scholarly journals Eficacia del programa de Facilitación de la Planificación para la prevención de dificultades de comprensión lectora

2021 ◽  
pp. 46-63
Author(s):  
Martina Ares Ferreirós ◽  
Sonia Alfonso Gil ◽  
Manuel Deaño
Keyword(s):  
Educación Primaria

La finalidad del estudio es analizar el papel de los procesos cognitivos PASS en la mejora en comprensión lectora de un grupo de estudiantes cuyo rendimiento lector empezaba a diferenciarse de sus compañeros de aula, con los que habían iniciado su escolaridad primaria. La presencia de esta dificultad de rendimiento en comprensión lectora se observó al comienzo de 3.º de Educación Primaria. Se sometió a entrenamiento al grupo de alumnado en riesgo de dificultad en comprensión lectora (n=8), actuando como grupo de control el constituido por los compañeros del aula. El total de estudiantes de aula era de 30. Se utilizó para la evaluación del alumnado el test de Evaluación de la Comprensión Lectora, las cuatro escalas de la Batería Cognitive Assesment System: Planificación, Atención, Simultáneo y Sucesivo y la Escala de Conciencia Lectora. El programa de comprensión lectora se implementó mediante el método de Facilitación de la Planificación. Los resultados mostraron una mejora en el proceso de atención que se manifestó en la medida postest y de planificación que permaneció activo desde la medida pre a la follow-up. En este momento de la medida, se manifestó la mejora del procesamiento simultáneo con una gran actividad de  la comprensión lectora y conciencia. Comprensión y conciencia lectora mejoraron significativamente en la medida pos y se incrementaron  en la medida follow-up con el procesamiento simultáneo. Estos resultados se interpretan en el sentido de que el programa de Facilitación de la Planificación tiene un efecto específico sobre los procesos de conocimiento (conciencia lectora) y control metacognitivo (planificación y atención) y proceso cognitivo de simultáneo y sobre la transferencia de estos a la comprensión lectora. La planificación activa el funcionamiento del procesamiento simultáneo y su control y una vez que desaparece la debilidad cognitiva de simultáneo, la comprensión lectora se realiza competentemente.

scholarly journals Las razones del cambio de desempeño laboral en los docentes de Educación Física en el contexto gallego (The reasons for changing jobs among Physical Education teachers in the Galician context)

Retos ◽  
2020 ◽  
pp. 153-161
Author(s):  
Raúl Eirín Nemiña ◽  
Alberto Sanmiguel-Rodríguez ◽  
Jesús Rodríguez Rodríguez
Keyword(s):  
Physical Education ◽  
Job Performance ◽  
Physical Education Teachers ◽  
Teaching Staff ◽  
Professional Burnout ◽  
Teaching Management ◽  
Job Change ◽  
Determining Factors ◽  
Educación Primaria

  En este estudio analizamos las razones que justifican los cambios de desempeño laboral en los docentes de Educación Física (EF). De un modo concreto, nos preguntamos por las razones del desgaste profesional que sufren los docentes y que justifican los cambios y abandono de los docentes. Para ello desarrollamos un estudio descriptivo en el que participaron un total de 120 docentes de EF que realizan su función en las etapas de Educación Primaria y Secundaria en la Comunidad Autónoma de Galicia. Para la obtención de información cumplimentaron un cuestionario, elaborado a partir del Teacher Follow-up Survey. Destacamos que, en general, el profesorado indica que la escasa valoración hacia la EF por parte de la administración influye mucho en dicho cambio de trabajo. Igualmente, otro de los factores determinantes del cambio de desempeño laboral es la escasa consideración hacia la EF por parte de las familias. Los docentes cuando deciden buscar un nuevo horizonte profesional suelen optar por un cambio de especialidad y la dedicación a tareas de gestión docente.  Abstract. In this study we analyze the reasons that justify changes in job performance in Physical Education (PE) teachers. In a concrete way, we ask ourselves about the reasons for the professional burnout suffered by teachers and that justify the changes and abandonment of teachers. For this, we developed a descriptive study in which a total of 120 PE teachers participated, who perform their function in the stages of Primary and Secondary Education in the Autonomous Community of Galicia. To obtain information, they completed a questionnaire, prepared from the Teacher Follow-up Survey. We highlight that, in general, the teaching staff indicates that the low assessment of PE by the administration greatly influences this job change. Likewise, another of the determining factors of the change in job performance is the scant consideration for PE by families. When teachers decide to seek a new professional horizon, they usually opt for a change of specialty and dedication to teaching management tasks.

scholarly journals Instrucción metacognitiva y procesamiento simultáneo

2019 ◽  
Vol 1 (1) ◽  
pp. 215
Author(s):  
Martina Ares Ferreirós ◽  
Manuel Deaño Deaño
Keyword(s):  
Educación Primaria ◽  
Los Grupos

