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[PMID]:29262276
[Au] Autor:Kulkarni AV; Schiff SJ; Mbabazi-Kabachelor E; Mugamba J; Ssenyonga P; Donnelly R; Levenbach J; Monga V; Peterson M; MacDonald M; Cherukuri V; Warf BC
[Ad] Endereço:From the University of Toronto (A.V.K.) and the Hospital for Sick Children (A.V.K., R.D., J.L.), Toronto; Pennsylvania State University, University Park (S.J.S., V.M., M.P., M.M., V.C.); CURE Children's Hospital of Uganda, Mbale (E.M.-K., J.M., P.S., B.C.W.); and Harvard Medical School and Boston Ch
[Ti] Título:Endoscopic Treatment versus Shunting for Infant Hydrocephalus in Uganda.
[So] Source:N Engl J Med;377(25):2456-2464, 2017 12 21.
[Is] ISSN:1533-4406
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Postinfectious hydrocephalus in infants is a major health problem in sub-Saharan Africa. The conventional treatment is ventriculoperitoneal shunting, but surgeons are usually not immediately available to revise shunts when they fail. Endoscopic third ventriculostomy with choroid plexus cauterization (ETV-CPC) is an alternative treatment that is less subject to late failure but is also less likely than shunting to result in a reduction in ventricular size that might facilitate better brain growth and cognitive outcomes. METHODS: We conducted a randomized trial to evaluate cognitive outcomes after ETV-CPC versus ventriculoperitoneal shunting in Ugandan infants with postinfectious hydrocephalus. The primary outcome was the Bayley Scales of Infant Development, Third Edition (BSID-3), cognitive scaled score 12 months after surgery (scores range from 1 to 19, with higher scores indicating better performance). The secondary outcomes were BSID-3 motor and language scores, treatment failure (defined as treatment-related death or the need for repeat surgery), and brain volume measured on computed tomography. RESULTS: A total of 100 infants were enrolled; 51 were randomly assigned to undergo ETV-CPC, and 49 were assigned to undergo ventriculoperitoneal shunting. The median BSID-3 cognitive scores at 12 months did not differ significantly between the treatment groups (a score of 4 for ETV-CPC and 2 for ventriculoperitoneal shunting; Hodges-Lehmann estimated difference, 0; 95% confidence interval [CI], -2 to 0; P=0.35). There was no significant difference between the ETV-CPC group and the ventriculoperitoneal-shunt group in BSID-3 motor or language scores, rates of treatment failure (35% and 24%, respectively; hazard ratio, 0.7; 95% CI, 0.3 to 1.5; P=0.24), or brain volume (z score, -2.4 and -2.1, respectively; estimated difference, 0.3; 95% CI, -0.3 to 1.0; P=0.12). CONCLUSIONS: This single-center study involving Ugandan infants with postinfectious hydrocephalus showed no significant difference between endoscopic ETV-CPC and ventriculoperitoneal shunting with regard to cognitive outcomes at 12 months. (Funded by the National Institutes of Health; ClinicalTrials.gov number, NCT01936272 .).
[Mh] Termos MeSH primário: Cauterização
Desenvolvimento Infantil
Plexo Corióideo/cirurgia
Hidrocefalia/cirurgia
Derivação Ventriculoperitoneal
Ventriculostomia
[Mh] Termos MeSH secundário: Linguagem Infantil
Cognição
Feminino
Seres Humanos
Lactente
Masculino
Destreza Motora
Testes Neuropsicológicos
Uganda
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180207
[Lr] Data última revisão:
180207
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171221
[Cl] Clinical Trial:ClinicalTrial
[St] Status:MEDLINE
[do] DOI:10.1056/NEJMoa1707568


