Programa Associado de Pós-Graduação em Fonoaudiologia
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Master Thesis Linguagem escrita em crianças e adolescentes com Transtorno do Espectro Autista: da avaliação à intervenção(Universidade Federal do Rio Grande do Norte, 2024-08-26) Messias, Bárbara Louise Costa; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; http://lattes.cnpq.br/7004733940711006; Montenegro, Ana Cristina de Albuquerque; Navas, Ana Luiza Gomes PintoIntroduction: Individuals' extrinsic and intrinsic conditions can directly impact written reading. Thus, understanding these mechanisms helps to identify and address the child's specific needs. In cases of Autism Spectrum Disorder (ASD), with the complexity of language development, these individuals may present difficulties in the academic and social spheres. Despite advances in intervention strategies, it is observed that more precise information about these is still limited in written language. This dissertation was divided into two studies, with the following objectives: Study 1: to characterize the performance of phonological awareness, phonological working memory and rapid automatic naming skills in children and adolescents with ASD; and to verify whether there is a relationship between phonological processing skills, the level of ASD support and IQ. Study 2: to compare pre- and post-intervention performance in tests of phonological awareness, phonological working memory, rapid automatic naming, and reading of isolated words and pseudowords in children and adolescents with ASD undergoing phonological remediation, intergroup and intragroup. Method of study 1: This is a cross-sectional and quantitative study. The sample consisted of 17 children and adolescents with ASD. Phonological processing skills, intelligence, and level of ASD support were assessed and correlated. Method of study 2: This is a non-randomized clinical trial composed of 8 individuals, who were divided into 2 groups of 4 participants- control group (CG) and intervention group (IG). The IG received 13 phonological remediation sessions, each lasting 45 minutes. Results of study 1: It was observed that all phonological processing skills were below what was expected for the age and education level of the sample. Furthermore, it was not possible to find significant correlations between phonological processing, intelligence quotient (IQ) and level of ASD support, with the exception of phonological working memorydigits in reverse order. Results of study 2: phonological processing skills improved in the post-intervention period, while reading level remained the same. In the inferential analysis between groups, there were no significant differences. Conclusion: It was observed that the written language skills of children and adolescents with ASD are impaired and the use of phonological remediation can present positive results for this population. However, due to the limitations of this research, it is suggested that new studies be carried out, considering a larger sample and an analysis of the impacts of the intervention in the long term.Master Thesis Práticas de letramento em crianças e adolescentes com mielomeningocele(Universidade Federal do Rio Grande do Norte, 2024-03-27) Varela, Fernanda Vanessa da Costa; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; https://orcid.org/0000-0001-8590-5586; http://lattes.cnpq.br/1065968553587314; Delgado, Isabelle Cahino; Lamônica, Dionísia Aparecida CusinIntroduction: Myelomeningocele is a type of open spina bifida, resulting from inadequate closure of the neural tube during the development period, which can cause motor, neurological and cognitive changes. In Brazil, the prevalence of this condition is approximately 1.6 per 1000 live births. Due to the various complications of the condition, the repercussions of the malformation can lead to impairments in oral and written language and, consequently, intervention practices related to literacy in this population can be better explored. Objective: To characterize written language skills in children and adolescents with Myelomeningocele and investigate the effects of literacy practices in this population. Method: Research structured in two studies: (1) cross-sectional to characterize written language skills (phonological processing, reading, and writing) in 09 children and adolescents with Myelomeningocele between 7 and 15 years of age who attend a Specialized Rehabilitation Center and; (2) longitudinal to investigate literacy practices in the target population. Results: In study 1, 6 participants presented deficits in the skills of phonological awareness, rapid automatic naming, phonological working memory, reading, and writing; in study 2, there was a benefit after literacy practices in terms of the skills assessed, with better performance in phonological awareness, rapid color naming, repetition of non-words, reading and writing. Conclusion: Changes in written language in the studied group can harm the educational development of these children and adolescents, however, literacy practices can serve as a protective factor that helps promote the development of reading and writing.Master Thesis Telefonoaudiologia na linguagem escrita - programa de orientação parental a crianças e adolescentes com dislexia(Universidade Federal do Rio Grande do Norte, 2023-09-29) Felipe, Thaysa Florêncio Barbosa; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; http://lattes.cnpq.br/4722700097202594; Delgado, Isabelle Cahino; Lima, Ivonaldo Leidson Barbosa; https://orcid.org/0000-0003-1716-1575; http://lattes.cnpq.br/0498921258146252; Crenitte, Patricia Abreu PinheiroIntroduction: The family is the child's first interactive subject with the world, which plays a fundamental role in child development and can contribute to the acquisition of written language from the first years of life. Therefore, those responsible need information and tools to assist in this learning participation. Objectives: the study was divided into two articles and, therefore, with two objectives: 1) to verify in the available literature the importance of parental participation in the development of written language; 2) analyze the impact of a parental guidance program on children and adolescents with dyslexia through Telephonoaudiology. Method: 1) Integrative review study and; 2) Quantitative and qualitative, longitudinal, prospective study, in which a parental guidance program was applied to children and adolescents with dyslexia via Telephonoaudiology, to offer information on how the family can contribute to the development of reading and writing. The sample was made up of 12 mothers who responded to 2 Google forms questionnaires, pre and post application of the program, and participated in 8 meetings remotely. Results: 1) Integrative review study: important findings showed how beneficial family participation and assistance in acquiring reading and writing is; the number of international research on this topic overlaps with national research, with the need for more Brazilian studies that encourage and present to the population the importance of parental involvement in written language. 2) Study 2: It brought contributions to the acquisition of knowledge for families of children with dyslexia, on how they can contribute to such development and also expanding research and activities in the field of Telephonoaudiology. Conclusion: Parental involvement generates significant contributions to the development of written language and, the acquisition of knowledge and understanding about such development, allows families of children and adolescents with dyslexia to understand how this process occurs and acquire tools to contribute to the acquisition of reading and writingMaster Thesis Efeitos de um programa de resposta à intervenção na decodificação leitora de escolares em vulnerabilidade social(Universidade Federal do Rio Grande do Norte, 2022-02-18) Anjos, Ana Beatriz Leite dos; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; https://orcid.org/0000-0002-1905-6165; http://lattes.cnpq.br/1072559515772925; Delgado, Isabelle Cahino; Alves, Luciana MendonçaMaster Thesis Relação do sistema fonológico e consciência fonológica em crianças pré-escolares de baixa renda(Universidade Federal do Rio Grande do Norte, 2020-12-04) Silva, Maria Helena da; Azoni, Cintia Alves Salgado; https://orcid.org/0000-0003-2175-9676; http://lattes.cnpq.br/4935645902363577; http://lattes.cnpq.br/5367284630585985; Wertzner, Haydée Fiszbein; Delgado, Isabelle CahinoIntroduction: The written language is an extension of the oral language and its development occurs under the influence of several factors, among which we can highlight in the oral language, the phonological level and among the phonological processing skills, the phonological awareness. The phonological level is related to the system of sounds present in a given language and it has demonstrated a possible relationship with the development of reading and writing. Phonological awareness is one of the phonological processing skills of greatest influence for the acquisition of written language. Objective: To evaluate the phonological system and phonological awareness in low-income preschool children and correlate the skills with each other. Method: Observational, cross-sectional, retrospective and documentary study. Sample made up of 90 children from level IV of early childhood education, students from Municipal Centers of Early Childhood Education (CMEI) from 3 regions of the city of Natal / RN (West, South and East), aged between 5 and 6 years and 11 months, of both sexes. The results of the phonology evaluations of the Child Language Test - ABFW and the phonological awareness of the CONFIAS instrument were analyzed. For the analysis of the phonological level, it was considered the Percentage of Consonants Correct (PCC), Percentage of Consonants Correct - Revised (PCC-R), Index of Occurrence of Processes (PDI) and the productivity of phonological processes and, for phonological awareness , the correctness of syllabic and phonemic skills and the total score were considered. Results: In study 1, adequacy of the PCC and PCC-R values was observed in most participants (PCC: 82 children - 88,2%; PCC R: 84 children - 90,4%), productivity of the processes of liquid simplification (SL), simplification of consonant clusters (SEC), simplification of final consonant (SCF) and frontalization palatal (FP) and very strong