Este estudio presenta la mejora producida por la aplicación de la instrucción metacognitiva en el procesamiento simultáneo en estudiantes de grado 3 de Educación primaria. La muestra estuvo constituida por 30 estudiantes de un aula de un centro de educación primaria. Se formaron dos grupos, el grupo de intervención se formó con los estudiantes del aula que presentaban dificultades en el procesamiento simultáneo, mostrando una debilidad cognitiva que compromete la comprensión lectora. El segundo grupo estaba formado por el resto de los estudiantes del grupo aula, constituyendo el grupo de comparación. Se utilizó un diseño pre-post-follow-up test. Los grupos están igualados en estatus socioeconómico y cultural y en procesamiento sucesivo. Se diferenciaban en procesamiento simultáneo. Al grupo de intervención se le aplicó el programa de instrucción metacognitiva operativizando mediante la estrategia de facilitación de la planificación, que permite a los estudiantes discutir entre sí los textos de comprensión y además verbalizarlo reflexivamente para comparar y contrastar sus respuestas. El grupo de comparación siguió las actividades curriculares según el modelo de enseñanza tradicional. El programa se desarrolló en 24 sesiones durante siete semanas. Tras la intervención el grupo mejoro significativamente en procesamiento simultáneo. Estas mejoras se interpretan en el sentido de que la instrucción metacognitiva que facilita la discusión entre los alumnos y la verbalización reflexiva para comparar y contrastar respuestas, es la responsable de la mejora de la función del procesamiento simultaneo para la comprensiónlectora.

Therapy and prevention for mental health: What if mental diseases are mostly not brain disorders?

2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis
Keyword(s):  
Mental Health ◽  
Mental Disease ◽  
Brain Disorders ◽  
Social Stressors ◽  
Labor Education ◽  
Mental Diseases ◽  
Long Term Follow Up ◽  
Political Decisions

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.

Brief summary of Kleť photographic search programme for minor planets

1999 ◽  
Vol 173 ◽  
pp. 189-192
Author(s):  
J. Tichá ◽  
M. Tichý ◽  
Z. Moravec
Keyword(s):  
Ccd Camera ◽  
Minor Planet ◽  
Minor Planets ◽  
Main Belt

AbstractA long-term photographic search programme for minor planets was begun at the Kleť Observatory at the end of seventies using a 0.63-m Maksutov telescope, but with insufficient respect for long-arc follow-up astrometry. More than two thousand provisional designations were given to new Kleť discoveries. Since 1993 targeted follow-up astrometry of Kleť candidates has been performed with a 0.57-m reflector equipped with a CCD camera, and reliable orbits for many previous Kleť discoveries have been determined. The photographic programme results in more than 350 numbered minor planets credited to Kleť, one of the world's most prolific discovery sites. Nearly 50 per cent of them were numbered as a consequence of CCD follow-up observations since 1994.This brief summary describes the results of this Kleť photographic minor planet survey between 1977 and 1996. The majority of the Kleť photographic discoveries are main belt asteroids, but two Amor type asteroids and one Trojan have been found.

Intranuclear Crystals in Regenerating Canine Kidneys

1973 ◽  
Vol 31 ◽  
pp. 412-413
Author(s):  
D.G. Osborne ◽  
L.J. McCormack ◽  
M.O. Magnusson ◽  
W.S. Kiser
Keyword(s):  
Epithelial Cell ◽  
Epithelial Cells ◽  
Tubular Epithelial Cell ◽  
Tubular Epithelial Cells ◽  
Cell Nuclei ◽  
Crystalline Structures ◽  
Small Crystals ◽  
Membrane Bound

During a project in which regenerative changes were studied in autotransplanted canine kidneys, intranuclear crystals were seen in a small number of tubular epithelial cells. These crystalline structures were seen in the control specimens and also in regenerating specimens; the main differences being in size and number of them. The control specimens showed a few tubular epithelial cell nuclei almost completely occupied by large crystals that were not membrane bound. Subsequent follow-up biopsies of the same kidneys contained similar intranuclear crystals but of a much smaller size. Some of these nuclei contained several small crystals. The small crystals occurred at one week following transplantation and were seen even four weeks following transplantation. As time passed, the small crystals appeared to fuse to form larger crystals.

Electron Microscopy of Human Gallstones

1971 ◽  
Vol 29 ◽  
pp. 296-297
Author(s):  
C. Wolpers ◽  
R. Blaschke
Keyword(s):  
Electron Microscopy ◽  
Room Temperature ◽  
Bile Pigment ◽  
X Ray Diffraction ◽  
Triclinic Crystal System ◽  
X Ray ◽  
Follow Up Study ◽  
Infra Red ◽  
Main Components

Scanning microscopy was used to study the surface of human gallstones and the surface of fractures. The specimens were obtained by operation, washed with water, dried at room temperature and shadowcasted with carbon and aluminum. Most of the specimens belong to patients from a series of X-ray follow-up study, examined during the last twenty years. So it was possible to evaluate approximately the age of these gallstones and to get information on the intensity of growing and solving.Cholesterol, a group of bile pigment substances and different salts of calcium, are the main components of human gallstones. By X-ray diffraction technique, infra-red spectroscopy and by chemical analysis it was demonstrated that all three components can be found in any gallstone. In the presence of water cholesterol crystallizes in pane-like plates of the triclinic crystal system.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

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