The knowledge of elementary education of first to fourth grade teachers as for reading and writing disabilities

investigar o conhecimento dos professores de 1ª a 4ª série quanto ao distúrbio da leitura e escrita, pesquisando quais dificuldades referentes a esse distúrbio, foram apresentadas por estes professores. esses dados foram obtidos, por meio de um questionário informativo de 10 questões, aplicados a 50 professores de 1ª a 4ª série, da cidade de Bauru. Os questionários foram analisados e tabulados, e receberam tratamento estatístico pertinente. esses dados foram obtidos, por meio de um questionário informativo de 10 questões, aplicados a 50 professores de 1ª a 4ª série, da cidade de Bauru. Os questionários foram analisados e tabulados, e receberam tratamento estatístico pertinente. os professores logram um saber pouco fundamentado a respeito do distúrbio da leitura e escrita; sendo que, as dificuldades giraram em torno: da identificação real do problema; de quais manifestações caracterizam esse problema; e de como intervir e prevenir102182190FUNDAÇÃO DE AMPARO À PESQUISA DO ESTADO DE SÃO PAULO - FAPESPNão temto investigate the knowledge of the elementary education of first to fourth grade teachers as for reading and writing disorder, searching which difficulties refer to this disorder, they had been submitted by these teachers. these data had been achieved, by means of an informative questionnaire of 10 questions, applied to 50 teachers of the elementary education of first to fourth grade from Bauru city. The questionnaires were analyzed and tabulated, and received statistical treatment.the obtained results reveal that the teachers have a superficial knowledge regarding the reading and writing disorder, being that many had acquired such knowledge outside the graduation environment. It was also verified that although the teachers direct their students to the Speech Pathologist, they have limited vision as for the performance of this professional. The reading and writing disorder is considered as a proper problem of the child, being little recognized as a fault that also can be related to the "school" or of the education methodology. the obtained results reveal that the teachers have a superficial knowledge regarding the reading and writing disorder, being that many had acquired such knowledge outside the graduation environment. It was also verified that although the teachers direct their students to the Speech Pathologist, they have limited vision as for the performance of this professional. The reading and writing disorder is considered as a proper problem of the child, being little recognized as a fault that also can be related to the "school" or of the education methodolog

School performance of children with Specific Language Impairment: relations with metaphonological skills and short-term memory

OBJETIVO: Descrever o desempenho de crianças com Distúrbio Específico de Linguagem (DEL) em provas de leitura, escrita, aritmética, consciência fonológica e memória seqüencial auditiva, assim como, verificar se há associação positiva entre as provas que avaliam a aprendizagem escolar e as que avaliam o processamento da informação. MÉTODOS: Vinte sujeitos com diagnóstico de DEL, com idades entre 7 e 12 anos, foram submetidos ao Teste de Desempenho Escolar (TDE) e a duas provas, que avaliam o processamento da informação (Perfil de Habilidades Fonológicas e Subteste de Memória Seqüencial Auditiva do Teste de Illinois de Habilidades Psicolingüísticas - ITPA). RESULTADOS: A maioria apresentou alteração em todas as provas realizadas. As associações entre o desempenho do grupo nas diferentes provas demonstram que a habilidade metafonológica apresentou associação estatisticamente significante com as habilidades de leitura (p=0,02) e escrita (p=0,02). Por sua vez, a habilidade de memória seqüencial auditiva apresentou associação estatisticamente significante apenas com a habilidade de aritmética (p=0,0003). CONCLUSÃO: O desempenho escolar, assim como as habilidades de consciência fonológica e memória de curto prazo mostraram-se defasados na maioria dos sujeitos avaliados, havendo associação positiva entre: a prova de memória de curto prazo e a prova de aritmética; a prova de consciência fonológica e as provas de leitura e escrita. Neste contexto, reforça-se aqui a utilização de programas de intervenção baseados em Modelos Psicolingüísticos, que sugerem o uso de estratégias individuais para o desenvolvimento das habilidades metafonológicas.PURPOSE: To describe the performance of children with Specific Language Impairment (SLI) in tests of reading, writing, arithmetic, phonological awareness and auditory sequential memory abilities, as well as to verify whether there is a positive association between the tests that evaluate school learning and those that evaluate information processing. METHODS: Twenty children with SLI diagnosis and ages between 7 and 12 years, were submitted to the School Performance Test (Teste de Desempenho Escolar - TDE) and two tests that evaluate information processing (Phonological Abilities Profile and the subtest of Auditory Sequential Memory of the Illinois Test of Psycholinguistic Abilities- ITPA). RESULTS: The majority of the subjects presented deficits in all the tests. The analysis of the associations among the group's performance in the different tests showed that metalinguistic skills were significantly associated with the reading (p=0.02) and writing (p=0.02) abilities. In turn, the auditory sequential memory ability presented statistically significant association only with arithmetic ability (p=0.0003). CONCLUSION: The majority of the evaluated children showed deficits in their school performance, as well as in the abilities of phonological awareness and short term memory. It was found positive associations between the short term memory and the arithmetic tests, and between the phonological awareness and the reading and writing tests. In this context, it is emphasized the use of intervention programs based on Psycholinguistic Models, that suggest the use of individual strategies for the development of metalinguistic skills.Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP

