Resumen
TH is tetraplegic and speech impaired. Although some studies show the dificulties that individuals with brain palsy and anarthria demonstrate when they developed literacy abilities, the experiments results suggest that TH presents reading, writing and oral compreension abilities.Citas
ABAURRE, M. B. M. (1998). Dados da escrita inicial: indícios de construção da hierarquia de constituintes silábicos? V Congresso Brasileiro de Lingüística Aplicada – Porto Alegre, UFRGS/ALAB.
ALEGRÍA et al. (1997). Aquisição da leitura e distúrbios associados: avaliação, tratamento e teoria. It: Grégoire, J. & Piérart, B. (Orgs.) – Avaliação dos problemas de leitura: os novos modelos teóricos e suas implicações diagnosticas, Porto Alegre: Artes Médicas.
ALEGRIA, J. (1985). Por un enfoque psicolingüístico del aprendizaje de lectura y sus dificultades. Infancia y Aprendizaje, 29: 79-94.
ALEGRIA, J., & MORAIS, J. (1979). Le developpement de l’habilité d’analyse consciente de la parole et l’apprentissage de la lecture. Archives de Psychologie, 183: 251-270.
BADDELEY A., & WILSON, B. (1985). Phonological coding and short-term memory in patients without speech. Journal of Memory and Language, 24: 490-502.
BAST, J. (1995). The development of0 individual differences in reading ability. Amsterdam/Duivendrecht: Paedologisch Institut.
BERNINGER, V., & GANS, B.M. (1986a). Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2: 45-50.
BERTELSON, P. (1987). The onset of literacy: Cognitive processes in reading acqisition. Cambridge: MIT Press edition.
BISHOP, D.V.M. (1985). Spelling ability in congenital dysarthria: evidence against articulatory coding in translating between grafemes and phonemes. Cognitive Neuropsychology, 2: 229-251.
BISHOP, D.V.M., & ADAMS, C. (1990). A prospective study of de relationship between specific language impairment, phonological disorders and readind retardation. Journal of Child Psychology and Psychiatry, 31: 1027-1050.
BISHOP, D.V.M., & ROBSON, J. (1989). Accurate non-word spelling despite congenital inability to speak: phoneme-grapheme conversion does not require subvocal articulation. British Journal of Psychology, 80: 1027-1050.
BISHOP, D.V.M., BYERS B.B., & ROBSON, J. (1990). The relationhip between phoneme discrimination, speech production and language comprehension in cerebral-palsied individuals. Jounal of Speech and Hearing Research, 33: 210-219.
BRADY, S., FOWLER, A., STONE, B., & WINBURG, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44: 26-59.
BRUCK, M. (1992). Persistence of dyslexics phonological awareness deficits. Development Psychology, 28: 874 – 886.
BYRNE, B., & FIELDING-BARNSLEY, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow up. Journal of Educational Psychology, 85: 104 – 111.
BYRNE, B. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2-year follow-up and a new preschool trial. Jouranal of Educational Psychology, 87: 488-503.
CONTENT, A. (1984). L’habilité d’analyse phonétique et l’acquisition de la lecture. L’Année Psychologique, en prense.
DAHLGREN S.A., & HJELMQUIST, E. (1996a). A comparative, descriptive study of readind and writing skills among nonspeaking chidren. A preliminary study. European Journal of disrders of Communication, 31: 289-308.
DAHLGREN S.A. (1996b). Phonological awareness and literacy abilities in nonspeaking preschool chidren with cerebral palsy. Augmentative and Alternative Communication, 12: 138-153.
DODD, B., LEAHY, J. & HAMBLY, G. (1989). Phonological disorders in children: Underlying cognitive deficits. British Journal of Developmental Psychology, 7,55-71.
EDEBOL-TYSK. (1989). Spastic Tetraplegic Cerebral Palsy, epidemiology and Care Load. Doctoral thesis. Göteborg University: Department of Paediatrics II.
ELLIS, N. (1990). Reading, phonological skills and short-term memory: Interactive tributaires of development. Journal of Research in reading, 13: 107-122.
FOLEY, B.E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13: 16-32.
FOURCIN, A.J. (1975). Language development in the absence of expressive speech. Foundations of Language Development. A multidisciplinary approach. 2: 263-267.
GATHERCOLE, S.E., & BADDELEY, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causual connection? Journal of memory and language, 29: 336-360.
GATHERCOLE, S.E., WILLIS, C., & BADDELEY,A.D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82: 387 – 406.
GOLDSTEIN, D.M. (1976). Cognitive-linguistic funcioning and learning to read in preschoolers. Journal of Educational Psychology, 68: 680-688.
GOSWAMI, U., & BRYANT, P.(1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates. London.
HEDELIN, L., & HJELMQUIST, E. (1988). Preschool children’s mastery of the form/content distinction in spoke language. In: Ekberg, K. e Mjaavatn, P.E. (Eds.). Growing into a modern world. The Norwegian Centre for Chil Research, The University of Trondheim. 639-645.
HEHNER, B. (1982). Blissymbols for use. Toronto: Blissymbolics Communication Institute.
HOIEN, T., & LUNDBERG, I. (1992). Dyslexi [Dyslexia]. Stockholm: Natur och Kultur.
KELFORD, S.A ., THURSTON, S., LIGHT, J., PARNES, P., & O’KEEFE, B. (1989). The form and use of written communication produced by nonspeaking physically disabled individual using microcomputers. Augmentative and Alternative Communication, 5: 115-124.
KOKE, S., & NEILSON, J. (1987). The effect of auditory feedback on the spelling of non-speaking physically disabled patients. Unpublished Masters thesis. Toronto: University of Toronto.
