4), pp. 687-704Savage, R.S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., Tuersley, L., Relationship among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers (2005) J. Learn. Disab, 38 (1), pp. 12-28Swanson, H.L., Howard, C.B., Saez, L., Do different components of working memory underlie different subgroups of reading disabilities? (2006) J. Learn. Disab, 39 (3), pp. 252-269Capellini, S.A., (2001) Eficácia do programa de remediação fonológica em escolares com distúrbio específico de leitura e distúrbio de aprendizagem: Estudo comparativo, , Tese, Campinas SP, Universidade Estadual de Campinas;Capellini, S.A., Padula, N.A., Ciasca, S.M., Performance of scholars with specific reading disabilities in a remediation program. Pró-fono Ver. Atual. Cient (2004), 16 (3). , 261-74Salgado, C.A., (2005), Programa de remediação fonológica em escolares com dislexia do desenvolvimento, Dissertação, Campinas SP, Universidade Estadual de Campinas;Capovilla, A.G.S., Capovilla, F.C., Prova de consciência fonológica: Desenvolvimento de dez habilidades da pré-escola à segunda série. (1998) Temas desenvolv, 7 (37), pp. 14-20Ferreira, T.L., Capellini, A.S., Ciasca, S.M., Tonelotto, J.M.F., Desempenho de escolares leitores proficientes na prova de velocidade de recodificação fonológica. (2003) Temas desenvolv, 12 (29), pp. 26-32Capellini, A.S., Cavalheiro, L.G., Avaliação do nível e da velocidade de leitura em escolares com e sem dificuldade na leitura. (2000) Temas desenvolv, 9 (51), pp. 5-12Pinheiro AMV. Leitura e escrita: uma abordagem cognitiva. Campinas: Psy 111994Yavas, M.S., Hernandorena, C.L.M., Lamprecht, R.R., (1991) Avaliação Fonológica da criança, , Porto Alegre: Artes Médicas;Gonzalez, O.M.R., Espinel, A.I.G., Rosquete, R.G., Remedial interventions for children with reading disabilities: Speech perception an effective component in phonological training? (2002) J. Learn. Disab, 35 (4), pp. 334-342Snowling, M.J., Gallagher, A., Frith, U., Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill (2003) Child. Dev, 74 (2), pp. 358-373Nikolopoulos, D., Goulandris, N., Hulme, C., Snowling, M.J., The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal, study (2006) J. Exp. Child. Psychol, 94 (1), pp. 1-17Barca, L., Burani, C., Filippo, G.D., Zoccolotti, P., Italian developmental dyslexic and proficient readers: Where are the differences? (2006) Brain Lang, 98 (3), pp. 347-351Avila CRB. Consciência Fonológica. IN: Ferreira LP, Befi-Lopes DM, Limongi SCO. Tratado de Fonoaudiologia, São Paulo: Roca2004Miranda-Casas, A., Baixauli-Ferrer, I., Soriano, M., Presentación-Herrero, M.J., Cuestiones pendientes em la investigación sobre dificultades del acesso ao léxico: Una visión de futuro. (2003) Rev Neurol, 36 (1), pp. 20-28Agnew, J.A., Dom, C., Eden, G.F., Effect of intensive training on auditory processing and reading skills (2004) Brain Lang, 88 (1), pp. 21-2

Efficacy Of The Reading And Phonological Remediation Program In Learning Disabilities [eficácia Do Programa De Remediação Fonológica E Leitura No Distúrbio De Aprendizagem]

Background: the Phonological and Reading Remediation Program in learning disabilities. Aim: to verify therapeutic effectiveness of the Phonological and Reading Remediation Program in students with learning disabilities. Method: participants of this study were 40 students who were divided in the following groups: GI, subdivided in: GIE (10 students without learning disabilities submitted to the Phonological and Reading Remediation Program), GIC (10 students without learning disabilities who were not submitted to the Phonological and Reading Remediation Program); and GII, subdivided in: GIIE (10 students with learning disabilities submitted to the Phonological and Reading Remediation Program), GIIC (10 students with learning disabilities who were not submitted to the Phonological and Reading Remediation Program). As a procedure, in pre and post testing situations, the Cognitive-Linguistic