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[PMID]:28470910
[Au] Autor:Schaars MMH; Segers E; Verhoeven L
[Ad] Endereço:Behavioural Science Institute, Radboud University, Nijmegen, The Netherlands.
[Ti] Título:Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia.
[So] Source:Dyslexia;23(2):141-160, 2017 May.
[Is] ISSN:1099-0909
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:In the present study, we examined the early word decoding development of 73 children at genetic risk of dyslexia and 73 matched controls. We conducted monthly curriculum-embedded word decoding measures during the first 5 months of phonics-based reading instruction followed by standardized word decoding measures halfway and by the end of first grade. In kindergarten, vocabulary, phonological awareness, lexical retrieval, and verbal and visual short-term memory were assessed. The results showed that the children at risk were less skilled in phonemic awareness in kindergarten. During the first 5 months of reading instruction, children at risk were less efficient in word decoding and the discrepancy increased over the months. In subsequent months, the discrepancy prevailed for simple words but increased for more complex words. Phonemic awareness and lexical retrieval predicted the reading development in children at risk and controls to the same extent. It is concluded that children at risk are behind their typical peers in word decoding development starting from the very beginning. Furthermore, it is concluded that the disadvantage increased during phonics instruction and that the same predictors underlie the development of word decoding in the two groups of children. Copyright © 2017 John Wiley & Sons, Ltd.
[Mh] Termos MeSH primário: Linguagem Infantil
Dislexia/psicologia
Fonética
Leitura
[Mh] Termos MeSH secundário: Conscientização
Estudos de Casos e Controles
Criança
Currículo
Dislexia/genética
Feminino
Seres Humanos
Linguagem
Linguística
Masculino
Memória de Curto Prazo
Fatores de Risco
Instituições Acadêmicas
Vocabulário
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171213
[Lr] Data última revisão:
171213
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170505
[St] Status:MEDLINE
[do] DOI:10.1002/dys.1556


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[PMID]:28902228
[Au] Autor:Fattore IM; Uhde RM; Oliveira LD; Roth AM; Souza APR
[Ad] Endereço:Universidade Federal de Santa Maria - UFSM - Santa Maria (RS), Brasil.
[Ti] Título:Comparative analysis of initial vocalizations of preterm and full-term infants with and without risk for development.
[Ti] Título:Análise comparativa das vocalizações iniciais de bebês prematuros e a termo, com e sem risco ao desenvolvimento..
[So] Source:Codas;29(4):e20160075, 2017 Aug 24.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:por; eng
[Ab] Resumo:Purpose: To compare the evolution of vocalization in preterm and full-term infants, with and without risk for development, analyzing the possible association of sociodemographic, obstetric and psychosocial variables with vocalization. Methods: The study sample consisted of 30 infants, aged 3 months and 1 day to 4 months and 29 days (Phase 1) and 6 months and 1 day to 7 months and 29 days (Phase 2), of both genders, with gestational age <37 weeks (preterm group) and >37 weeks (full-term group). The following instruments were used for data collection: Child Development Risk Indicators (IRDl), the Denver II Test, an interview on the experience of motherhood with sociodemographic, obstetric and psychosocial data, as well as filming of the mother-infant dyad at the two phases of the research. Footage was analyzed using the EUDICO Linguistic Annotator (ELAN) software and the results were statistically analyzed on the STATISTICA 9.0 software. Results: The larger the total number of Phase II infants' and mothers' vocalizations using motherese, the greater the number of IRDls present. Significant increase in vocalizations without motherese was also observed in Phase 2. Sociodemographic variables, gestational age, weight at birth, maternal schooling, and the Brazil Criterion did not directly affect the infants' vocalization level. Conclusion: Analysis of the infants' vocalizations was sensitive to risk development and Child Development Risk Indicators in Phase 1; the Denver-language test was more effective in Phase 2. No influence of the sociodemographic variables was observed in the phases studied.
[Mh] Termos MeSH primário: Linguagem Infantil
Comportamento Verbal
[Mh] Termos MeSH secundário: Brasil
Escolaridade
Feminino
Idade Gestacional
Seres Humanos
Lactente
Recém-Nascido
Recém-Nascido Prematuro
Transtornos do Desenvolvimento da Linguagem/diagnóstico
Masculino
Relações Mãe-Filho
Gravidez
Fatores de Risco
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171005
[Lr] Data última revisão:
171005
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170914
[St] Status:MEDLINE


