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Purpose: to investigate the relationship between phonological development and early learning of writing in different social and educational contexts. Methods: we conducted in a kindergarten, a public school and private school, totaling 100 children, aged 2:0 and 6:11 years. To phonological assessment, Proof of Phonological Assessment was used. To evaluate the reading was applied to the task of Rapid Serial Naming. For assessing writing, we proposed a roadmap of activities, as dictated words and phrases. Results: it was observed that some phonological processes were positively correlated with the task of Appointment. This task was also positively correlated with writing and with age. Ie, the better the performance in Task Nomination, more advanced level in which they were written and in older age. It was also observed that private school children showed a better performance in writing and Task Appointment. Conclusion: from these data, it was observed that there is a relationship between phonological development and early learning of reading and writing, as the overcoming of phonological processes are related to the Nomination and writing in children aged 2:0-6:11 years. It is believed that these findings may be related to social and educational aspects. [ABSTRACT FROM AUTHOR]

According to the social interaction perspective, the child's language development occurs through interactions established with the adult since the early ages. This study aimed to analyze the nonverbal communication of mother-infant dyads during the first year of life. The participants were six dyads, recorded during free play when babies were 6, 9 and 12 months old. The results showed that changes occur, especially at 9 months. The reaching gesture is no longer the single category used by the child and shall be replaced by the pointing gesture. It was also noticed that the representational gestures were observed only after that age. The deictic gestures most used in the establishment and maintenance of interactive episodes were reaching, by the babies, and showing, by mothers. It was noticed that changes in the child gestures during its development were accompanied by changes in maternal gestures. These results are relevant in the sense that they contribute to a greater knowledge about mother-infant gestural communication and its role in the child's linguistic development. [ABSTRACT FROM AUTHOR]

Purposes: to describe the children's orthographic performance - regarding to the record of plosive consonants from the Brazilian Portuguese; check if the accent influences the occurrence of mistakes inside the words; and classify the pattern of the mistakes distribution. Methods: 210 text productions referred to 14 thematic proposals were analyzed, they were collected during the year 2001, when the individuals attended the First grade of Primary School. To describe the children's performance, for the first objective, the data were divided in Hits and Mistakes; for the second objective, the mistakes were classified according to their occurrence in accented and non-accented syllables, and, finally, for the third objective, the mistakes were subclassified in omissions, orthographic and phonological mistakes. The phonological mistakes were even subdivided, according to their occurrence inside and outside the occlusive class. Results: for the first objective, 5.746 possibilities of occurrence of plosive consonants in a position of simple syllable onset were found, with a high amount of hits; for the second objective, it was observed a higher occurrence of mistakes in non-accented syllables; and finally, for the third objective, it was possible to observe the predominance of phonological mistakes, followed by omissions and by orthographic mistakes, both inside the non-accented syllables and the accented ones. Still according to the third objective, in the phonological mistakes, a higher occurrence of mistakes inside the class was observed and, again, no accent influence. Conclusion: the importance of the phonetic-phonological aspects analysis in the acquisition of child orthography is highlighted, as well as the relevance of the distribution of hits and mistakes in the orthographic performance. [ABSTRACT FROM AUTHOR]

Purpose: to verify and identify the use of uncommon repair strategies in children with phonological disorders, relating the use of those to age and gender variables to linguistic variables such as degree of deviation, syllable structure, classification of the sounds and the position of the word. Methods: the data are taken from a database of the Department of Language and Speech studies of the Federal University of Santa Maria. We selected the data according to these criteria: diagnosis of phonological disorder, ages from 4:0 to 7:11, and the ones who were allowed to participate by signing the consent form. The results obtained at the first phonological assessment of the child were analyzed. Results: there were significant differences in the use of the uncommon repair strategies in our sample, as well as the relationship between the use of those strategies and age, mainly between the ages from 5:0 to 5:11, and the degree of deviation with more occurrences in the moderate-severe disorder. It was also obtained a significant relation between the classes of sounds, with predominant use of the fricatives. An occurrence of the unusual repair strategies in onset position was observed, being the consonantvowel the only structure found. Conclusion: it was found that the unusual repair strategies are not widely used by children with phonological disorders. In addition, it was found a significant relationship between the use of repair strategies and unusual variables, such as age, grade of phonological disorders and classes of sounds. [ABSTRACT FROM AUTHOR]