Performance Test was applied. Results: the results showed statistically significant differences between GIE and GIC and between GIIE and GIIC, indicating that students who were submitted to the Program presented better performances in the post testing condition when compared to the pre-testing condition. Conclusion: this study showed that the Phonological and Reading Remediation Program was effective. The use of the Program improved perception, production and manipulation of sounds and syllables, interfering directly on the reading skills and comprehension of students with learning disabilities.222131138Heiman, T., Kariv, D., Manifestations of learning disabilities in university students (2004) Implications for coping and adjustment. Education., (125), pp. 313-325Paula, G.R., Mota, H.B., Keske-Soares, M.A., A terapia em consciência fonológica no processo de alfabetização (2005) Pró-Fono Rev Atual Cient, (17), pp. 175-184Silver, C.H., Ruff, R.M., Iveson, G.L., Barth, J.T., Broshek, D.K., Bush, S.S., Koffer, S.P., Reynolds, C.R., Learning disabilities: the need for neuropsycological evaluation (2008) Arch Clin Neuropsychol, (23), pp. 217-219Guerra, L.B., A criança com dificuldade de aprendizagem: considerações sobre a teoria: modos de fazer (2002) Rio de Janeiro: EnelivrosEstell, D.B., Jones, M.H., Pearl, R., Acker, R.V., Farmer, T.W., Rodkin, P.C., Peer groups, populatity, and social preference. trajectories of social functioning among students With and without learning disabilities (2008) J Learn Disabil, 41 (1), pp. 5-14Wanzek, J., Vaughn, S., Response to varying amounts of time in reading intervention for students with low response to intervention (2008) J Learn Disabil, 41 (2), pp. 126-142Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., Kaufman, J., Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten Two-year results for secondary - and tertiary - level interventioons (2008) J Learn Disabil, 41 (2), pp. 101-114Calhoon, M.B., Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities (2005) J Learn Disabil, 38 (5), pp. 424-433Vaughn, S., Linan-Thompson, S., Mathes, P.G., Cirino, P.T., Carlson, C.D., Pollard-Durodola, S.D., Cardenas-Hagan, E., Francis, D.J., Effectiveness of Spanish intervention for firstgrade English language learners at risk for reading difficulties (2006) J Learn Disabil, 39 (1), pp. 56-73Hatcher, P.J., Hulme, C., Ellis, A.W., Ameliorating early reading failure by integrating the reaching of reading and phonological skills: the phonological linkage hypothesis (1994) Child Dev, (65), pp. 41-57Smythe, I., Everatt, J., (2000) Internacional Dyslexia Test (IDT), , University of SurreySilva, C., Capellini, S.A., Gonzaga, J., Galhardo, M.T., Cruvinel, P., Smythe, I., Desempenho cognitivo - linguístico de escolares de 1a a 4a série do ensino publico municipal (2007) Rev Assoc Bras Psic, 24 (73), pp. 30-44Capellini, S.A., (2001) Eficácia do programa de remediação fonológica em escolares com distúrbio específico de leitura e distúrbio de aprendizagem, , [Tese]. Campinas: Universidade Estadual de CampinasRamos, C.S., (2005) Avaliação de leitura em escolares com indicação de dificuldade de leitura e escrita [Dissertação], , São Paulo: Universidade Federal de São PauloJunqueira, S., (1995) Coleção Estrelinha, , São Paulo: ÁticaClay, M.M., (1985) The early detection of reading difficulties, , Oxford: Heinemann EducationalWanzek, J., Vaughn, S., Wexler, J., Swanson, E.A., Edmonds, M., Kim, A., A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD (2006) J Learn Disabil, 39 (6), pp. 528-543Savage, R.S., Frederickson, N., Goodwin, R., Patni, U., Smith, N., Tuersley, L., Relationship among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers (2005) J Learn Disabil, 38 (1), pp. 12-28Ryders, J.F., Tunmer, W.E., Greaney, K.T., Explicit instruction in phonemic awareness and phonemically based decoding skill as an intervention strategy for struggling readers in whole language classrooms (2008) Read Writ: Interd J, (21), pp. 349-369Mann, V.A., Foy, J.G., Phonological awareness, speech development, and letter knowledge in preschool children. In: Speech development, perception, and productioncomponents of reading (2003) Ann Dyslexia, (53