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[PMID]:28864712
[Au] Autor:Ching TYC; Dillon H; Button L; Seeto M; Van Buynder P; Marnane V; Cupples L; Leigh G
[Ad] Endereço:HEARing Cooperative Research Centre, Melbourne, Australia; teresa.ching@nal.gov.au.
[Ti] Título:Age at Intervention for Permanent Hearing Loss and 5-Year Language Outcomes.
[So] Source:Pediatrics;140(3), 2017 Sep.
[Is] ISSN:1098-4275
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: Universal newborn hearing screening has been implemented to detect permanent childhood hearing loss (PCHL) early, with the ultimate goal of improving outcomes through early treatment. However, there is disagreement between studies on the size of this benefit and in some cases whether it is significantly different from 0. There have been no studies of sufficient size in which researchers have determined reliably whether the effect varies with degree of PCHL. We aimed to explore how intervention timing influences 5-year language in children with PCHL. METHODS: Via a prospective study of 350 children, we used standard multiple regression analyses to investigate the effect of age at intervention or hearing screening on language outcomes after allowing for the effects of nonverbal IQ, degree of PCHL, sex, birth weight, maternal education, additional disabilities, and communication mode. RESULTS: The benefit of early intervention for language development increased as hearing loss increased. Children whose amplification started at age 24 months had poorer language than those whose amplification started at 3 months. The difference was larger for 70-dB HL (-11.8 score points; 95% confidence interval [95% CI]: -18.7 to -4.8) than for 50-dB HL (-6.8; 95% CI: -10.8 to -2.8). Children who received cochlear implants at 24 months had poorer language than those implanted at 6 months (-21.4; 95% CI: -33.8 to -9.0). There was no significant effect of screening on outcomes. CONCLUSIONS: Early intervention improves language outcomes, thereby lending support to streamlining clinical pathways to ensure early amplification and cochlear implantation after diagnosis.
[Mh] Termos MeSH primário: Linguagem Infantil
Implante Coclear/métodos
Perda Auditiva/terapia
Desenvolvimento da Linguagem
Programas de Rastreamento/métodos
[Mh] Termos MeSH secundário: Criança
Pré-Escolar
Intervenção Precoce (Educação)
Feminino
Perda Auditiva/diagnóstico
Testes Auditivos
Seres Humanos
Linguagem
Masculino
Estudos Prospectivos
Análise de Regressão
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:171026
[Lr] Data última revisão:
171026
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:170903
[St] Status:MEDLINE


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[PMID]:28813071
[Au] Autor:Crestani AH; Moraes AB; Souza APR
[Ad] Endereço:Universidade Federal de Santa Maria - UFSM - Santa Maria (RS), Brasil.
[Ti] Título:Content validation: clarity/relevance, reliability and internal consistency of enunciative signs of language acquisition.
[Ti] Título:Validação de conteúdo: clareza/pertinência, fidedignidade e consistência interna de sinais enunciativos de aquisição da linguagem..
[So] Source:Codas;29(4):e20160180, 2017 Aug 10.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:por; eng
[Ab] Resumo:Purpose: To analyze the results of the validation of building enunciative signs of language acquisition for children aged 3 to 12 months. Methods: The signs were built based on mechanisms of language acquisition in an enunciative perspective and on clinical experience with language disorders. The signs were submitted to judgment of clarity and relevance by a sample of six experts, doctors in linguistic in with knowledge of psycholinguistics and language clinic. In the validation of reliability, two judges/evaluators helped to implement the instruments in videos of 20% of the total sample of mother-infant dyads using the inter-evaluator method. The method known as internal consistency was applied to the total sample, which consisted of 94 mother-infant dyads to the contents of the Phase 1 (3-6 months) and 61 mother-infant dyads to the contents of Phase 2 (7 to 12 months). The data were collected through the analysis of mother-infant interaction based on filming of dyads and application of the parameters to be validated according to the child's age. Data were organized in a spreadsheet and then converted to computer applications for statistical analysis. Results: The judgments of clarity/relevance indicated no modifications to be made in the instruments. The reliability test showed an almost perfect agreement between judges (0.8 ≤ Kappa ≥ 1.0); only the item 2 of Phase 1 showed substantial agreement (0.6 ≤ Kappa ≥ 0.79). The internal consistency for Phase 1 had alpha = 0.84, and Phase 2, alpha = 0.74. This demonstrates the reliability of the instruments. Conclusion: The results suggest adequacy as to content validity of the instruments created for both age groups, demonstrating the relevance of the content of enunciative signs of language acquisition.
[Mh] Termos MeSH primário: Linguagem Infantil
Desenvolvimento da Linguagem
Inquéritos e Questionários/normas
[Mh] Termos MeSH secundário: Fatores Etários
Feminino
Seres Humanos
Lactente
Recém-Nascido
Masculino
Relações Mãe-Filho
Variações Dependentes do Observador
Psicometria
Padrões de Referência
Reprodutibilidade dos Testes
Fatores de Risco
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE; VALIDATION STUDIES
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171016
[Lr] Data última revisão:
171016
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170817
[St] Status:MEDLINE