Clareza, concisão e coesão: princípios e métricas de legibilidade aplicados ao texto de pós-graduandos em Ciência da Informação

Introdução: a barreira da língua dificulta publicar em inglês mesmo quando há mérito científico, pois o problema começa em português, na dificuldade em escrever como a ciência requer. Qual o impacto da aplicação de princípios de clareza, concisão e coesão na extensão e legibilidade de textos científicos? Esta pesquisa objetivou verificar esse impacto ao comparar extensão e indicadores de legibilidade antes e após a aplicação dos princípios. Método: vinte e cinco estudantes de pós-graduação em Ciência da Informação anotaram um texto científico próprio e o de três colegas, em revisão por pares duplo-cega, indicando problemas de estilo de quatro tipos: palavra desnecessária, distância sujeito-verbo excessiva, nominalização excessiva e contextualização tardia. Cada autor reelaborou seu próprio texto para resolver os problemas anotados. Os textos originais e reelaborados foram comparados em extensão e escore de facilidade de leitura de Flesch. Textos originais e reelaborados da literatura também foram mensurados como referência. Resultados: Todos os textos diminuíram em extensão após reelaborados, embora tenha havido mais atenção a problemas gramaticais do que aos quatro problemas de estilo. Houve 13 aumentos, duas manutenções e 10 diminuições nos escores de legibilidade. Esse resultado é compatível com o estudo-referência com textos da literatura. Conclusão: a aplicação dos princípios de legibilidade diminui a extensão e, em acordo com a literatura, tem impacto duvidoso no escore de legibilidade. Resta investigar a traduzibilidade comparada para verificar o pressuposto de que aplicar os princípios é "escrever em inglês em português".Introduction: The language barrier makes it difficult to publish in English, even when there is scientific merit, as the problem starts in Portuguese, in the difficulty of following scientific writing principles. What is the impact of applying principles of clarity, conciseness, and cohesion in the extension and readability of scientific texts? This research aimed to verify this impact when comparing extension and readability indicators before and after applying those principles. Method: Twenty-five Information Science graduate students annotated their own scientific text and that of three colleagues, in a double-blind review, indicating writing style problems of four types: unnecessary word, excessive subject-verb distance, excessive nominalization, and late contextualization. Each author then reworked their own text to solve the problems. The original and reworked texts were compared in length and Flesch Reading Ease score. Original and reworked texts from the literature were also compared, as a reference. Results: All texts were shortened after rework, although annotations were directed most to grammatical problems than to the four style problems. There were 13 increases, 2 maintenance, and 10 decreases in the readability scores. This result is compatible with the benchmark study with texts from the literature. Conclusions: Applying readability principles improves conciseness but, in accordance with the literature, has a dubious impact on the readability score. Compared translatability remains an open research topic, to verify the assumption that applying the principles equates to "write in English in Portuguese"

The knowledge of elementary education of first to fourth grade teachers as for reading and writing disabilities

OBJETIVO: investigar o conhecimento dos professores de 1ª a 4ª série quanto ao distúrbio da leitura e escrita, pesquisando quais dificuldades referentes a esse distúrbio, foram apresentadas por estes professores. MÉTODOS: esses dados foram obtidos, por meio de um questionário informativo de 10 questões, aplicados a 50 professores de 1ª a 4ª série, da cidade de Bauru. Os questionários foram analisados e tabulados, e receberam tratamento estatístico pertinente. RESULTADOS: os resultados obtidos revelaram que os professores possuem um conhecimento superficial a respeito do distúrbio da leitura e escrita, sendo que muitos adquiriram tal conhecimento fora do ambiente de graduação. Verificou-se também que os professores apesar de encaminharem seus alunos ao fonoaudiólogo, possuem visão limitada quanto à atuação deste profissional. O distúrbio da leitura e escrita foi considerado como um problema próprio da criança, sendo pouco reconhecido como uma falha que também pode ser da escola ou da metodologia de ensino. CONCLUSÃO: os professores logram um saber pouco fundamentado a respeito do distúrbio da leitura e escrita; sendo que, as dificuldades giraram em torno: da identificação real do problema; de quais manifestações caracterizam esse problema; e de como intervir e prevenir.PURPOSE: to investigate the knowledge of the elementary education of first to fourth grade teachers as for reading and writing disorder, searching which difficulties refer to this disorder, they had been submitted by these teachers. METHODS: these data had been achieved, by means of an informative questionnaire of 10 questions, applied to 50 teachers of the elementary education of first to fourth grade from Bauru city. The questionnaires were analyzed and tabulated, and received statistical treatment. RESULTS: the obtained results reveal that the teachers have a superficial knowledge regarding the reading and writing disorder, being that many had acquired such knowledge outside the graduation environment. It was also verified that although the teachers direct their students to the Speech Pathologist, they have limited vision as for the performance of this professional. The reading and writing disorder is considered as a proper problem of the child, being little recognized as a fault that also can be related to the "school" or of the education methodology. CONCLUSION: teachers have little knowledge about reading and writing disorder; whereas, difficulties are centered around the following reasons: the identification of the real problem; events which characterize this problem; how to intervene and prevent it