School-aged Children's Performance In The Brazilian Adaptation Of The Reading Processes Assessment [desempenho De Escolares Na Adaptação Brasileira Da Avaliação Dos Processos De Leitura]

Background: Brazilian adaptation of the reading processes assessment (Prolec). Aim: to characterize and compare the performance of students from public and private teaching institutions from the 1st to the 4th grades in the adaptation of the reading processes assessment (Prolec). Method: 262 students from the 1st to the 4th grades of elementary school participated in this study. Participants were distributed as follows: Group I (GI) consisted of 122 students from the 1st to the 4th grades of public elementary schools and Group II (GII) consisted of 140 students from the 1st to the 4th grades of private elementary schools. The adapted version of the reading processes assessment (Prolec) was applied. Results: the results indicated that GII performed better in tests of sound identification, word choosing, words reading, low-frequency words reading, pseudo-words reading, sentences comprehension and text comprehension. Both groups presented a lower performance than the expected in Prolec tests Spanish version. Conclusions: the adaptation of the Prolec to the Brazilian reality appears to be appropriate for the establishment of a reading profile of students, from public and private teaching institutions, who are undergoing the initial phase of literacy.224555560Pinheiro, A.M.V., Lúcio, P.S., Silva, D.R., Avaliação cognitiva de leitura: O efeito de regularidade grafema-fonema e fonema-grafema na leitura em voz alta de palavras isoladas no português do Brasil (2008) Psicol Teor Prat, 10 (2), pp. 16-30Cunha, V.L.O., Capellini, S.A., Leitura: Decodificação ou obtenção do sentido? (2009) Rev Teias, 10 (19), pp. 1-21Cunha, V.L.O., Capellini, S.A., Análise psicolinguística e cognitivo-linguistica das provas de habilidades metalinguísticas e leitura realizadas em escolares de 2a a 5a série (2010) Rev. Cefac [periódico na internet], p. 10. , http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462010005000017&lng=pt&nrm=isso, Epub 23-abr- [acesso em 2010 set 20]Germano, G.D., Pinheiro, F.H., Cunha, V.L.O., Avaliação e intervenção nas habilidades metalinguísticas (2010) Transtornos de aprendizagem e transtornos da atenção: Da avaliação à intervenção, pp. 35-48. , Capellini SA, Germano GD, Cunha VLO,editores., São José dos Campos, SP: Pulso EditorialPinheiro, F.H., Capellini, S.A., Treinamento auditivo em escolares com distúrbio de aprendizagem (2010) Pró-Fono Revista de Atualização Científica, 22 (1), pp. 49-54Paula, G.R., Mota, H.B., Keske-Soares, M.A., A terapia em consciência fonológica no processo de alfabetização (2005) Pró-Fono: Ver Atual Cient, 17 (2), pp. 175-184Mcquiston, K., O'Shea, D., Mccollin, M., Improving phonological awareness and decoding skills of high schools students from diverse backgrounds (2008) Prev Sch Failure, 52 (2), pp. 67-70Smythe, I., Everatt, E., Al-Menaye, N.H.X., Capellini, S., Gyarmathy, E., Siegel, L., Predictors of word-level literacy amongst grade 3 children in five diverse languages (2008) Dyslexia, 14 (3), pp. 170-187Leppänen, U., Kaisa, A., Pekka, N., Jari-Erik, N., Letter knowledge predicts grade 4 reading fluency and reading comprehension (2008) Learn Instr, 18, pp. 548-564Roman, A.A., Kirby, J.R., Parrila, R.K., Wade-Woolley, L., Deacon, S.H., Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8 (2009) J Exp Child Psychol, 102 (1), pp. 96-113Nikolopoulos, D., Goulandris, N., Hulme, C., Snowling, M.J., The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study (2006) J Exp Child Psychol, 94 (1), pp. 1-17Nation, K., Cocksey, J., The relationship