Purpose: to describe and compare acquisition of the consonant-vowel syllable in children with typical and atypical development of speech, investigating the linguistic and extra linguistic variables intervening in this process. Methods: it was analyzed the speech of 24 children, 12 with typical phonological development and 12 with phonological deviation, equated in relation to gender, between 1:0 and 3:11;29 (typical group) and between 4:0 and 6:11;29 (group with phonological diversion). The samples were transversally collected, based on the Children Phonological Evaluation instrument. It was analyzed the words which presented the consonant-vowel as the target syllable (consonant + vowel), with a corpus of 888 words for the typical development and 2.233 for the atypical development. It was considered as variables of variants dependent of correct production, the consonant erasure, the syllable erasure, epenthesis, metathesis and others (as, for example, the compensatory stretching). As independent intervenient variables it was considered the extra linguistic factors as age, gender, kind of development and the variables as tonicity, sound groups, syllable number, following and preceding syllable context, Word position and metrical foot. The speech data were statistically analyzed by the VARBRUL. Result: the statistic program selected as statistically meaningful variants for the correct production of consonant-vowel, the variables age and sound groups, analyzing the typical data; the variable sound groups, gender, age and metrical foot, in the atypical data; and the variables of sound groups, gender, age, tonicity and kind of development, when analyzed in conjunct with the typical and atypical data. It was verified, from the findings of this study, that both groups use the same fixing strategies, however, with more frequency in the group of children with phonological diversion. On the other hand, the correct productions are more frequent in typical children. Conclusion: a bigger number of statistically meaningful variables were selected in the group with atypical development for the correct production. Furthermore, a greater frequency of strategies occurs in this group. [ABSTRACT FROM AUTHOR]

Purpose: verifying how the initial lexical acquisition occurs in children with typical development, regarding to types and tokens of the lexical items. Furthermore, one wants to verify if the noun bias hypothesis occurs, and in what version, strong or weak. Methods: the sample consisted of 20 children, male and female, with typical language development. This research covered ages from 1:0 to 1:11 (years: months) divided in three age groups (1:0 - 1:3;29, 1:4 - 1:7;29, 1:8 - 1:11;29). Audio data from spontaneous speech were collected, and after, lexical analysis was performed regarding to types and tokens produced. The Statistical tests Mann Whitney; Kruskal -- Wallis and Wilcoxon were used, with significance level p< 0.05. Results: no statistical significance was found to the variables regarding to sex. However, statistical difference was found between the age group 1 in relation to 2 and 3 to the majority of variables. Furthermore, one verified prevalence of content words in the age groups 2 and 3. The prevalence of nouns over verbs in all age groups was observed. Conclusion: the initial lexical acquisition in children with typical development occurs gradually according to the increase of age. In this period the sex variable doesn't influence in the linguistic performance. Furthermore, the noun bias hypothesis was confirmed in its weak version, confirming the thesis that inspired this research. [ABSTRACT FROM AUTHOR]

Purpose: to compare and analyze the influence of the characteristics of the complex onset segments in the correct production in children with typical and atypical phonological development. Methods: it was analyzed the speech data of 88 children, 44 with typical phonological development and 44 atypical, aged between 2:6 to 5:3 and 5:3 to 8:0, respectively. With a corpus of 524 words in typical development and 1310 in atypical. The dependent variable had variants: correct production of complex onset, simplification for Consonant'-Vowel with and without change of obstruent, simplification for Consonant'-Vowel, obstruent change, substitution of liquid cluster, epenthesis, metathesis and others, as compensatory lengthening. Extralinguistic variables were: gender, age and type of development and the linguistic: tone, number of syllables, syllable preceding context and ensuing; position in the word, type of liquid complex onset; articulatory point, loudness and obstruent class. The statistical analysis was by computational package VARBRUL. Result: the statistical program selected for all groups at least one of the variables: articulatory point, loudness and class of obstruent. The type of liquid cluster was significant for the unique group and atypical and type of development, to produce correct and simplify Consonant'-Vowel with obstruent change. Conclusion: the linguistic variables related to obstruent and liquid cluster were significant to the production of Consonant-Consonant-Vowel. The variable type of development was also relevant. Showing the evidence that the acquisition of complex onset can be guided by segment and there is a difference between typical and atypical children. [ABSTRACT FROM AUTHOR]