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[PMID]:28802387
[Au] Autor:de Castro Corrêa C; José MR; Andrade EC; Feniman MR; Fukushiro AP; Berretin-Felix G; Maximino LP
[Ad] Endereço:Department of Ophthalmology, Otolaryngology and Head and Neck Surgery, Botucatu Medical School, State University São Paulo, UNESP, Botucatu, SP, Brazil. Electronic address: camila.ccorrea@hotmail.com.
[Ti] Título:Sleep quality and communication aspects in children.
[So] Source:Int J Pediatr Otorhinolaryngol;100:57-61, 2017 Sep.
[Is] ISSN:1872-8464
[Cp] País de publicação:Ireland
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: To correlate quality of life of children in terms of sleep, with their oral language skills, auditory processing and orofacial myofunctional aspects. METHODS: Nineteen children (12 males and seven females, in the mean age 9.26) undergoing otorhinolaryngological and speech evaluations participated in this study. The OSA-18 questionnaire was applied, followed by verbal and nonverbal sequential memory tests, dichotic digit test, nonverbal dichotic test and Sustained Auditory Attention Ability Test, related to auditory processing. The Phonological Awareness Profile test, Rapid Automatized Naming and Phonological Working Memory were used for assessment of the phonological processing. Language was assessed by the ABFW Child Language Test, analyzing the phonological and lexical levels. Orofacial myofunctional aspects were evaluated through the MBGR Protocol. Statistical tests used: the Mann-Whitney Test, Fisher's exact test and Spearman Correlation. RESULTS: Relating the performance of children in all evaluations to the results obtained in the OSA-18, there was a statistically significant correlation in the phonological working memory for backward digits (p = 0.04); as well as in the breathing item (p = 0.03), posture of the mandible (p = 0.03) and mobility of lips (p = 0.04). CONCLUSION: A correlation was seen between the sleep quality of life and the skills related to the phonological processing, specifically in the phonological working memory in backward digits, and related to orofacial myofunctional aspects.
[Mh] Termos MeSH primário: Linguagem Infantil
Transtornos do Desenvolvimento da Linguagem/etiologia
Memória de Curto Prazo/fisiologia
Qualidade de Vida
Sono/fisiologia
[Mh] Termos MeSH secundário: Criança
Pré-Escolar
Comunicação
Feminino
Seres Humanos
Testes de Linguagem
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171002
[Lr] Data última revisão:
171002
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170814
[St] Status:MEDLINE


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[PMID]:28403279
[Au] Autor:Olivati AG; Assumpção FB; Misquiatti AR
[Ad] Endereço:Universidade Estadual Paulista "Júlio de Mesquita Filho" - UNESP - Marília (SP), Brasil.
[Ti] Título:Acoustic analysis of speech intonation pattern of individuals with Autism Spectrum Disorders.
[Ti] Título:Análise acústica do padrão entoacional da fala de indivíduos com Transtorno do Espectro Autista..
[So] Source:Codas;29(2):e20160081, 2017 Apr 10.
[Is] ISSN:2317-1782
[Cp] País de publicação:Brazil
[La] Idioma:por; eng
[Ab] Resumo:Purpose: This study aimed to analyze prosodic elements of speech segments of students with Autism Spectrum Disorders (ASD) and compare with the control group, using an acoustic analysis. Methods: Speech recordings were performed with a sample of individuals with ASD (n = 19) and with typical development (n = 19) of the male gender, age range: 8-33 years. The prosody questionnaire ALIB (Brazilian Linguistic Atlas) was used as script, which contains interrogative, affirmative and imperative sentences. Data were analyzed using the PRAAT software and forwarded to statistical analysis in order to verify possible significant differences between the two groups studied in each prosodic parameter evaluated (fundamental frequency, intensity and duration) and its respective variables. Results: There were significant differences for the variables tessitura, melodic amplitude of tonic vowel, melodic amplitude of pretonic vowel, maximum intensity, minimum intensity, tonic vowel duration, pretonic vowel duration and phrase duration. Conclusion: Individuals with ASD present significant differences in prosody compared to those with typical development. It is noteworthy, however, the necessity of additional studies on the characterization of prosodic aspects of speech of individuals with ASD with a larger sample and a more restricted age group.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/fisiopatologia
Medida da Produção da Fala
[Mh] Termos MeSH secundário: Adolescente
Adulto
Transtorno do Espectro Autista/complicações
Estudos de Casos e Controles
Criança
Linguagem Infantil
Seres Humanos
Masculino
Fonação
Acústica da Fala
Distúrbios da Fala/etiologia
Qualidade da Voz
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170706
[Lr] Data última revisão:
170706
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170414
[St] Status:MEDLINE


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[PMID]:28395304
[Au] Autor:Ukrainetz TA
[Ad] Endereço:University of Wyoming.
[Ti] Título:Commentary on "Reading Comprehension Is Not a Single Ability": Implications for Child Language Intervention.
[So] Source:Lang Speech Hear Serv Sch;48(2):92-97, 2017 04 20.
[Is] ISSN:1558-9129
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Purpose: This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity. Method: Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension. Conclusion: Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.
[Mh] Termos MeSH primário: Linguagem Infantil
Compreensão
[Mh] Termos MeSH secundário: Criança
Seres Humanos
Conhecimento
Leitura
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE; COMMENT
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171025
[Lr] Data última revisão:
171025
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170411
[St] Status:MEDLINE
[do] DOI:10.1044/2017_LSHSS-16-0031