between knowing a word and reading it aloud in children's word reading development (2009) J Exp Child Psychol, 103 (3), pp. 296-308Capellini, S.A., Oliveira, A.M., Cuetos, F., (2010) PROLECprovas de avaliação dos processos de leitura, , São Paulo (SP): Casa do Psicólogo;Pinheiro, A.M.V., (1994) Leitura e escrita: Uma abordagem cognitiva. Campinas: Psy II;Pinheiro, A.M.V., (2003) Avaliação cognitiva das capacidades de leitura e de escrita de crianças nas séries iniciais do Ensino Fundamental - AVACLE, , Relatório Final Global e Integrado de atividades desenvolvidas, submetido ao Conselho Nacional de desenvolvimento cientifico e tecnológico (CNPq)Cuetos, F., Rodríguez, B., Ruano, E., (1996) Evaluación de los procesos lectores, , Madrid: TEA EdicionesSalgado, C.A., Capellini, S.A., Programa de remediação fonológica em escolares com dislexia do desenvolvimento (2008) Pró-Fono Revista de Atualização Científica, 20 (1), pp. 31-36Germano, G.D., Pinheiro, F.H., Capellini, S.A., Desempenho de escolares com dislexia do desenvolvimento em tarefas fonológicas e silábicas (2009) Rev. Cefac., 11 (2), pp. 213-220Cunha, V.L.O., Capellini, S.A., Desempenho de escolares de 1a a 4a série do ensino fundamental nas provas de habilidades metafonológicas e de leitura- PROHMELE (2009) Rev Soc Bras Fonoaudiol, 14 (1), pp. 56-68Salgado, C., Capellini, S.A., Desempenho em leitura e escrita de escolares com transtorno fonológico (2004) Psicol. Esc. Educ., 8 (2), pp. 179-188Zuanetti, P.A., Schneck, A.P.C., Manfredi, A.K.S., Consciência fonológica e desempenho escolar (2008) Rev. Cefac., 10 (2), pp. 168-174Capellini, S.A., Ciasca, S.M., Neuropsychollinguistic bases of learning (2007) Neuropsycholinguistic perspectives on dyslexia and other learning disabilities, pp. 1-13. , Capellini AS,(editor.), New York: Nova Science PublisherTorppa, M., Tolvanen, A., Poikkeus, A.M., Eklund, K., Lerkkanen -K, Leskien E, Lyytinen H. Reading development subtypes and their early characteristics (2007) Ann. of Dyslexia., 57 (1), pp. 3-32Tanenhaus, M.K., Hare, M., Phonological typicality and sentence processing (2007) Trends Cogn Sci, 11 (3), pp. 93-9

Comparação de Escolares Com e Sem Distúrbio de Aprendizagem no Teste de Desempenho Cognitivo-Linguístico

Bedel Louis. Provenance de Clitobius rugulipennis Fairm. [Col.]. In: Bulletin de la Société entomologique de France, volume 1 (15),1896. p. 346

Fine Motor Function Of School-aged Children With Dyslexia, Learning Disability And Learning Difficulties [função Motora Fina De Escolares Com Dislexia, Distúrbio E Dificuldades De Aprendizagem]

Background: fine motor function of school-aged children with dyslexia, learning disabilities and learning difficulties. Aim: this study aimed to characterize the fine motor, sensory and perceptive function of school-aged children with dyslexia, learning disabilities and learning difficulties and to correlate these results with the analysis of the children's handwriting. Method: participants were 80 2nd to 4th graders, ranging in age from 7 to 12 years, of both genders, divided as follows: GI: composed of 20 students with dyslexia, GII: composed of 20 students with learning disabilities, GIII: composed of 20 students with learning difficulties and GIV: composed of 20 good readers. All of the children were submitted to an assessment of the fine motor, sensorial and perceptive functions using the Dysgraphia Scale. Results: the results indicated that most groups presented a poor performance in tests of FMF7 (fingers opposition), S8 (graphestesia) and P1 (body imitation). GI and GII were the groups that presented the worst performance in most of the tests when compared to GIII and GIV. Regarding handwriting, it was observed that all of the children in GII are dysgraphics. Conclusion: the presence of motor, sensorial and perceptive alterations is a characteristic of children with learning disabilities and dyslexia. However this characteristic may or may not be found in children