Purpose: to verify the repair strategies used in the acquisition of obstruents in two municipalities of Rio Grande do Sul with different dialectal influences, describing and comparing the intervening variables in this process. Methods: 72 children participated in the study, 36 from municipality of Santa Maria 36 from Agudo, aged between 1:0 and 4:0 (years: months). The corpus of Santa Maria was composed by 3,178 obstruents analyzed and 3,847 in Agudo. The repair strategies were analyzed: desonorization, omission, posteriorization, anteriorization, stopping fricative and others. The extra linguistic variables were: age, sex, tyoe input, metrical foot, number of syllables, preceding and following syllable context, position in the word, grammatical class, voicing and class of obstruent. Statistical analysis was performed using the computer package VARBRUL, with a significance level of 5%. Results: there was a prevalence of omission strategy to Santa Maria and posteriorization to Agudo. The feature was desonorization less used for both groups. There were both similarities and differences when comparing the intervening variables. Conclusion: according to the results, it was concluded that the dialectal variation did not interfere in the choice of resources employed for subjects residing in Agudo, which could occur due to input received in this municipality, with desonorization phonemes. [ABSTRACT FROM AUTHOR]

Purpose: to describe and compare acquisition of the consonant-vowel syllable in children with typical and atypical development of speech, investigating the linguistic and extra linguistic variables intervening in this process. Methods: it was analyzed the speech of 24 children, 12 with typical phonological development and 12 with phonological deviation, equated in relation to gender, between 1:0 and 3:11;29 (typical group) and between 4:0 and 6:11;29 (group with phonological diversion). The samples were transversally collected, based on the Children Phonological Evaluation instrument. It was analyzed the words which presented the consonant-vowel as the target syllable (consonant + vowel), with a corpus of 888 words for the typical development and 2.233 for the atypical development. It was considered as variables of variants dependent of correct production, the consonant erasure, the syllable erasure, epenthesis, metathesis and others (as, for example, the compensatory stretching). As independent intervenient variables it was considered the extra linguistic factors as age, gender, kind of development and the variables as tonicity, sound groups, syllable number, following and preceding syllable context, Word position and metrical foot. The speech data were statistically analyzed by the VARBRUL. Result: the statistic program selected as statistically meaningful variants for the correct production of consonant-vowel, the variables age and sound groups, analyzing the typical data; the variable sound groups, gender, age and metrical foot, in the atypical data; and the variables of sound groups, gender, age, tonicity and kind of development, when analyzed in conjunct with the typical and atypical data. It was verified, from the findings of this study, that both groups use the same fixing strategies, however, with more frequency in the group of children with phonological diversion. On the other hand, the correct productions are more frequent in typical children. Conclusion: a bigger number of statistically meaningful variables were selected in the group with atypical development for the correct production. Furthermore, a greater frequency of strategies occurs in this group. [ABSTRACT FROM AUTHOR]

Purpose: verifying how the initial lexical acquisition occurs in children with typical development, regarding to types and tokens of the lexical items. Furthermore, one wants to verify if the noun bias hypothesis occurs, and in what version, strong or weak. Methods: the sample consisted of 20 children, male and female, with typical language development. This research covered ages from 1:0 to 1:11 (years: months) divided in three age groups (1:0 - 1:3;29, 1:4 - 1:7;29, 1:8 - 1:11;29). Audio data from spontaneous speech were collected, and after, lexical analysis was performed regarding to types and tokens produced. The Statistical tests Mann Whitney; Kruskal - Wallis and Wilcoxon were used, with significance level p< 0.05. Results: no statistical significance was found to the variables regarding to sex. However, statistical difference was found between the age group 1 in relation to 2 and 3 to the majority of variables. Furthermore, one verified prevalence of content words in the age groups 2 and 3. The prevalence of nouns over verbs in all age groups was observed. Conclusion: the initial lexical acquisition in children with typical development occurs gradually according to the increase of age. In this period the sex variable doesn't influence in the linguistic performance. Furthermore, the noun bias hypothesis was confirmed in its weak version, confirming the thesis that inspired this research. [ABSTRACT FROM AUTHOR]

