The effect of vacation on reading fluency development Isa Mourão Carvalho, Luiza Vitória da Cunha Ferreira, Rebecca Chrispim Silva, Dayanne Gabrielle da Cruz Oliveira, Letícia Correa Celeste, et al. Codas, 2025 Purpose To evaluate the effect of vacations on the reading fluency of elementary school students. Methods This analytical, longitudinal, observational study included 98 students from 2nd to 5th grades, who read texts appropriate for their school year before and after vacations between 2022 and 2024. The performance of the same students in both periods and the progression of reading speed between grades throughout the year were compared. The paired t-test was used to assess reading performance at different time points, the t-test to analyze progression, and Cohen's d test to calculate the effect size. Results The findings show an improvement in reading speed measures between the beginning and end of the school year. However, they also point to a statistically significant difference between before and after extended vacations, indicating a decline in post-vacation performance – except for students going from 2nd to 3rd grade, whose reading practice remained constant. The findings reinforce the importance of pedagogical strategies to encourage continued reading during vacation. Conclusion This study highlighted the negative impact of the vacation effect on reading fluency performance among 3rd-, 4th-, and 5th-grade students, whose reading fluency declined after the extended school vacation.
The neuropsychological functions of schoolchildren after the reopening of brazilian schools during the Covid-19 pandemic Maria Rebeca de Carvalho Porto Ribeiro, Letícia Corrêa Celeste, Vanessa de Oliveira Martins Reis Codas, 2024 Purpose The objective of this study was analyzed the neuropsychological functions of students from a public school in Brazil, enrolled in the 1st and 2nd year of Elementary School at the time of the reopening of schools during the COVID-19 pandemic and to access the influence of family and contextual information on the performance of these skills. Methods 117 students participated in the study, as well as their parents or guardians. The children were evaluated in person using the Brief Child Neuropsychological Assessment Instrument (NEUPSILIN-Inf). The parents/guardians answered remotely the Inventory of Resources of the Family Environment and questions about socioeconomic classification and maternal education. Results The data showed a high prevalence of children who had problems or deficits in the functions of orientation, memory, language, visuospatial skills, arithmetic skills and verbal fluency. Furthermore, predictable activities that signal some degree of stability in family life are predictors of children's performance in orientation skills and resources that promote proximal processes significantly reflect on language performance. The results suggest that children included in families with a household income below one Brazilian minimum monthly salary presented poorer inhibitory control performances. Conclusion The impact of changes in neuropsychological skills in children's learning were presented and discussed, highlighting the need for immediate and targeted intervention of these functions. Contextual factors that influenced the performance of neuropsychological skills were also considered.
Lip and tongue pressure and the functionality of oro-facial structures in healthy individuals Verônica Fernandes Ramos, Anderson Francisco Silva, Viviane Veroni Degan, Letícia Correa Celeste, Melissa Picinato‐Pirola Journal of Oral Rehabilitation, 2023 BackgroundWith the ageing process changes in the musculature of oro‐facial structures take place, consequently there is a reduction in the strength and mobility of the lips, tongue and cheeks.ObjectiveThe aim of this study was to correlate oro‐facial structures and chewing and swallowing functions among a group of senior citizens and young adults and check the influence of lip and tongue pressure of these functions.MethodsThis is an observational, cross‐sectional and analytical study. Thirty seniors with an average age of 67.13 years and 30 young adults with an average age of 22.03 years participated in the study. The Oro‐facial Myofunctional Assessment Protocol with Scores for the Elderly and the Oro‐facial Myofunctional Assessment Protocol with Expanded Scores were also used. The evaluation of the force of pressure of the lips and tip and dorsum of the tongue was carried out using the Biofeedback device Pró‐Fono: Lip and Tongue Pressure.ResultsYoung adults had a higher evaluation score for the aspect/posture of the face, cheeks, lips, mentalis muscle, tongue, mobility of lips, tongue, jaw and cheeks, chewing and swallowing functions, total time and chewing strokes, and tip pressure and dorsum of tongue. According to the Structural Equation Modelling, a direct relationship was found between the tongue dorsum pressure force and the swallowing function.ConclusionWith healthy ageing changes occurring in the appearance, posture and mobility of the lips, tongue, jaw and cheeks, with the seniors and reduced performance of chewing and swallowing functions.
The neuropsychological functions of schoolchildren after the reopening of brazilian schools during the Covid-19 pandemic Maria Rebeca de Carvalho Porto Ribeiro, Letícia Corrêa Celeste, Vanessa de Oliveira Martins Reis Codas, 2023 RESUMO Objetivo O objetivo desse estudo foi analisar as funções neuropsicológicas de estudantes de uma escola pública do Distrito Federal (Brasil), matriculadas 1º e 2º ano de Ensino Fundamental na reabertura das escolas públicas na pandemia da COVID-19 e a influência dos fatores familiares e contextuais sobre o desempenho dessas habilidades. Métodos Participaram 117 estudantes, bem como seus responsáveis. As crianças foram avaliadas presencialmente por meio do Instrumento de Avaliação Neuropsicológica Breve Infantil (NEUPSILIN-Inf). Os pais/responsáveis responderam remotamente ao Inventário de Recursos do Ambiente Familiar e as questões para classificação socioeconômica e de escolaridade materna. Resultado Os dados apontam alta prevalência de crianças em fase de alfabetização que apresentam alerta ou déficit das funções de orientação, memória, linguagem, habilidades visuoespaciais, habilidades aritméticas e fluência verbal. Ainda, as atividades previsíveis que sinalizam algum grau de estabilidade na vida familiar são preditoras do desempenho das crianças na habilidade de orientação e os recursos que promovem processos proximais refletem significativamente no desempenho em linguagem. Os resultados sugerem que crianças inseridas em família com estimativas da renda domiciliar abaixo de um salário mínimo apresentam piores desempenhos do controle inibitório. Conclusão Foram apresentados e discutidos os impactos das alterações das habilidades neuropsicológicas para o aprendizado das crianças, destacando a necessidade de intervenções imediatas e direcionadas para essas funções. Foram considerados os fatores contextuais que apresentaram influência sobre o desempenho das habilidades neuropsicológicas.