with learning difficulties, therefore motor, sensorial and perceptive alterations are responsible for the dysgraphic behavior observed in the children with learning disabilities of the present study.223201208Smits-Engelsman, B.C.M., Wilson, P.H., Westenberg, Y., Duysens, J., Fine motor deficiencies in children with development coordination disorder and learning disabilities: An underlying open-loop control deficit (2003) Hum Mov Sci, 22, pp. 495-513Santos, S., Dantas, L., Oliveira, J.A., Desenvolvimento motor de crianças, de idosos e de pessoas com transtornos da coordenação (2004) Rev Paul Educ Fis, 18, pp. 33-44Goez, H., Zelnik, N., Handedness in patients with developmental coordination disorder (2008) J Child Neurol, 23, pp. 151-154Getchell, N., Pabreja, P., Neeld, K., Carrio, V., Comparing children with and without dyslexia on the movement assessment battery for children and the test of gross motor development (2007) Percep Mot Skills, 105, pp. 207-214Tseng, M.H., Howe, T.H., Chuang, I.C., Hsieh, C.L., Cooccurrence of problems in activity level, attention, psychosocial adjustment, reading and writing in children with developmental coordination disorder (2007) Int J Rehabil Res, 30, pp. 327-332Jefferies, E., Sage, K., Ralph, M.A., Do deep dyslexia, dysphasia and dysgraphia share a common phonological impairment? (2007) Neuropsychologia, 45, pp. 1553-1570Summers, J., Larkin, D., Dewey, D., Activies of daily living in children with developmental coordination disorder: Dressing, personal hygiene, and eating skills (2008) Hum Mov Sci, 27, pp. 215-229Crawford, S.G., Dewey, D., Co-occurring disorders: A possible key to visual perceptual deficits in children with developmental coordination disorder? (2008) Hum Mov Sci, 27, pp. 154-169Beckung, E., Development and validation of a measure of motor and sensory function in children with epilepsy (2000) Pediatr Ther, 2, pp. 24-35Lorenzini, M.V., (1993) Uma escala para detectar a disgrafia baseada na escala de Ajuriaguerra. [Dissertação], , São Carlos (SP): Universidade Federal de São CarlosCapellini, A.S., Souza, A.V., Avaliação da função motora fina , sensorial e perceptiva em escolares com dislexia (2008) Transtornos da aprendizagem da avaliação à reabilitação, pp. 55-64. , Sennyey AL, Capovilla FC, Montiel JM. São Paulo: Editora Artes MédicasTrevisan, J.G., Coppede, A.C., Capellini, S.A., Avaliação da função motora fina, sensorial e perceptiva em escolares com dificuldades de aprendizagem (2008) Temas sobre Desenvolvimento, 16, pp. 183-187Engel-Yeger, B., Nagauker-Yanuv, L., Rosenblum, S., Handwriting performance, self-reports, and perceived self-efficacy among children with dysgraphia (2009) Am J Occup Ther, 63, pp. 182-192Orban, P., Lungu, O., Doyon, J., Motor sequence learning and developmental dyslexia (2008) Ann N Y Acad Sci, 1145, pp. 151-172Visser, J., Developmental coordination disorder: A review of research on subtypes and comorbidities (2003) Hum Mov Sci, 22, pp. 479-493Shaywitz, B.A., Morris, R., Shaywitz, S.E., The education of Dyslexic children from childhood to young adulthood (2008) Rev Psychol, 59, pp. 451-475Le Jan, G., Jeannès, R.L.B., Costet, N.C., Faucon, G., Discriminatory validity of dyslexia screening tasks in French school age children (2007) Conf. Proc. IEEE Eng. Med. Biol. Soc., 1, pp. 3781-3785Volman, M.J.M., Schendel, B.M.V., Jongmans, M.J., Handwriting difficulties in primary school children: A search for underlying mechanisms (2006) The American Journal of Occupational Therapy, 60, pp. 451-460Alloway, T.P., Archibald, L., Working memory and learning in children with developmental coordination disorder and specific language impairment (2008) J Learn Disabil, 41 (3), pp. 251-262Alloway, T.P., Warn, C., Task-specific training, learning, and memory for children with developmental coordination disorder: A pilot study (2008) Percept Mot Skills, 107 (2), pp. 473-480Conlon, E.G., Sanders, M.A., Wright, C.M., Relationships between global motion and global form processing, practice, cognitive and visual processing in adults with dyslexia or visual discomfort (2009) Neuropsychologia, 47 (3), pp. 907-91