Purpose: to design and develop a website in the field of speech therapy with a focus on development of babies from 0 to 48 months, and furthermore, to evaluate the quality of the content presented and technological resources used. Methods: in the first phase of the project a survey of data through review of literature about development and acquisition of child language was conducted. Then this content was inserted into the website and rated by 20 parents and / or caregivers. Results: the Portal dos Bebês website - Desenvolvimento da Linguagem was developed with language directed to parents and / or caregivers, and their content was divided into three themes: "Language Development", "Speech and Language" and "Language and Environment". With regard to the quality of content and presentation, the website was rated as "excellent" by all participants in the sample. Regarding the review of the vocabulary used and the presentation of content, 70% and 75% respectively, considered the website as "excellent". Regarding the visual presentation, 85% of participants rated as "excellent". The type of navigation was rated as "satisfactory" by 50% of participants. As to the extent that parents and / or caregivers think about the site most rated as "excellent" the aid that it gives in the language development child. Conclusion: the Portal dos Bebês website - Desenvolvimento da Linguage can be accessed by online address http://portaldosbebes.fob.usp.br, and its contents and technological resources were assessed as satisfactory to excellent by parents and / or caregivers participating. [ABSTRACT FROM AUTHOR]

Purpose: to assess whether early education teachers are able to identify children with language development impairments. Methods: the present comparative cross-sectional observational study was conducted in underserved early childhood education schools. The study sample comprised 14 teachers and 91 schoolchildren in the age range of 2 years to 4 years, 11 months who were regularly enrolled in the selected schools. The teachers completed a questionnaire concerning the children's development status, and a speech-language evaluation was conducted with all children. The level of agreement between the speech-language assessment and that conducted by the teachers was measured using Kappa coefficient; sensitivity and specificity were calculated considering the speechlanguage evaluation as the gold standard. Results: the speech-language evaluation showed that language development was impaired thus: 22% of the children had impaired reception; 34.1% showed emission impairment; 35.2%, cognitive deficits, and 6.6% had motor deficits. Slight agreement was found between the speech-language evaluation and that performed by the teachers. The sensitivity of the teachers' assessment ranged between 0.3-0.4 while specificity ranged between 0.6-0.9. Conclusion: the teachers had difficulties in identifying the children at risk for language disorders. (1) [ABSTRACT FROM AUTHOR]

Purpose: to assess the level of language development of children who are in shelters and compare it to the children who always remained with the biological family. Methods: participants were 30 children aged 14 to 47 months. For language assessment was used the Test Assessment of Language Development and the hearing assessment was held on visual reinforcement audiometry with PA5 Pediatric audiometer. The verification of the hearing was made as way to investigate possible risk factors for development of the language. Results: statistical analysis revealed that, comparing children in the shelter with those who have always been with biological families, there was no statistically significant difference by Receptive, Expressive or Global Language. However, it may be verified that there was a higher rate of disturbances language in children who were in shelters. Conclusion: it was observed that children from the shelter showed no statistically significant difference when compared to children who always been with biological families. [ABSTRACT FROM AUTHOR]

Purpose: to compare the children performance with specific language impairment and normal language development in phonological memory, phonological awareness and lexical access abilities. Methods: 40 subjects, aged between 7 and 10 years old were subdivided in 2 groups: 20 with Specific Language Impairment - Study Group - and 20 normal language development - Control Group and matched according to age and education. The following procedures were applied: Test of Phonology ABFW Language Test, Test of non word of the Phonological Working Memory Proof, Phonological Abilities Profile and the Rapid Automatized Naming - RAN. Qualitative analysis was performed in both groups. For statistical analysis chi square test (p⩽0.05) was performed. Results: we found statistical difference between groups in the phonological processing skills. The experimental group showed significantly worse performance compared to the control group. The proof of rapid naming of objects showed no statistically significant difference between groups. Conclusion: the majority of children with specific language impairment shows alterations in the abilities of phonological processing, and the performance, compared to normal children, was statistically significant. [ABSTRACT FROM AUTHOR]

Ten subjects on the autism spectrum (ages ranging from 5 years and 7 months and 14 years and 8 months) were evaluated with the aim of detecting the existence of syntactic awareness and the role it plays in the patterns of language of these subjects. The existence of different language profiles was found through the Syntactic Awareness Test (adapted version). Four subgroups were detected: (a) inferior performance in the correction of ungrammatical sentences and of ungrammatical and non--semantic sentences; (b) inferior performance in the correction of ungrammatical and non-semantic sentences; (c) average performance in all subtests and above average in grammatical judgment; and (d) superior performance in all four subtests. These results are not generalizable for subjects with autism, but reveal evidence of failures in abilities that are present on the autism spectrum with the abilities required for the accomplishment of the tasks. [ABSTRACT FROM AUTHOR]

