scholarly journals DESENVOLVENDO AS CAPACIDADES DE LINGUAGEM NA PRODUÇÃO DO GÊNERO DE HISTÓRIA EM QUADRINHOS (HQS)

2018 ◽  
Vol 3 (2) ◽  
pp. 437-444
Author(s):  
Thiago Silva e Silva ◽  
Áustria Rodrigues Brito
Keyword(s):  
Comic Books ◽  
Language Skills ◽  
Theoretical Studies ◽  
Language Abilities ◽  
Textual Production ◽  
Text Production ◽  
8Th Grade

Resumo: Com ênfase no desenvolvimento das capacidades de linguagem requeridas no momento de produção de um texto, o presente artigo pretende analisar, quantitativa e qualitativamente, os avanços nas produções textuais no gênero história em quadrinhos (HQs), de doze alunos da 8ª série, turma vespertina, de uma escola municipal de Barra do Corda – MA, as quais foram produzidas pelos referidos discentes durante a pesquisa realizada, entre agosto e dezembro de 2016, no âmbito do Programa de Mestrado Profissional em Letras (PROFLETRAS), ofertado pela Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). Tal pesquisa, embasada nos estudos teóricos de Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz e Schneuwly (2004), entre outros, aplicou uma Sequência Didática (SD) elaborada a partir das dificuldades dos alunos partícipes da pesquisa identificadas na produção inicial (T1), onde ao longo da SD, foram propostas, após a execução dos módulos que a compunham, mais duas reescritas da T1. As análises aqui presentes indicam que, após as intervenções, houve avanço substancial na produção textual dos alunos pesquisados no tocante às capacidades de ação, discursivas e linguístico-discursivas.Palavras-chave: Capacidades de linguagem. História em quadrinhos. Produção textual. Abstract: With the emphasis on the development of the language abilities required at the time of producing a text, this article intends to analyze, quantitatively and qualitatively, the advances in the production of texts in the genre comics (HQs), of twelve students of the 8th grade, which were produced by the mentioned students during the survey conducted between August and December 2016, within the scope of the professional master 's program in Literature (PROFLETRAS), offered by Federal University of Southern and Southeastern Pará (UNIFESSPA). This research, which was based on the theoretical studies of Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz and Schneuwly (2004), among others, applied a Didactic Sequence students who participated in the research identified in the initial production (T1), where they were proposed, after the execution of the modules that composed it, two more rescripts of T1. The present analyzes indicate that, after the interventions, there was a substantial advance in the textual production of the students researched in terms of the capacities of action, discursive and linguistic-discursive.Keywords: Language skills. Comic books. Text production.

Narrative Performance in Verbally Gifted Children

1996 ◽  
Vol 19 (3) ◽  
pp. 276-292 ◽  
Author(s):  
Marion Porath
Keyword(s):  
Conceptual Understanding ◽  
Language Skills ◽  
Gifted Children ◽  
Language Abilities ◽  
Conceptual Structures ◽  
Mental Age ◽  
Narrative Ability ◽  
Narrative Performance ◽  
Plot Structure ◽  
Developmental Analysis

Young, verbally gifted children were compared to chronological- and mental-age controls on a number of variables pertaining to narrative ability. Using a structural-developmental analysis, the gifted children were found to organize their story plots in a way typical of children two years older. Elaborations on the basic plot structure were even more advanced, with gifted children telling stories that were more elaborate than those of their chronological- and mental-age peers. Gifted children also showed considerable advancement on a number of language skills. Conceptual understanding of plot structure appears more related to age than the acquisition of language skills. However, it is what verbally gifted children do with the conceptual structures available to them that distinguishes their narratives. Their story plots indicate elaborate structures and their specific language abilities contribute to the richness and sophistication of their narratives.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

An intervention to increase conversational turns between parents and young children

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Kathryn A. LEECH ◽  
Meredith L. ROWE
Keyword(s):  
Young Children ◽  
Academic Language ◽  
Language Skills ◽  
Language Abilities ◽  
Turn Taking ◽  
Conversational Turns ◽  
Parent Child

Abstract Behavioral and neural evidence indicates that young children who engage in more conversations with their parents have better later language skills such as vocabulary and academic language abilities. Previous studies find that the extent to which parents engage in conversational turn-taking with children varies considerably. How, then, can we promote extended conversations between parents and their children? Instead of asking parents to engage in longer turn-taking episodes, we provided parents with information on conversational content that we hypothesized would lead to increased episodes of longer, more sustained conversational turn-taking. Specifically, we found that boosting the frequency of parent-child talk about abstract, non-present concepts – decontextualized language – led to an increase in dyadic conversational turn-taking during home mealtimes several weeks later.