Clinical And Videofluoroscopic Evaluation Of Swallowing In Patients With Spastic Tetraparetic Cerebral Palsy And Athetosic Cerebral Palsy [evaluación Clínica Y Videofluoroscópica De La Deglución En Pacientes Con Parálisis Cerebral Tetraparésica Espástica Y Atetósica]

Aim. To evaluate and to compare the findings of oral and pharyngeal phases of swallowing in children with both spastic tetraparetic cerebral palsy (STCP) and with athetosic cerebral palsy (ACP). Patients and methods. 11 children were evaluated, with their ages ranging from 10 months to 8 years old, through both clinical assessment and videofluoroscopic evaluation. Results. The children with STCP were more involved at the neurologic, clinical and speech-language and hearing aspects. At the oral phases all the children had presented some involvement. At the pharyngeal phases the clinical signs of aspiration were identified in 10 children. It was observed aspirations in 80% of children with STCP and in 67% with ACP. The changes on swallowing were similar in both cerebral palsy groups, but the performance of the children with STCP was inferior. Conclusion. The videofluoroscopy was an important method which makes possible the verification of aspirations, helping the professionals at the therapeutical program for these children. © 2006, Revista de Neurología.428462465Chen, M.Y.M., Peele, V.N., Donati, D., Ott, D.J., Donofrio, P.D., Gelfand, D.W., Clinical and fluoroscopic evaluation of swallowing in 41 patients with neurologic disease (1992) Gastrointest Radiol, 17, pp. 95-98Logemann, J.A., Swallowing physiology and pathophysiology (1988) Otolaryngol Clin North Am, 21, pp. 613-623Furkim, A.M., (1999) Deglutição de crianças com paralisia cerebral do tipo tetraparética espástica: Avaliação clínica fonoaudiológica e análise videofluoroscó pica, , São Paulo: Universidade Federal de São Paulo;Furkim AM, Silva RG. Conceitos e implicações para a prática clínica e para a classificação da disfagia orofaríngea neurogênica. In Furkim AM, Silva RG. Programas de reabilitação em disfagia neurogênica. São Paulo: Frôntis1999. p. 1-20Logemann, J.A., (1983) Evaluation and treatment of disorders, , San Diego: College Hill;Pino-Quera R, Caffri-Defilippi C. Disfagia orofaríngea. Acta Gastroenterol Latinoam 200112: 26-35Perlman, A.L., Lu, C., Jones, B., Radiographic contrast examination of the mouth, pharynx and esophagus (1997) Deglutition and its disorders: Anatomy, phisiology, clinical diagnosis, and management, pp. 153-199. , Perlman AL, Schulze-Delrieu K, eds, San Diego: Singular;Rogers, B., Arvedson, J., Buck, G., Smart, P., Msall, M., Characteristics of dysphagia in children with cerebral palsy (1994) Dysphagia, 9, pp. 69-73Grunert-Paolinelli, P., Bontes-Lukoviek, A., Videofluoroscopía VFC em el estúdio de los transtornos de la deglución (2000) Revista Chilena de Radiología, 6, pp. 5-7Furkim, A.M., Behlau, M.S., Weckx, L.L.M., Avaliação clínica e videofluoroscópica da deglutição em crianças com paralisia cerebral tetraparética espástica (2003) Arq Neuropsiquiatr, 61, pp. 611-616Kramer, S.S., Eicher, P.S., Swallowing in children (2003) Normal and abnormal swallowing: Imaging in diagnosis and therapy, pp. 205-226. , Jones B, ed, 2 ed. New York: Springer;Morton, R.E., Bonas, R., Fourie, B., Minford, J., Videofluoroscopy in the assessment of feeding disorders of children with neurological problems (1993) Dev Med Child Neurol, 35, pp. 388-395Helfrich-Miller, K.R., Rector, K.L., Straka, J.A., Dysphagia: Its treatment in the profoundly retarded pacient with cerebral palsy (1986) Arch Phys Med Rehabil, 67, pp. 520-525Plant, R.L., Anatomy and physiology of swallowing in adults and geriatrics (1998) Otolaryngol Clin North Am, 31, pp. 477-488Griggs, C.A., Jones, P.M., Lee, R.E., Videofluoroscopic investigation