Patricia Abreu Pinheiro Crenitte

• Abstract

  The literature reinforces the importance of Phonological Awareness (PA) to written language development. However, the training of PA is focused on children already diagnosed with Learning Disabilities when the age and academic losses are greater. There is a need for investments in promoting phonological awareness in the classroom and in the training of teachers, especially on public educa…

  Speech pathology actions at school: phonological awareness program associated with reading and writing strategies for elementary students (1st grade), AP.EP
• 30th World Congress of the IALP, AR.EXT

• Abstract

  The learning disorder is characterized by failure in the cognitive processing, language, auditory and visual that harming, especially, the learning of reading and writing. From the 80 studies reinforce the need for the development of speech-language intervention programs aimed at individuals with learning disabilities. Despite investments in phonological remediation programs, few studies …

  Remediation program in students with learning disabilities: contribution of long latency auditory evoked potencials, AP.R

(Only some records are available in English at this moment)

• Abstract

  Dyslexia is a heterogeneous neuro disorder that affects language, mainly characterized by an unexpected difficulty in learning to read and write, despite adequate intelligence, motivation, education, absence of sensory or neurological deficits, and an appropriate social environment. It has a prevalence of 5-12% of school-age children. Thus, this disorder should not go unnoticed, being nec…

  VISUAL PERCEPTION IN DYSLEXIA : OCULOMOTRICITY INFLUENCE IN READING SKILLS, BP.IC

• Abstract

  The oral language and phonological processing skills, phonological awareness, phonological memory and fast access to the lexicon, are prerequisites for the acquisition of written language. Thus, children with difficulties in the acquisition and development of oral language and/or difficulties in one or more of phonological processing skills may be considered at risk for reading difficulti…

  Elaboration and application of a phonological decoding intervention program in children at risk for reading difficulties, BP.MS

• Abstract

  The learning disorder is characterized by failure in the cognitive processing, language, auditory and visual that harming, especially, the learning of reading and writing. From the 80 studies reinforce the need for the development of speech-language intervention programs aimed at individuals with learning disabilities. Despite investments in phonological remediation programs, few studies …

  Remediation program in school children with learning disorders: the applicability of long latency auditory evoked potencials, BP.MS

(Only some records are available in English at this moment)