Our (not so) polyglot pollies

2007 ◽  
Vol 30 (2) ◽  
pp. 21.1-21.17
Author(s):  
Joseph Lo Bianco
Keyword(s):  
Present Article ◽  
Response Rate ◽  
Language Skills ◽  
Language Abilities ◽  
Parliamentary Debate ◽  
The One ◽  
The Uk ◽  
Shed Light

The present article reports on research conducted during late 2004 on the language abilities of Australia’s parliamentarians and a parliamentary debate in 2005 on languages in Australia. A small questionnaire was administered to all members of the nine legislative structures of Australia comprising six states, two territories and the one Federal parliament. This is the first such survey in Australia. While the response rate was uneven, from good to poor, the survey does shed light on the range and number of languages other than English spoken by Australia’s parliamentary representatives, where their language capabilities were gained, how proficient they estimate themselves to be, and in what settings their language skills are used. The paper includes a comparison between these Australian data and equivalent, though slightly less sketchy, data from the UK. The article concludes with the text and debate of a recent private members’ bill on languages and makes comments on the responses in light of the language abilities of the parliamentarians.

Walking, pointing, talking – the predictive value of early walking and pointing behavior for later language skills

2019 ◽  
Vol 46 (6) ◽  
pp. 1228-1237 ◽  
Author(s):  
Carina LÜKE ◽  
Juliane LEINWEBER ◽  
Ute RITTERFELD
Keyword(s):  
Standardized Tests ◽  
Predictive Value ◽  
Index Finger ◽  
Language Skills ◽  
Initial Increase ◽  
Language Abilities ◽  
Direct Observations ◽  
Pointing Gestures ◽  
The Relationship ◽  
Communicative Skill

AbstractBoth walking abilities and pointing gestures in infants are associated with later language skills. Within this longitudinal study we investigate the relationship between walk onset and first observed index-finger points and their respectively predictive value for later language skills. We assume that pointing as a motor as well as a communicative skill is a stronger predictor of later language development than walk onset. Direct observations, parent questionnaires, and standardized tests were administered in 45 children at ages 1;0, 2;0, 3;0, and 4;0. Results show that both walk onset and early index-finger pointing predict language abilities at age 2;0, but only early index-finger pointing predicts language skills at ages 3;0 and 4;0. Walk onset seems to contribute to an initial increase in language acquisition without a sustained advantage. The predictive value of first observed index-finger points, however, is strong and lasts at least until age 4;0.

scholarly journals Joint Engagement and Early Language in Young Children With Fragile X Syndrome

2016 ◽  
Vol 59 (5) ◽  
pp. 1087-1098 ◽  
Author(s):  
Laura J. Hahn ◽  
Nancy C. Brady ◽  
Kandace K. Fleming ◽  
Steven F. Warren
Keyword(s):  
Young Children ◽  
Fragile X Syndrome ◽  
Rating Scale ◽  
Fragile X ◽  
Language Skills ◽  
Expressive Language ◽  
Autism Spectrum ◽  
Language Abilities ◽  
Joint Engagement ◽  
Autism Symptomatology

PurposeIn this study, we examine joint engagement (JE) in young children with fragile X syndrome (FXS) and its relationship to language abilities and autism spectrum disorder symptomatology at 24 to 36 months (toddler period) and 59 to 68 months (child period).MethodParticipants were 28 children with FXS (24 boys, four girls) and their mothers. Videotaped home observations were conducted during the toddler period and coded for JE. Language abilities were measured at both ages from a developmental assessment, a functional measure, and from a language sample. The Childhood Autism Rating Scale (Schopler, Reichler, & Renner, 1988) was completed at both ages.ResultsChildren with FXS spent more time in supported JE than in coordinated JE. Using a weighted JE variable, we found that children with FXS who had higher weighted JE scores also had more advanced expressive language skills at both the toddler and child periods. Weighted JE was negatively related to autism symptomatology in the toddler period.ConclusionThis study provides evidence that children with FXS who use more JE also have more advanced expressive language skills in early development. Therefore, existing early interventions that target JE behaviors may be effective for promoting language, social communication, and social interaction in this population.