of feeding disorders of children with multiple handicap (1989) Dev Med Child Neurol, 31, pp. 303-308Buchholz, D.W., Neurogenic dysphagia: What is the cause when the cause is not obvious? (1994) Dysphagia, 9, pp. 245-255Arvedson, J., Rogers, B., Buck, G., Smart, P., Msall, M., Silent aspiration prominent in children with dysphagia (1994) Int J Pediatr Otorhinolaryngol, 28, pp. 173-181Dantas, R.O., Kern, M.K., Massey, B.T., Dodds, W.J., Kahrilas, P.J., Brasseur, J.G., Effect of swallowed bolus variables on oral and pharyngeal phases of swallowing (1990) Am J Physiol, 258, pp. 675-681Lazarus, C.L., Logemann, J.A., Rademaker, A.W., Kahrilas, P.J., Pajak, T., Lazar, R., Effects of bolus volume, viscosity, and repeated swallows in nonstroke subjects and stroke patients (1993) Arch Phys Med Rehabil, 74, pp. 1066-1070Costa, M.M.B., Moscovici, M., Pereira, A.A., Koch, A., A avaliação videofluoroscópica da transição faringoesofágica (esfíncter superior do esôfago) (1993) Radiologia Brasileira, 23, pp. 71-80Perlman, A.L., Booth, B.M., Grayhack, J.P., Videofluoroscopic predictors of aspiration in patients with oropharyngeal dysphagia (1994) Dysphagia, 9, pp. 90-95Logemann, J.A., Swallowing physiology and pathophysiology (1988) Otolaryngol Clin North Am, 21, pp. 613-623Kandel ER. Linguagem. In Kandel ER, Schwartz JH, Jessel TM. Fundamentos da neurociência e do comportamento. Rio de Janeiro: Guanabara Koogan2000. p. 505-1

Phonological Awareness, Working Memory, Reading And Writing Performances In Familial Dyslexia [desempenho Em Consciência Fonológica, Memória Operacional, Leitura E Escrita Na Dislexia Familial]

Background: familial dyslexia. Aim: to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. Method: in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, That is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. Results: the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. Conclusion: deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.194374380Scarborough, H.S., Very early language deficits in dyslexic children (1990) Child Dev, 61 (6), pp. 1728-1743Meng, H., Smith, S.D., Hager, K., Held, M., Liu, J., Olson, R.K., Pennington, B.F., Gruen, J.R., DCDC2 is associated with reading disabilities and modulates neuronal development in the brain (2005) Proc. Nat. Acad. Sci, 102 (47), pp. 17053-17058Marlow, A.J., Fisher, S.E., Richardson, A.J., Investigation of quantitative measures related to reading disability in a large sample of sib-pairs from the UK (2001) Behav Genet, 31 (2), pp. 219-230Wijsman, E.M., Peterson, D., Leutenegger, A.L., Segregation analysis of phenotypic components of learning disabilities: Nonword memory and digit span (2002) Am J Hum Genet, 67 (3), pp. 631-646Tzenova, J., Kaplan, B.J., Petryshen, T.L., Field, L.L., Confirmation of a dyslexia susceptibility locus on chromosome Ip34-p36 in a set of 100 Canadian families (2004) Am. J. Med. Genet, 27 (1), pp. 117-124Kaminen, N., Hannula-Jouppi, K., Kestila, M., Lahermo, P., Muller, K., Kaaranen, M., Myllyluoma, B., Kere, J., A genome scan for developmental dyslexia confirms linkage to chromosome 2p11 and suggests a new locus on 7q32 (2003) J. Med. Gent, 40 (5), pp. 340-345Petryshen, T.L., Kaplan, B.J., Liu, M.F., Schmill, D.E., French, N., Tobias, R., Hughes, M.L., Field, L.L., Evidence for a susceptibility locus on chromosome 6q influencing phonological coding dyslexia (2001) Am. J. Med. Genet, 105 (6), pp. 507-517Chapman, N.H., Igo, R.P., Thomson, J.B., Matsushita, M., Brkanac, Z., Holzman, T., Berninger, V.W., Raskind, W.H., Linkage analyses of four regions previously implicated in dyslexia: Confirmation of a locus on chromosome 15q (2004) Am. J. Med. Genet B. Neuropsychiatr. Genet, 131 (1), pp. 67-75Fisher, S.E., Francks, C., Marlow, A.J., Macphie, I.L., Newbury, D.F., Cardon, L.R., Ishikawa-Brush, Y., Monaco, A.P., Independent genome-wide scans identify a chromosome 18 quantitative-trait locus influencing dyslexia (2002) Nat. Genet, 