KOPPENHAVER, D.A., EVANS, D.A., & YODER, D.E. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7: 20-33.
LUNDBERG, I. (1989). Lack of phonological awareness – a critical factor in dyslexia. In: C von Euler, Lundberg, I. Lennerstrand, G. (eds). Brain and Reading. London: Macmillan, 221-231.
LUNDBERG, I. (1991). Reading as an individual and social skill. In: Lundberg, I. T Hoien (eds). Literacy in a World of Change – perspective on Reading and Reading Disability. Stavanger: Centre for Reading Research, 14 -22.
LUNDBERG, I., FROST, J., & PETERSEN, O. (1988). Effects of na extensive program for stimulating phonological awareness in preschool children. Reading Reasearch Quartely, 23: 263-284.
MANN, V.A., & DITUNNO, P. (1990). Phonological deficiencies: Effective predictors of future reading problems. In: Paavlidis, G. (Ed.). Perspectives on dyslexia, 2: 105-131. New York: Wiley.
MATTINGLY, I. G. (1972). Reading, the linguistic process, and linguistic awareness. In: J. F. Kavanagh & I. G. Mattingly (Eds.). Language by ear and by eye, Cambridge, MA: MIT Press.133-147.
MCGINNIS, J.S., & BEUKELMAN, D.R. (1989). Vocabulary requirements for writing activities for the academically mainstream stdent with disabilities. Augmentative and Alternative Communication, 5: 183191.
MORAIS, J. ALEGRÍA, J., & CONTENT, A. (1987). The relationship between segmental analysis and alphabetic literacy: Na interactive view. Cahiers de Psychologie Cognitive, 7: 415-438.
MORAIS, J. (1994). Reasons to pursue the study of phonological awareness. Readind and Writing: An Interdisciplinary Jounal, 6: 219-220.
MORAIS, J., & ROBILLARD, G. (1998). Apprendre à lire – au cycle des apprentissages fondamentaux Analyses, réflexions et propositions. Editions Éditions Odile Jacob.
MORAIS, J., MOUSTY, P., & KOLINSKY, R. (1998). Why and how phoneme awareness helps learning to read. In: Hulme, C. & Joshi, R. M. Reading and spelling: development and disorders. Mahwah, N. J., Lawrence Erlbaum, 127-151.
MOUSTY, P., LEYBAERT, J., ALEGRÍA, J., CONTENT, A., & MORAIS, J. (1998). Belec: uma bateria de avaliação da linguagem escrita e de seus distúrbios. It: Grégoire & Piérart – op.cit.
NAKAMURA, M., KOLINSKY, R., SPAGNOLETTI, C., & MORAIS, J. (1998). Phonemic awareness in alphabetically literate japanese adults: the influence of the first acquired writing system. Cahiers de Psychologie Cognitive/Current Psychology of Cognition, 17 (2): 417-450.
NÄSLUND, J.C., & SCHNEIDER, W. (1996). Kindergarten letter knowledge, phonological skills, and memory processes: Relative effects on early literacy. Journal of Experimental Child Psychology, 62: 30-59.
OLSON, D.R. (1982). What is said and what is meant in speech and writing. Visible Language, 16: 151-161.
RANKIN, J.L., HARWOOD, K., & MIRANDA, P. (1994). Influence of graphic symbol use on reading comprehension. Augmentative and Alternative Communication, 10: 269-281.
ROTH, F.P., & CASSAT-JAMES, E.L. (1898). The language assessment process: Clinical implications for individuals with severe speech impairments. Augmentative and Alternative Communication, 5: 165172.
SANDBERG, A.D., & HJELMQUIST, E. A. (1996). Comparative, descriptive study of reading and writing skills among non-speaking children: a preliminary study. European Jounal of Disorders of Communications, 31: 289-308.
MACEDO − Leitura e escrita na ausência da fala SANDBERG, A.D., & HJELMQUIST, E. A. (1997). Language and literacy in nonvocal children with cerebral palsy. Interdisciplinary Jounal, 9: 107-133.
SCLIAR-CABRAL, L. (2003). – Princípios do Sistema Alfabético do Português do Brasil.
SCLIAR-CABRAL, L. (1999b). Effects of literacy on metalinguistic awareness, Cahiers d’aquisition & pathologie du langage
SMITH, M.M. (1992). Reading abilities of nonspeaking students: two case studies. Augmentative and Alternative Communication, 8: 57-66.
SMITH, M.M. (1989). Reading without speech: a study of children with cerebral palsy. The Irish Journal of Psychology, 10: 601-614.
SNOWLING, M.J. (1991). Developmental reading disorders. Journal of Child psychology and Psychiatry, 32: 49-77.
STANOVICH, K. (1986). Matthhew effects in reading: Some consequences of individual differences in the acquisition of literacy. Readind Research Quarterly, 21: 336-407.
WAGNER, R.K., & TORGESEN, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101: 192-212.
WAGNER, R.K., TORGESEN, J. K., RASHOTTE, C.A., HECHT, S. A., BARKER, T.A., BURGESS, S.R., DONAHUE, J., & GARON, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33: 468-479.
WAGNER, R.K., TORGESEN, J.K., & RASHOTTE, C.A. (1994). Development of readind-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30: 73-87.
WIMMER, H., LANDERL, K., LINORTNER, R., & HUMMER, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than prediction but still important. Cognition, 40: 219-249.
Se otorgan a la Revista CADERNOS DE ESTUDOS LINGÜÍSTICOS todos los derechos de autor relativos a los trabajos publicados. No se devolverán los originales. En virtud de su aparición en esta revista de acceso abierto, los artículos son de uso gratuito, con la debida atribución, en aplicaciones educativas y no comerciales.