negative correlation between the variables PCC x PDI and PCC-R x PDI. In study 2, on the other hand, the sample presented a performance below the expected in all CONFIAS scores, showing weaknesses in the phonological awareness skills. The correlation between PCC and phonological awareness and PCC R and phonological awareness and PDI and phonological awareness was weak.Master Thesis Intervenção na consciência fonológica e vocabulário expressivo em crianças de baixa renda em fase de alfabetização(Universidade Federal do Rio Grande do Norte, 2021-03-31) Lemos, Flávia Ferreira; Azoni, Cintia Alves Salgado; ; http://lattes.cnpq.br/4935645902363577; ; http://lattes.cnpq.br/7851768580824892; Delgado, Isabelle Cahino; ; http://lattes.cnpq.br/6424030375866787; Navas, Ana Luiza Gomes Pinto; ; http://lattes.cnpq.br/0754347427711718The reading proficiency of Brazilian students is considered insufficient and children from lower socioeconomic levels are more likely to present difficulties in the reading learning process. School-based intervention programs have brought beneficial results for reading success. Objective: To verify the effectiveness of intervention in phonological awareness and expressive vocabulary in low-income children at the beginning of literacy. Method: an interventional, longitudinal, retrospective, and documental study, carried out by collecting a database of assessments of children in the 1st year of Elementary School I in three Municipal Schools in the city of Natal/RN. The participants were 127 children of both sexes, aged between 6 and 7 years old, distributed into two groups: the intervention group (IG): 40 children who underwent an intervention program in phonological awareness and expressive vocabulary; and the control group (CG): 87 children not exposed to the program, but who were exposed to the literacy process in the school context during the same period. For the pre- and post-intervention comparative evaluations the phonological awareness, rapid automatic naming, phonological operational memory, letter identification and expressive vocabulary skills were analyzed. The interventions occurred during 15 sessions, applied by the researcher together with the classroom teacher, 3 times a week for 5 weeks, lasting 60 minutes during class time. The activities were playful and multisensorial, following a hierarchical sequence of syllabic and phonemic skills, as well as vocabulary followed by children's books selected by the research team and the school. Data were analyzed by descriptive and inferential statistics, non-parametric tests: Mann-Whitney test, for intergroup comparison, and Wilcoxon test, for intragroup comparison, with significant value of p<0.05 and intervals with 95% statistical confidence. Results: In GI there was statistically significant performance improvement after the intervention in phonological awareness (syllabic, phonemic and total), digit and letter RAN, phonological operational memory in direct and reverse order digits and letter identification. In the CG, there was improvement in all phonological processing skills and expressive vocabulary in the semantic categories clothing, food, animals, transportation, places, and toys. In the intra-group comparison and in the comparison between groups, it was possible to observe the effectiveness of the intervention program focused on these skills, in which it provided gains both for the stimulated skills and for the others of phonological processing (such as RAN, phonological working memory) and identification of letters that were not worked on in the intervention process. Conclusion: The study brings relevant data about the efficacy of an intervention program in phonological awareness and expressive vocabulary developed in a school environment and how this stimulus may positively impact the learning process of students, especially those from lower socioeconomic levels, in the teachers' academic practices, in planning and formulating public policies that may contribute to the learning process, in addition to the importance of the phonoaudiologist's insertion in the school environment.Master Thesis Desempenho das habilidades linguísticas e metalinguísticas em crianças bilíngues em fase de alfabetização(Universidade Federal do Rio Grande do Norte, 2020-09-30) Medeiros, Ana Carolina Dantas de; Azoni, Cintia Alves Salgado; ; http://lattes.cnpq.br/4935645902363577; ; http://lattes.cnpq.br/5925791481811814; Crenitte, Patricia Abreu Pinheiro; ; http://lattes.cnpq.br/7226855504336736; Mattar, Taís de Lima Ferreira; ; http://lattes.cnpq.br/9161826958339640Introduction: The acquisition of the language happens through the interaction of the child with his/her family members and the society and the neurobiological development. This study is composed of three scientific articles: the first one a literature review and the others, original studies, through the evaluation of language and metalinguistic abilities in bilingual children. Objective: to verify the performance in phonological processing, vocabulary, syntactic awareness and reading of bilingual children in the literacy phase. Method: For study 1, an integrative literature review was used, and for studies 2 and 3 it was a transversal, descriptive