30 (1), pp. 86-91Cope, N., Harold, D., Hill, G., Moskvina, V., Stevenson, J., Holmans, P., Owen, M.J., Williams, J., Strong evidence that KIAA0319 on chromosome 6p is a susceptibility gene for developmental dyslexia (2005) Am. J. Hum. Genet, 76 (4), pp. 581-591Schumacher, J., Anthoni, H., Dahdouh, F., Konig, I.R., Hillmer, A.M., Kluck, N., Manthey, M., Kere, J., Strong genetic evidence of DCDC2 as a susceptibility gene for dyslexia (2006) Am. J. Hum. Genet, 78 (1), pp. 52-62Meng, H., Hager, K., Held, M., Page, G.P., Olson, R.K., Pennington, B.F., Defries, J.C., Gruen, J.R., TDT-association analysis of EKN1 and dyslexia in a Colorado twin cohort (2005) Hum. Genet, 118 (1), pp. 87-90Wechsler, D., (2002) Escala de inteligência para crianças (WISC III), , São Paulo: Casa do Psicólogo;Wechsler, D., (2004) Escala de inteligência para adultos, , WAIS-III, São Paulo: Casa do Psicólogo;Stein, L.M., (1994) Teste de desempenho escolar: Manual para aplicação interpretação, , São Paulo: Casa do psicólogo;Denckla, M.B., Rudel, R., (1974) Rapid Automatized naming of picture objects, colors, letters, and numbers by normal children, 10 (2), pp. 186-202. , CortexCapovilla, A.G.S., Capovilla, F.C., Prova de consciência fonológica desenvolvimento de dez habilidades da pré-escola à segunda séria. (1998) Temas Desenvolv, 7 (37), pp. 14-20Kovel, C.G.F., Hol, F.A., Heisten, J.G.A.M., Willemen, J.J.H.T., Sandkuijl, L.A., Franke, B., Padberg, G.W., Genomewide scan identifies susceptibility locus for dyslexia on Xq27 in an extended Dutch family (2004) J. Med. Genet, 41 (9), pp. 652-657Capellini, A.S., Padula, N.A.M.R., Ciasca, S.M., Desempenho de escolares com distúrbio específico de leitura em programa de remediação. Pró-fono Rev. Atual. Cient (2004), 16 (3), pp. 261-274Swanson, H.L., Howard, C.B., Saez, L., Do different components of working memory underlie different subgroups of reading disabilities? (2006) J. Learn. Disab, 39 (3), pp. 252-269Geary, D.C., Mathematics and learning disabilities (2004) J. Learn. Disab, 37 (1), pp. 4-15Barros, A.F.F., Capellini, S.A., Avaliação fonológica, de leitura e escrita em criancas com distúrbio específico de leitura. (2003) J. Bras. Fonnaudiol, 4 (14), pp. 11-19Snowling, M.J., Gallagher, A., Frith, U., Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill (2003) Child. Dev, 74 (2), pp. 358-373Savage RS, Frederickson N, Goodwin R, Patni U, Smith N, Tuersley L. Relationship among rapid digit naming, phonological processing, motor automaticity, and speech perception in poor, average, and good readers and spellers. J. Learn, Disab, 2,005;38(1):12-28Wilson, A.M., Lesaux, N.K., Persistence of phonological processing deficits in college students with appropriate reading skills (2001) J. Learn. Disab, 34 (5), pp. 394-400Chiappe, P., Stringer, R., Siegel, L.S., Stanovich, K.E., Why the timing deficit hypothesis does not explain reading disabilities in adults (2002) Reading and Writing, 15 (1), pp. 73-107Lyytinen, P., Eklund, K., Lyytinen, H., Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia (2005) Ann. Dyslexia, 55 (2), pp. 166-192Rescorla L. Age 13 language and reading outcomes to age 9 in late-talking toddlers. J. Speech Lang. Hear. Res, 2005;48(2):459-7

Growth and characterization of Ge nanostructures on Si(111)

The study of growth and evolution of Ge/Si(111) islands by STM and AFM is presented and discussed. The coexistence of strained and relaxed islands in agreement with theoretical equilibrium calculations is reported. The formation of a trench around ripened island due to selective depletion of the wetting layer is observed for the first time in the case of Ge/Si(111) islands. The presence of misfit dislocations at the edges of the ripened islands is associated to the promotion of an atomic current from higher strain island regions. The Ge atoms move from the top of the island centre to the base thereby leading to a rounding of the island shape and to a decrease of the aspect ratio