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[PMID]:28388708
[Au] Autor:Alt M; Hogan T; Green S; Gray S; Cabbage K; Cowan N
[Ad] Endereço:University of Arizona, Tucson.
[Ti] Título:Word Learning Deficits in Children With Dyslexia.
[So] Source:J Speech Lang Hear Res;60(4):1012-1028, 2017 04 14.
[Is] ISSN:1558-9102
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Purpose: The purpose of this study is to investigate word learning in children with dyslexia to ascertain their strengths and weaknesses during the configuration stage of word learning. Method: Children with typical development (N = 116) and dyslexia (N = 68) participated in computer-based word learning games that assessed word learning in 4 sets of games that manipulated phonological or visuospatial demands. All children were monolingual English-speaking 2nd graders without oral language impairment. The word learning games measured children's ability to link novel names with novel objects, to make decisions about the accuracy of those names and objects, to recognize the semantic features of the objects, and to produce the names of the novel words. Accuracy data were analyzed using analyses of covariance with nonverbal intelligence scores as a covariate. Results: Word learning deficits were evident for children with dyslexia across every type of manipulation and on 3 of 5 tasks, but not for every combination of task/manipulation. Deficits were more common when task demands taxed phonology. Visuospatial manipulations led to both disadvantages and advantages for children with dyslexia. Conclusion: Children with dyslexia evidence spoken word learning deficits, but their performance is highly dependent on manipulations and task demand, suggesting a processing trade-off between visuospatial and phonological demands.
[Mh] Termos MeSH primário: Linguagem Infantil
Dislexia/psicologia
Aprendizagem
Vocabulário
[Mh] Termos MeSH secundário: Análise de Variância
Criança
Tomada de Decisões
Feminino
Jogos Experimentais
Seres Humanos
Inteligência
Testes de Inteligência
Testes de Linguagem
Masculino
Memória de Curto Prazo
Fonética
Recognição (Psicologia)
Semântica
Percepção Espacial
Jogos de Vídeo
Percepção Visual
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL
[Em] Mês de entrada:1707
[Cu] Atualização por classe:171113
[Lr] Data última revisão:
171113
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170408
[St] Status:MEDLINE
[do] DOI:10.1044/2016_JSLHR-L-16-0036


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[PMID]:28384729
[Au] Autor:Guo LY; Spencer LJ
[Ad] Endereço:Department of Communicative Disorders and Sciences, University at Buffalo, NY; Department of Audiology and Speech-Language Pathology, Asia University, Taiwan.
[Ti] Título:Development of Grammatical Accuracy in English-Speaking Children With Cochlear Implants: A Longitudinal Study.
[So] Source:J Speech Lang Hear Res;60(4):1062-1075, 2017 04 14.
[Is] ISSN:1558-9102
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Purpose: We sought to evaluate the development of grammatical accuracy in English-speaking children with cochlear implants (CIs) over a 3-year span. Method: Ten children who received CIs before age 30 months participated in this study at 3, 4, and 5 years postimplantation. For the purpose of comparison, 10 children each at ages 3, 4, and 5 years with typical hearing were included as well. All children participated in a story-retell task. We computed percent grammatical communication units (PGCU) in the task. Results: Children with CIs showed significant improvement in PGCU over the 3-year span. However, they produced lower PGCU than children with typical hearing who had matched hearing age at 4 and 5 years postimplantation. At the individual level, some children with CIs were able to produce PGCU comparable to children with typical hearing as early as 3 years after implantation. Better speech-perception skills at earlier time points were associated with higher PGCU at later time points. Moreover, children with and without CIs showed similar rankings in the types of grammatical errors. Conclusion: Despite having auditory-perceptual and information-processing constraints, children who received CIs before age 30 months were able to produce grammatical sentences, albeit with a delayed pattern.
[Mh] Termos MeSH primário: Linguagem Infantil
Implantes Cocleares
Surdez/psicologia
Surdez/reabilitação
Linguística
[Mh] Termos MeSH secundário: Pré-Escolar
Surdez/cirurgia
Feminino
Seres Humanos
Testes de Linguagem
Estudos Longitudinais
Masculino
Narração
Reprodutibilidade dos Testes
Percepção da Fala
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, N.I.H., EXTRAMURAL; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1707
[Cu] Atualização por classe:171113
[Lr] Data última revisão:
171113
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170407
[St] Status:MEDLINE
[do] DOI:10.1044/2016_JSLHR-H-16-0182



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