Rural tourism: a risk factor for schistosomiasis transmission in Brazil

This paper reports an outbreak of acute schistosomiasis among 38 tourists who rented a country house in the district of Igarapé, the metropolitan region of Belo Horizonte, Brazil, during a holiday period in 2006. A total number of 32 individuals were positive for Schistosoma mansoni. Results of stool examinations revealed individual S. mansoni egg counts per gram of faeces (epg) ranging from 4-768 epg with a geometric mean egg count of 45. The most frequent clinical symptoms were abdominal pain (78.1%), headache (75%), fever (65.6%), dry cough (65.2%) and both diarrhoea and asthenia (59.4%). A malacological survey of the area, where 22 specimens of Biomphalaria glabrata were collected, revealed three (13.6%) specimens eliminating Schistosoma cercariae. This investigation re-confirms a recently described pattern of schistosomiasis infection, resulting in the acute form of the disease and connected to rural tourism, which contributes to the spread of the disease among the middle-class and into non-endemic areas. The lack of specific knowledge about acute schistosomiasis among health services causes an increased number of unnecessary diagnostic procedures and delays in accurate diagnosis and treatment, resulting in considerable discomfort for the patients

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)

Health-status outcomes with invasive or conservative care in coronary disease

BACKGROUND In the ISCHEMIA trial, an invasive strategy with angiographic assessment and revascularization did not reduce clinical events among patients with stable ischemic heart disease and moderate or severe ischemia. A secondary objective of the trial was to assess angina-related health status among these patients. METHODS We assessed angina-related symptoms, function, and quality of life with the Seattle Angina Questionnaire (SAQ) at randomization, at months 1.5, 3, and 6, and every 6 months thereafter in participants who had been randomly assigned to an invasive treatment strategy (2295 participants) or a conservative strategy (2322). Mixed-effects cumulative probability models within a Bayesian framework were used to estimate differences between the treatment groups. The primary outcome of this health-status analysis was the SAQ summary score (scores range from 0 to 100, with higher scores indicating better health status). All analyses were performed in the overall population and according to baseline angina frequency. RESULTS At baseline, 35% of patients reported having no angina in the previous month. SAQ summary scores increased in both treatment groups, with increases at 3, 12, and 36 months that were 4.1 points (95% credible interval, 3.2 to 5.0), 4.2 points (95% credible interval, 3.3 to 5.1), and 2.9 points (95% credible interval, 2.2 to 3.7) higher with the invasive strategy than with the conservative strategy. Differences were larger among participants who had more frequent angina at baseline (8.5 vs. 0.1 points at 3 months and 5.3 vs. 1.2 points at 36 months among participants with daily or weekly angina as compared with no angina). CONCLUSIONS In the overall trial population with moderate or severe ischemia, which included 35% of participants without angina at baseline, patients randomly assigned to the invasive strategy had greater improvement in angina-related health status than those assigned to the conservative strategy. The modest mean differences favoring the invasive strategy in the overall group reflected minimal differences among asymptomatic patients and larger differences among patients who had had angina at baseline

Initial invasive or conservative strategy for stable coronary disease

BACKGROUND Among patients with stable coronary disease and moderate or severe ischemia, whether clinical outcomes are better in those who receive an invasive intervention plus medical therapy than in those who receive medical therapy alone is uncertain. METHODS We randomly assigned 5179 patients with moderate or severe ischemia to an initial invasive strategy (angiography and revascularization when feasible) and medical therapy or to an initial conservative strategy of medical therapy alone and angiography if medical therapy failed. The primary outcome was a composite of death from cardiovascular causes, myocardial infarction, or hospitalization for unstable angina, heart failure, or resuscitated cardiac arrest. A key secondary outcome was death from cardiovascular causes or myocardial infarction. RESULTS Over a median of 3.2 years, 318 primary outcome events occurred in the invasive-strategy group and 352 occurred in the conservative-strategy group. At 6 months, the cumulative event rate was 5.3% in the invasive-strategy group and 3.4% in the conservative-strategy group (difference, 1.9 percentage points; 95% confidence interval [CI], 0.8 to 3.0); at 5 years, the cumulative event rate was 16.4% and 18.2%, respectively (difference, 121.8 percentage points; 95% CI, 124.7 to 1.0). Results were similar with respect to the key secondary outcome. The incidence of the primary outcome was sensitive to the definition of myocardial infarction; a secondary analysis yielded more procedural myocardial infarctions of uncertain clinical importance. There were 145 deaths in the invasive-strategy group and 144 deaths in the conservative-strategy group (hazard ratio, 1.05; 95% CI, 0.83 to 1.32). CONCLUSIONS Among patients with stable coronary disease and moderate or severe ischemia, we did not find evidence that an initial invasive strategy, as compared with an initial conservative strategy, reduced the risk of ischemic cardiovascular events or death from any cause over a median of 3.2 years. The trial findings were sensitive to the definition of myocardial infarction that was used