The Effect of Older Siblings on Language Development as a Function of Age Difference and Sex

2019 ◽  
Vol 30 (9) ◽  
pp. 1333-1343 ◽  
Author(s):  
Naomi Havron ◽  
Franck Ramus ◽  
Barbara Heude ◽  
Anne Forhan ◽  
Alejandrina Cristia ◽  
...  
Keyword(s):  
Language Development ◽  
Language Skills ◽  
Age Difference ◽  
Language Abilities ◽  
Verbal Skills ◽  
Moderating Factors ◽  
Age Gap ◽  
Negative Effect ◽  
Older Siblings

The number of older siblings a child has is negatively correlated with the child’s verbal skills, perhaps because of competition for parents’ attention. In the current study, we examined the role of siblings’ sex and age gap as moderating factors, reasoning that they affect older siblings’ tendency to compensate for reduced parental attention. We hypothesized that children with an older sister have better language abilities than children with an older brother, especially when there is a large age gap between the two siblings. We reanalyzed data from the EDEN cohort ( N = 1,154) and found that children with an older sister had better language skills than those with an older brother. Contrary to predictions, results showed that the age gap between siblings was not associated with language skills and did not interact with sex. Results suggest that the negative effect of older siblings on language development may be entirely due to the role of older brothers. Our findings invite further research on the mechanisms involved in this effect.

Developmental Language Disorder and the Assessment of Spoken Language

2021 ◽  
pp. 155-170
Author(s):  
Carol-Anne Murphy ◽  
Pauline Frizelle ◽  
Cristina McKean
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Best Practice ◽  
Language Disorder ◽  
Language Skills ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Language Sample Analysis ◽  
Language Sample

Developmental language disorder (DLD), previously known as specific language impairment (SLI), is a long-term developmental disorder affecting approximately 7.5% of children. Language abilities in children with DLD are variable and can be challenging to ascertain with confidence. This chapter aims to discuss some of the challenges associated with assessing the language skills of children with DLD through an overview of different forms of language assessment including standardized language testing, language sample analysis, and observations. Uses and limitations of the different forms of assessment are considered, bearing in mind the different functions of assessment and the need to gain a full understanding of children’s profiles of strength and weakness and communicative functioning in context. The authors conclude with requirements for best practice in assessment and promising avenues of development in this area.

scholarly journals Understanding Dyslexia in the Context of Developmental Language Disorders

2018 ◽  
Vol 49 (4) ◽  
pp. 762-773 ◽  
Author(s):  
Suzanne M. Adlof ◽  
Tiffany P. Hogan
Keyword(s):  
Language Skills ◽  
Language Disorders ◽  
Relevant Information ◽  
Language Abilities ◽  
Developmental Language Disorders ◽  
Theoretical Perspectives ◽  
Diagnostic Labels ◽  
Before And After ◽  
Complex Development ◽  
Development Of Language

Purpose The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. Method We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia. Results We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia. Conclusions We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia—with and without comorbid DLDs—often have language deficits outside the phonological domain; (b) intervention should target a child's strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia.

scholarly journals Individual Differences in Rhythm Skills: Links with Neural Consistency and Linguistic Ability

2017 ◽  
Vol 29 (5) ◽  
pp. 855-868 ◽  
Author(s):  
Adam Tierney ◽  
Travis White-Schwoch ◽  
Jessica MacLean ◽  
Nina Kraus
Keyword(s):  
Young Adults ◽  
Individual Differences ◽  
Verbal Memory ◽  
Auditory Processing ◽  
Language Skills ◽  
Low Frequency ◽  
Language Abilities ◽  
Auditory Temporal Processing ◽  
Temporal Precision ◽  
Frequency Following Response

Durational patterns provide cues to linguistic structure, thus so variations in rhythm skills may have consequences for language development. Understanding individual differences in rhythm skills, therefore, could help explain variability in language abilities across the population. We investigated the neural foundations of rhythmic proficiency and its relation to language skills in young adults. We hypothesized that rhythmic abilities can be characterized by at least two constructs, which are tied to independent language abilities and neural profiles. Specifically, we hypothesized that rhythm skills that require integration of information across time rely upon the consistency of slow, low-frequency auditory processing, which we measured using the evoked cortical response. On the other hand, we hypothesized that rhythm skills that require fine temporal precision rely upon the consistency of fast, higher-frequency auditory processing, which we measured using the frequency-following response. Performance on rhythm tests aligned with two constructs: rhythm sequencing and synchronization. Rhythm sequencing and synchronization were linked to the consistency of slow cortical and fast frequency-following responses, respectively. Furthermore, whereas rhythm sequencing ability was linked to verbal memory and reading, synchronization ability was linked only to nonverbal auditory temporal processing. Thus, rhythm perception at different time scales reflects distinct abilities, which rely on distinct auditory neural resources. In young adults, slow rhythmic processing makes the more extensive contribution to language skills.

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