This study aims to analyze the importance of a hypothesis of language working, considering the form/ meaning relationships and the enunciative mechanisms and strategies in the analysis of language of two subjects with language impairment and risk to development. Two subjects and their families were followed from the first to the eighteenth month of age, through the Indexes of Risk to Child Development. Between 21 and 24 months, the subjects were filmed with relatives (mother, father, brother) and with the researcher, in a playful situation, in a similar way to what happens at home. The recordings were orthographically analyzed and transcribed and also analyzed by means of mechanisms and enunciative strategies, the relative form/meaning, trying to identify the function of language. While one of the subjects showed greater possibilities of vocal accomplishment, but with restricted enunciative strategies and mechanisms, the other one had almost no speech, inducing the adult to speak in his place. There were differences in the functioning of language, the resources to relate form and meaning, as well as the use of enunciative mechanisms and strategies between both subjects, which demonstrates the need to identify a hypothesis of language working in the evaluation process of the children language. [ABSTRACT FROM AUTHOR]

Purpose: to analyze and to compare the acquisition of the phonetic sequences [kw] and [gw] and of the plosives /k/ and /g/ by children with typical speech development, considering the intervening linguistic and extralinguistic variables. Methods: the amount of analyzed words was 3193, after 213 interviews with children who present typical phonological development. The Phonological Assessment of Child was used and all words which contain the phonetic sequences [kw] e [gw] and the phonemes /k/ e /g/ were selected. The analyzed dependent variables were: correct and incorrect production of the referred phonemes. The intervening variables were: sex, age, tonicity, number of syllables in the word, preceding syllabic context, following syllabic context, position in the word, sonority and segment complexity. The statistical program VARBRUL was used with significance level of 5%. Results: the selected variables for the correct production of [kw] e [gw] were age and position in the word. To the production of /k/ and /g/, the variables were sex, age, preceding syllabic context, following syllabic context and sonority. In the analysis of all words which were the corpus of this research, the statistic program selected the complexity of the segment as relevant in the acquisition of the analyzed segments. The highest probability of correct production was found for the phonemes /k/ and /g/. Conclusion: the fact that different variables are significant for the acquisition of /k,g/ and of [kw, gw] showed a reason for different children's phonological therapy organization, regarding the mentioned sounds. It seems that the sequences [kw] and [gw] may be considered as complex segments of Brazilian Portuguese, because the complexity of the segment was selected as statistically significant in the studied corpus. [ABSTRACT FROM AUTHOR]

Purpose: verifying which sounds are omitted in the simple onset position in the general phonological system of children with speech disorder, according to the age and the speech disorder severity. Methods: 60 children with phonological disorder diagnosis took part in this study. All of them were aged from four to eight years and eleven months and who omitted any sound of Brazilian Portuguese in initial or medial onset position, with 40% or more of the repair strategy in the phonological system. The data were submitted to statistical analysis through Binomial Test of comparison between two proportions, with p < 0,05. Results: there was prevalence of omission of liquid consonants. Regarding to the disorder severity, in the mild disorder and mild-moderate disorder only the liquids were omitted, in the moderate-severe disorder liquids and fricatives were omitted and in severe disorder, there were omissions of all consonants of Brazilian Portuguese. According to the age, there were more omissions in the following ages: four to four years and eleven months and five to five years and eleven months. Conclusion: the sound omission in simple onset position was prevalent to the liquids and in the more severe disorders. Moreover, there was a trend that younger children presented more omissions. [ABSTRACT FROM AUTHOR]

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Purpose: to investigate the pragmatic abilities in children with phonological disorder. Method: 12 children (three girls and nine boys) with phonological disorders aged from 3:7 to 7:8 were chosen by triage. Pragmatic analysis was executed using the instrument ABFW – pragmatic through speech and hearing screening. Furthermore, we calculated the level of severity of the phonological evolutionary disorder using a quantitative – Percentage of Consonants Correct – Revised (Shiriberg & Kwiatkowski, 1982) and a qualitative approach (Keske-Soares, 2001). Results: there are no statistically significant correlation between the level of severity of the phonological disorder and pragmatic performance. However, we observed that subjects with phonological disorder showed a number of communicative acts per minute lower than the default values of the test when ranged by age group. Conclusion: based on the results, it is not possible to state a direct relationship between level of severity of the phonological disorder and pragmatic performance even if these subjects have a lower performance than the default values of the test. [ABSTRACT FROM AUTHOR]