and quantitative study, carried out withstudents from 1st to 5th grade. The participants of study 2 were 10 children forthe bilingual group and 5 for the monolingual children from the 1st year of elementary school. In study 3 32 children participated, divided into: G1: five 1st grade children; G2: five 2nd grade children; G3: eight 3rd grade children; G4: five 4th grade children; G5: nine 5th grade children. The children were evaluated in the Portuguese language in phonological awareness skills, phonological operating memory, fast automatic naming, vocabulary, syntacticawareness, and reading. Results: In study 2 significant differences were found in phonological awareness (phonemic and total), rapid automatic naming (objects), and pseudoword reading between the monolingual and bilingual group, with better performance for English bilinguals. In study 3, it was noted that children with higher schooling performed better in all skills assessed. Conclusion: the exposure to a second language in a sequential way makes the children more susceptible to the sounds of the language, presenting benefits in the development of predictor reading skills that have a positive impact on literacy.Master Thesis Efeito Summer Learning Loss em crianças de baixa renda na fase inicial de alfabetização(2019-06-14) Aprígio, Luana Celly Silva; Azoni, Cintia Alves Salgado; ; ; Lopes, Leonardo Wanderley; ; Crenitte, Patricia Abreu Pinheiro;Introduction: The Summer Learning Loss effect is characterized as risk of impairment or stagnation of learning processes, especially for children in situations of social vulnerability. The effect is not enough explored in the Southern Hemisphere of the world. Objective: In view of this scenario, two objectives were presented. The first is to review in the literature the occurrence and characterize this effect. The second is to verify the occurrence of this effect in low-income students of public schools in the city of Natal-RN. context. Method: The first study is an integrative review of the literature on the "Summer Learning Loss" effect, with search in the databases Scielo, Pubmed, Eric, Medline, Lilacs, Periodico Capes. The second is a longitudinal, prospective and observational study in which predictive reading skills were assessed in low-income children of three municipal schools in the city of Natal. The assessment were run in two school periods, before and after the vacation. Results: In the study 1, 149 articles were found and 8 were selected for review, according to the criteria adopted. The occurrence of the "Summer Learning Loss" effect independent of the culture is described. There is a focus on the study of the occurrence of the effect in children from the last year of Infant Education until the last year of Primary Education, mainly related to basic reading and math skills. In study 2, the statistical analysis of the data showed stagnation of 55% and improvement of 42,5% the assessed abilities. Furthermore, there were improvement of the another half of the linguistic-cognitive abilities evaluated before and after the vacations of 10 weeks. Conclusion: The literature review mostly converge to the same point about the occurrence of the "Summer Learning Loss" effect in low income populations, which generates cumulative losses. The second study describes the partial occurrence of the Summer Learning Loss effect in the population.Master Thesis Habilidades preditoras de leitura em escolares do 1º ano do ensino fundamental(2019-04-05) Rocha, Jéssika Santiago da; Azoni, Cintia Alves Salgado; ; ; Ferreira, Maria Ângela Fernandes; ; Ferreira, Taís de Lima;There are a large range of predictors of the reading development in the literature. Regarding the language aspects, the phonological awareness, rapid automatized naming, phonological working memory and letter identification have been widely described as relevant for this process. Aim: to evaluate and to characterize the predictors of reading skills in first grade students of public schools in Natal-RN and correlate theses habilities with each other. Method: 138 children between 6- and 7- years-old participated, from three public schools of Natal/RN. The assessment was made based on phonological awareness – Phonological Awareness Test – Sequencial assessment instrument CONFIAS; phonological access of the lexicon – Rapid automatized naming test; Phonological working memory – Working memory task – pseudowords and digits; Letter identification – letter identification subtest – PROLEC; expressive vocabulary – vocabulary subtest – Infant language test ABFW. Results: the children had worst performance than expected on expressive vocabulary, especially on the categories of clothing, food, places, shapes and colors; phonological processing, except on RAN ‘objects’, and letter identification; the habilities showed a weak correlation with each other. Conclusion: the children from this study performed worst than expected according to their schooling on phonological processing tasks, vocabulary and letter identification, which can influence the literacy process, highlighting the need of further studies as to intervention practice, in order to minimize the impact of these difficulties over the school life.