Correlation between indication of disgraphy and scholarship performance

PURPOSE: to evaluate the relationship between indicative signals of written difficulties and cadmic performance. METHODS: twenty five children, students from the 3rd grade in the elementary education school of a public school in the metropolitan area of Campinas/SP took part in this study (12 boys), with age varying between 9 and 10. The tools used for evaluation were the scale of written difficulties (Lorenzini, 1993) and the test of school performance (Stein, 2003). RESULTS: considering the group performance, it was verified that a great number of students had written academic (15/25) and arithmetic (10/25) difficulties. The children with indicative signals of written difficulties (6/25) had inferior performance in writing and arithmetic, when compared to the ones who did not have difficulties. However, this difference was not significant. CONCLUSION: we can conclude that in this group, it wasn't possible to correlate academic difficulty to writing difficulty, since it was that such academic difficulty was also identified among the children who did not have written difficulties.OBJETIVO: avaliar a relação entre sinais indicativos de disgrafia e desempenho acadêmico. MÉTODOS: foram incluídas no estudo 25 crianças, matriculadas na 3ª. série do ensino fundamental de uma escola pública da Região Metropolitana de Campinas/SP, sem histórico de lesão cerebral e/ou déficit intelectual. Quanto à idade, 21 tinham nove anos e quatro tinham dez anos; 12 eram do sexo masculino. A avaliação foi realizada por meio da Escala de Disgrafia (Lorenzini, 1993) e do Teste de Desempenho Escolar (TDE) (Stein, 2003). RESULTADOS: seis crianças apresentaram sinais indicativos de disgrafia. A maioria dos alunos teve desempenho acadêmico classificado como inferior em escrita (15/25) e em aritmética (10/25). As crianças com indícios de disgrafia (6/25) tiveram pior desempenho em escrita e aritmética no TDE, quando comparado às demais crianças, porém essa diferença não foi estatisticamente significativa. CONCLUSÃO: conclui-se que, neste grupo, não foi possível estabelecer a relação entre baixo desempenho acadêmico com escrita disgráfica, uma vez que tal dificuldade também foi identificada também entre as crianças consideradas não disgráficas.22122

Central Auditory Processing Outcome After Stroke In Children.

To investigate central auditory processing in children with unilateral stroke and to verify whether the hemisphere affected by the lesion influenced auditory competence. 23 children (13 male) between 7 and 16 years old were evaluated through speech-in-noise tests (auditory closure); dichotic digit test and staggered spondaic word test (selective attention); pitch pattern and duration pattern sequence tests (temporal processing) and their results were compared with control children. Auditory competence was established according to the performance in auditory analysis ability. Was verified similar performance between groups in auditory closure ability and pronounced deficits in selective attention and temporal processing abilities. Most children with stroke showed an impaired auditory ability in a moderate degree. Children with stroke showed deficits in auditory processing and the degree of impairment was not related to the hemisphere affected by the lesion.72680-

Questão agrária e políticas públicas em Minas Gerais : conflitos sociais e alternativas populares

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Relação entre indícios de disgrafia funcional e desempenho acadêmico Correlation between indication of disgraphy and scholarship performance

OBJETIVO: avaliar a relação entre sinais indicativos de disgrafia e desempenho acadêmico. MÉTODOS: foram incluídas no estudo 25 crianças, matriculadas na 3ª. série do ensino fundamental de uma escola pública da Região Metropolitana de Campinas/SP, sem histórico de lesão cerebral e/ou déficit intelectual. Quanto à idade, 21 tinham nove anos e quatro tinham dez anos; 12 eram do sexo masculino. A avaliação foi realizada por meio da Escala de Disgrafia (Lorenzini, 1993) e do Teste de Desempenho Escolar (TDE) (Stein, 2003). RESULTADOS: seis crianças apresentaram sinais indicativos de disgrafia. A maioria dos alunos teve desempenho acadêmico classificado como inferior em escrita (15/25) e em aritmética (10/25). As crianças com indícios de disgrafia (6/25) tiveram pior desempenho em escrita e aritmética no TDE, quando comparado às demais crianças, porém essa diferença não foi estatisticamente significativa. CONCLUSÃO: conclui-se que, neste grupo, não foi possível estabelecer a relação entre baixo desempenho acadêmico com escrita disgráfica, uma vez que tal dificuldade também foi identificada também entre as crianças consideradas não disgráficas.<br>PURPOSE: to evaluate the relationship between indicative signals of written difficulties and cadmic performance. METHODS: twenty five children, students from the 3rd grade in the elementary education school of a public school in the metropolitan area of Campinas/SP took part in this study (12 boys), with age varying between 9 and 10. The tools used for evaluation were the scale of written difficulties (Lorenzini, 1993) and the test of school performance (Stein, 2003). RESULTS: considering the group performance, it was verified that a great number of students had written academic (15/25) and arithmetic (10/25) difficulties. The children with indicative signals of written difficulties (6/25) had inferior performance in writing and arithmetic, when compared to the ones who did not have difficulties. However, this difference was not significant. CONCLUSION: we can conclude that in this group, it wasn't possible to correlate academic difficulty to writing difficulty, since it was that such academic difficulty was also identified among the children who did not have written difficulties