The theme of this study is the communicative behavior of twins with language disorders before and after speech therapy. Data from two pairs of male twins with a diagnosis of language delay were analyzed (monozygotic - S1/S2, dizygotic - S3/S4). Data were collected in assessments made pre and post speech-language audiology intervention through: semi-structured interviews with the parents, observation of communicative behavior, and language and development scale test. The speech language audiology intervention lasted for 34 months for S1/S2 (from two years and five months to five years and three months) and 17 months for S3/S4 (from three years and seven months to five years and four months). More severe pre, peri and post natal complications with a greater psychomotor and communicative impairment were observed in the pre speech-language audiology intervention assessment. S3/S4 showed less severe pre, peri and post natal complications and development delay occurring only in language. The age of the children in post intervention assessment was similar, however, the pair S1/S2 showed a more damaged global and communicative development, even having received a longer speech-language audiology intervention. S3 showed a performance approximate to the typical development and S4 had difficulties just concerning phonology and pragmatics. The experiences of twins, differentiated as to interpersonal circumstances, lead to atypical language development, due to the reduced objective need of linguistic interaction. The post natal complications in S1/S2 exacerbated the delay in child development, encompassing the communicative development. [ABSTRACT FROM AUTHOR]

Purpose: to compare the performance of communicative skills in children born preterm, extremely preterm and typical with chronological age between two and three years. Methods: participated in the study 72 children were divided into four groups: 20 preterm infants (GE-I), 16 extremely preterm infants (GE-II) and 36 children (GC-I and GC-II) with typical development, chronological age between two to three years, matched for age chronological and sex. The evaluation consisted of the application of the Protocol Anamnesis and Communicative Behavior Observation. Statistical analysis consisted of "t" Student and Mann-Whitney test (p ⩽ 0.05). Results: comparing the premature and typical groups (GE-I and GC-I and GE-II and GC-II), regarding communication skills, there were significant differences, despite the heterogeneity in performance of preterm and extremely preterm infants. Comparing the premature (GE-I and GE-II) showed no significant differences, however, GE-I got superior performance in all categories, except for category gestures. The categories of lower occurrence for GE-I were: respect shift change, participate and maintain dialogic activity. For GE-II were: participate and maintain dialogic activity, perform complex orders, and start respecting turn-taking, report functions, provide and produce sentences. Conclusion: there were significant differences in communicative performance of preterm and extremely preterm, as compared to typical children, but there were no significant differences when comparing the preterm groups. Although the results indicate that the premature groups tend to delay the development of communication skills, but the groups have not shown to be homogeneous. [ABSTRACT FROM AUTHOR]

Purpose: to compare the performance of auditory and visual psycholinguistic abilities of children with CP-D. Methods: a total of ten children with CP-D, classified using the Gross Motor Function Measure System (GMFMS) scale, aged between four years and one month to five years and six months. The clinical assessment consisted of interviews with responsible, analysis of medical records and application of auditory and visual subtests of the Illinois Test of Psycholinguistic Abilities (ITPA). Statistical analysis consisted of descriptive analysis and application of the Wilcoxon test (significance level was p ⩽ 0.05). Results: the tests that presented the lowest scores were in auditory sequential memory and visual sequential memory. When comparing between the auditory and visual abilities there were only statistically significant differences in the subtests of reception and association. The group behaved unevenly. This study aims to draw attention to this issue because it believes that these skills are extremely important for the development of linguistic and communication skills that should be thought in rehabilitations programs of these individuals. Conclusion: there were statistically significant differences in the subtests of auditory and visual reception and association in this population. [ABSTRACT FROM AUTHOR]

