3 research outputs found
Análisis de la baterÃa de inicio a la lectura (BIL 3-6) para la predicción de las dificultades del aprendizaje del lenguaje escrito
Esta es la primera parte de un estudio cuyo objetivo es mostrar si la BaterÃa de
Inicio a la lectura (BIL 3-6) de Sellés, MartÃnez, Vidal-Abarca y Gilabert (2008) puede
ser considerada como una baterÃa predictiva en lo que se refiere a las dificultades de la
adquisición de la lectura. El objetivo presente es conocer la relación de las distintas
variables que componen la baterÃa, de manera que se conozca su idoneidad para el fin
que se propone.
Método: la baterÃa fue aplicada a 87 niños de 2º de Educación Infantil.
Resultados: las pruebas que miden los factores Conocimiento Fonológico y Habilidades
LingüÃsticas correlacionan de forma parcial. Las pruebas que evalúan el Conocimiento
MetalingüÃstico y las pruebas que miden Procesos Cognitivos no presentan correlación
que determine la idoneidad de la puntuación global de los factores. La relación entre las
pruebas de los factores Conocimiento Fonológico y Habilidades LingüÃsticas y
Conocimiento Fonológico y Conocimiento Alfabético no presentan correlación de
manera absoluta. La puntuación de las profesoras es útil para valorar el aprendizaje de
la lectura. Pasados dos años se confirmará si los resultados obtenidos en la baterÃa
pueden llegar a predecir las dificultades de aprendizaje de la lectura.This is the first part of a research which purpose is to demonstrate if
la BaterÃa de Inicio a la lectura (BIL 3-6) by Sellés, MartÃnez, Vidal-Abarca y Gilabert
(2008) can be considered a predictive test of reading difficulties. The main aim of this
study is to evaluate the relationship between the test’s variables to know if it’s suitable
for the intended purpose.
Method: The test battery was applied to 87 children, students of 2nd Early Childhood
Education.
Results: The tests that evaluate the factors phonological knowledge and linguistic
abilities correlate partially. The tests that evaluate metalinguistic knowledge and the
tests that evaluate cognitive processes do not show a correlation that could determine
the suitability of the global score of the factors. The tests of the factors phonological
8
knowledge and linguistic abilities and phonological knowledge and literacy skills do not
correlate in an absolute way. It was found that the teacher’s evaluation is useful to
assess the process of learning to read. After 2 years, it will be confirmed if the obtained
result could predict difficulties learning to read
Análisis de la baterÃa de inicio a la lectura (BIL 3-6) para la predicción de las dificultades del aprendizaje del lenguaje escrito
Esta es la primera parte de un estudio cuyo objetivo es mostrar si la BaterÃa de
Inicio a la lectura (BIL 3-6) de Sellés, MartÃnez, Vidal-Abarca y Gilabert (2008) puede
ser considerada como una baterÃa predictiva en lo que se refiere a las dificultades de la
adquisición de la lectura. El objetivo presente es conocer la relación de las distintas
variables que componen la baterÃa, de manera que se conozca su idoneidad para el fin
que se propone.
Método: la baterÃa fue aplicada a 87 niños de 2º de Educación Infantil.
Resultados: las pruebas que miden los factores Conocimiento Fonológico y Habilidades
LingüÃsticas correlacionan de forma parcial. Las pruebas que evalúan el Conocimiento
MetalingüÃstico y las pruebas que miden Procesos Cognitivos no presentan correlación
que determine la idoneidad de la puntuación global de los factores. La relación entre las
pruebas de los factores Conocimiento Fonológico y Habilidades LingüÃsticas y
Conocimiento Fonológico y Conocimiento Alfabético no presentan correlación de
manera absoluta. La puntuación de las profesoras es útil para valorar el aprendizaje de
la lectura. Pasados dos años se confirmará si los resultados obtenidos en la baterÃa
pueden llegar a predecir las dificultades de aprendizaje de la lectura.This is the first part of a research which purpose is to demonstrate if
la BaterÃa de Inicio a la lectura (BIL 3-6) by Sellés, MartÃnez, Vidal-Abarca y Gilabert
(2008) can be considered a predictive test of reading difficulties. The main aim of this
study is to evaluate the relationship between the test’s variables to know if it’s suitable
for the intended purpose.
Method: The test battery was applied to 87 children, students of 2nd Early Childhood
Education.
Results: The tests that evaluate the factors phonological knowledge and linguistic
abilities correlate partially. The tests that evaluate metalinguistic knowledge and the
tests that evaluate cognitive processes do not show a correlation that could determine
the suitability of the global score of the factors. The tests of the factors phonological
8
knowledge and linguistic abilities and phonological knowledge and literacy skills do not
correlate in an absolute way. It was found that the teacher’s evaluation is useful to
assess the process of learning to read. After 2 years, it will be confirmed if the obtained
result could predict difficulties learning to read
ESGO/ESTRO/ESP guidelines for the management of patients with cervical cancer - Update 2023
In 2018, the European Society of Gynecological Oncology (ESGO) jointly with the European Society for Radiotherapy and Oncology (ESTRO) and the European Society of Pathology (ESP) published evidence-based guidelines for the management of patients with cervical cancer. Given the large body of new evidence addressing the management of cervical cancer, the three sister societies jointly decided to update these evidence-based guidelines. The update includes new topics to provide comprehensive guidelines on all relevant issues of diagnosis and treatment in cervical cancer.To serve on the expert panel (27 experts across Europe) ESGO/ESTRO/ESP nominated practicing clinicians who are involved in managing patients with cervical cancer and have demonstrated leadership through their expertise in clinical care and research, national and international engagement, profile, and dedication to the topics addressed. To ensure the statements were evidence based, new data identified from a systematic search was reviewed and critically appraised. In the absence of any clear scientific evidence, judgment was based on the professional experience and consensus of the international development group. Before publication, the guidelines were reviewed by 155 independent international practitioners in cancer care delivery and patient representatives.These updated guidelines are comprehensive and cover staging, management, follow-up, long-term survivorship, quality of life and palliative care. Management includes fertility sparing treatment, early and locally advanced cervical cancer, invasive cervical cancer diagnosed on a simple hysterectomy specimen, cervical cancer in pregnancy, rare tumors, recurrent and metastatic diseases. The management algorithms and the principles of radiotherapy and pathological evaluation are also defined