The learning performance and behavior of school children during the COVID-19 pandemic school closures: from the perspectives of parents and teachers Greicyane Marcos de Castro, Vanessa de Oliveira Martins-Reis, Letícia Correa Celeste Codas, 2023 Purpose To verify the association between caregivers' and teachers' perceptions of the changes imposed by social isolation and the impact on students' learning. Methods This is an analytical observational and longitudinal study, with the participation of 19 caregivers (family members) of 2nd-grade students from a public financing school and their respective teachers. The caregivers were submitted to interviews by means of the questionnaires: Abilities and Difficulties Questionnaire, Family Environment Resources Inventory and COVID-19 monitoring questionnaire that checks the behavior of schoolchildren and families. The collection took place in two moments by telephone call: the first moment (M1) was started in June 2020, and the second, (M2) in December 2020. The progress reports prepared by the regular teachers were received in January 2021. Results A negative implication was observed in the change of routine and an impact on the parents' lives. In parents' perceptions, significant and negative issues were also present in children's mental health, such as changes in routine. Teacher evaluation reports showed a similar pattern, with the vast majority of them lacking information about learning performance. Conclusion This study pointed out the importance of accompanying schoolchildren and families in a period of social withdrawal, in order to guide and intervene together with parents and teachers.
Fluency and reading comprehension as a performance indicator in the 3rd year of elementary school Vanessa de Oliveira Martins-Reis, Dâmaris Alves de Araújo Pedroso, Letícia Mendes de Almeida, Edlaine Souza Pereira, Luciana Mendonça Alves, et al. Codas, 2023 Purpose to verify whether fluency and reading comprehension vary throughout the third year of elementary school and can be used as performance indicators in reading. Methods this is a prospective longitudinal study. 53 children participated in the study, regardless of gender. Four assessments were carried out throughout the year, using the LEPIC software to record the reading made by the children, recording reading errors, as well as the answers to questions regarding comprehension. Results there was an evolution of reading fluency and literal comprehension throughout the tests, but not in inferential comprehension. Conclusion reading fluency and literal comprehension are good performance indicators in the third year of elementary school.
Acoustics of persuasion: a systematic review of prosodic features on the communicative attitudes of confidence Dianete Ângela do Valle Gomes, Rodrigo Dornelas, Lívia Maria Santos de Souza, Yonara Caetano de Santana Strauss, Eduardo Magalhães da Silva, et al. Delta Documentacao De Estudos Em Linguistica Teorica E Aplicada, 2023 Purpose: To review the literature regarding prosodic acoustic features found in communicative attitudes related to confidence, certainty, and persuasion. Method: A systematic review was carried out in the databases VHL, Web of Science, Science Direct, SciELO, and SCOPUS with no temporal restriction. Data Extraction: The data from each article was extracted based on the STROBE Statement checklist. To analyze the prosodic variables, the data were subdivided according to Couper-Kuhlen’s (1986) theoretical assumptions, and the variables were grouped into “temporal organization of speech,” “intensity,” and “pitch”. Conclusion: The data suggested that there are relevant but not consensual variables to characterize a persuasive speech and some variables can be considered as positive, negative, or neutral in different language contexts. The variables that stand out as relevant and are characteristic of the persuasive or confidant speech were faster speech speed and higher intensity. The only negative variable that stood out regarding persuasion was the increase in pitch.
Word final prolongations: acoustic characteristics and influence on speech fluency perception Lívia Maria Santos de Souza, Vanessa de Oliveira Martins-Reis, Pâmela Jesus dos Santos, Dianete Ângela do Valle Gomes, Aveliny Mantovan Lima, et al. Delta Documentacao De Estudos Em Linguistica Teorica E Aplicada, 2023 The aim of this study was to characterize word final prolongations in individuals with and without stuttering as well as to investigate the influence of end of words prolongations on speech fluency perception. In Experiment 1, 14 subjects were submitted to speech fluency evaluation for analysis of duration and average frequency of extended phones at the end of words. In Experiment 2, twenty lay judges were asked to judge the fluency degree of utterances without disfluency, utterances containing prolongations and utterances containing filled pauses. In experiment 1 the groups differed only in the duration’s variation; in both groups the prolongations in monosyllabic words prevailed; 80% of the prolonged phones in both groups were vowels. In experiment 2 no significant difference was found in the comparison between the judgements of prolongations and filled pauses. The utterances without disfluency differentiated themselves significantly from the others. We suggest that characteristics such as position in the word, duration and physical concomitants should be considered before deeming prolongations as a stuttering-like disfluency.
Report on communication performance for entering the job market: High school pupils' view Adolescencia E Saude, 2013
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