Purpose: to investigate the children writing and the relationship with the level of maternal education. Methods: the children's mothers were interviewed with a view to ascertaining their level of education, and other cultural aspects. Then, writing the children were assessed according to the Observation Guide for Spelling Zorzi (1998), composed of dictated words, sentences and texts, as well as textual productions, using the narrative genre, from pre-established themes . We evaluated 30 children, all enrolled in third grade of elementary education at a public school in Recife. The data were tabulated in a spreadsheet statistical analysis software SPSS. Result: it was observed that 20% of children have not yet reached the level of development of alphabetic writing, which is an important aspect, considering that in the third grade, kids should be consolidating functional reading and writing. Significant correlations were found between maternal education and the acquisition of the narrative scheme of stories, as well as between maternal education and reading habits of mothers. An analysis of spelling errors revealed that children were committing the same types of errors have already been observed in other populations, only with a higher frequency. Children who produced more structured narratives that were made more errors in spelling, which proves that the spelling error is inherent in the acquisition process of writing and does not preclude the production of texts. Conclusion: the learning of writing is influenced by social factors such as maternal education. These aspects need to be considered in the evaluation and diagnosis of speech therapy, as well as in educational practices offered by the school. [ABSTRACT FROM AUTHOR]

Purpose: to assess the oral narrative in children depending on the level of maternal education. Methods: the study was conducted at the Municipal Public School Magalhães Bastos, in the Meadow neighborhood in Recife, with 20 children in 1st grade I, aged between 7 and 8 years. For the evaluation we used a text and an mp3 recording of children for telling the story. Results: we observed that most children were in category II of the narrative scheme, most problems were cohesive in their narrative coherence and in relation to all the children were at level IV of consistency. When data from narrative scheme, cohesion and coherence were crossed with the data on the level of maternal education was observed that there was no significant relationship between them. It was also seen that very few mothers have the habit of reading in the home environment and most of them did not even graduate from elementary school I. We also observed that the more education the mothers, the better the habit of reading them. Conclusion: the maternal education had no significant effect on the oral narratives of children; this is due to several factors that need to be investigated further. However, the variability of oral narrative development of children observed in this study, whereas age and education were constant, suggesting the influence of other linguistic and social variables in this acquisition. [ABSTRACT FROM AUTHOR]

Purpose: to analyze the semantics of the statement of changes were in the process of development of language. Methods: the study included 10 children in the process of development of language, between three and four years, without complaint and / or hearing and cognitive impairments. Data collection was performed through the observation and recording, audio and video, playful interaction situations Results: in the statements of children aged 3 years, it was observed that there was a higher occurrence of super-extension only in relation to sub-extension (p=0,039) and that there was a trend to higher incidence when compared with the proximity phonologic (p=0,053), deitic (p=0,053) and relation of contiguity (p=0,083). In the statements of children aged 4 years, there was a higher occurrence of periphrasis in relation to sub extension (p=0,012) and proximity phonologic (p=0,012). There was no difference between the semantic changes studied between the ages of 3 and 4 years. Conclusion: the variations were most frequent semantic super-extension and periphrasis. [ABSTRACT FROM AUTHOR]

Com o objetivo de caracterizar a saúde da população atendida pelo Programa Creche, desenvolvido em três unidades conveniadas com a Prefeitura do Município de São Paulo (Brasil), foi feito um inquérito junto a essa população. Foram aplicados 133 questionários com perguntas abertas e fechadas relativas à identificação e antecedentes pessoais, desenvolvimento e saúde. Os resultados mostraram que crianças residentes em moradias desfavoráveis, com umidade e grande número de pessoas na casa apresentaram maior número de infecções respiratórias e de otite. A maioria das crianças foi aleitada naturalmente, passando para amamentação artificial com dois meses. Os alimentos salgados e de texturas variadas foram introduzidos na idade adequada e bem aceitos. Atraso de linguagem é referido predominantemente dos 3 aos 7 anos. Os pais atuam adequadamente em situações de comunicação. Conclui-se que a aplicação sistemática do questionário proposto permitirá não somente obter maior conhecimento das condições de saúde das crianças, favorecendo o atendimento multidisciplinar e integrado da criança, como otimizar condutas preventivas e possibilitar a realização de vigilância de distúrbios da comunicação.For the purpose of characterizing the health of the population assisted by the Nursery Program (Programa Creche) at the three units financed by the city authorities of S.Paulo, Brazil, an enquiry was undertaken. A questionnaire consisting of both open and closed question concerning personal identification, personal antecedents, development and health was prepared and 133 of them were applied. Results indicated that children whose living conditions were unsatisfactory (humid and overcrowded housing) have presented respiratory infections and otitis in greater numbers. Most of the children were breast-fed at first but started being nursed artificially when two months old. Salty and varied texture foods were introduced at the appropriate ages and well accepted. Language delay is related predominantly to ages 3 to 7. Parents act properly lin communication situations. It is considered that the systematic use of the questionaire proposed will permit not only better knowledge of the health of the children, benefitting the multidisciplinary attendance and integration of the child, as also the improvement of preventive practices and make the surveillance of difficulties in communication possible.

Com o objetivo de caracterizar a saúde da população atendida pelo Programa Creche, desenvolvido em três unidades conveniadas com a Prefeitura do Município de São Paulo (Brasil), foi feito um inquérito junto a essa população. Foram aplicados 133 questionários com perguntas abertas e fechadas relativas à identificação e antecedentes pessoais, desenvolvimento e saúde. Os resultados mostraram que crianças residentes em moradias desfavoráveis, com umidade e grande número de pessoas na casa apresentaram maior número de infecções respiratórias e de otite. A maioria das crianças foi aleitada naturalmente, passando para amamentação artificial com dois meses. Os alimentos salgados e de texturas variadas foram introduzidos na idade adequada e bem aceitos. Atraso de linguagem é referido predominantemente dos 3 aos 7 anos. Os pais atuam adequadamente em situações de comunicação. Conclui-se que a aplicação sistemática do questionário proposto permitirá não somente obter maior conhecimento das condições de saúde das crianças, favorecendo o atendimento multidisciplinar e integrado da criança, como otimizar condutas preventivas e possibilitar a realização de vigilância de distúrbios da comunicação.

Purpose: to verify and to compare the repair strategies and the influence of linguistic (syllabic and prosodic) and extralinguistic variables in the production of consonant clusters by children with typical and atypical phonological development. Method: it was analyzed the speech of 48 children, 24 with typical phonological development and 24 with atypical phonological development, similar in relation to sex, and age between 2:6 to 5:5;29 (typical group) and 5:0 to 7:11;29 (atypical group). The samples were collected transversely, based on the instrument Avaliação Fonológica da Criança. It was analyzed the words presented as target consonant clusters, with a corpus of 278 words of typical development and 460 of atypical development. The correct production, C2 deletion, C1 deletion, syllable deletion, epenthetic, metathesis and idiosyncrasies were considered as variants of the dependent variable. The extralinguistic factors such as age, sex and development type, and linguistic variables the number of syllables, next precedent syllabic context, the position in the word, the complexity of the onset in the syllable and metrical foot were considered as independent intervening variables. The speech data were statistically analyzed through VARBRUL. Results: the statistical program selected as significant for the correct production and other types of repair strategies in the consonant clusters the variables sex, age, development type, position in the word, metrical foot and precedent syllabic context. Conclusion: it was found that the linguistic and extralinguistic variables significantly influence the production of consonant clusters in children with both developments. The most widely used repair strategy was the deletion of C2. [ABSTRACT FROM AUTHOR]

Purpose: to investigate the relationship between phonological awareness and phonological development in children of public and private schools. Method: the study included 120 children, of both sexes, aged from two to six years and eleven months old, in 60 private schools and 60 public schools in the Metropolitan Area of Recife. It was used as assessment tools the Proof of Phonological Evaluation and the Test of Phonological Awareness. The children's caretakers also answered a psychosocial questionnaire. The phonological assessment data were transcribed according to IPA International Phonetic Alphabet and analyzed according to the theory of phonological processes. Results: initial analysis did not reveal significant differences between students in public and private schools, as well as between genders. Phonological processes frequently were: simplification of consonant cluster, simplifying of net and simplifying final consonant. A difference was observed between the ages of eliminating some processes in relation to the description of the literature, which possibly reflects the influence of linguistic variety. Regarding phonological awareness, was verified a development because of the advance in age. It was observed a negative correlation between some phonological process and metalinguistic skills. Conclusion: the type of schooling, singly, was not a variable that has influenced the development of metalinguistic skills and phonological system. These skills were developed in parallel and they are related to phonological development. It is necessary that further studies be conducted to better understand the relationship between metalinguistic skills and oral language development. [ABSTRACT FROM AUTHOR]