Simone Aparecida Capellini

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Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with(More)
PURPOSE To elaborate a procedure of metaphonological evaluation, and to characterize the performance of students with developmental dyslexia, learning disabilities and learning difficulties and good readers in this evaluation. METHODS Metaphonological abilities tests were elaborated based on the necessary skills for reading and writing development.(More)
We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary(More)
Background: auditory training program in students with learning disabilities. Aim: to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing. Method:(More)
Eficácia do programa de remediação fonológica e leitura no distúrbio de aprendizagem. Abstract Background: the Phonological and Reading Remediation Program in learning disabilities. Aim: to verify therapeutic effectiveness of the Phonological and Reading Remediation Program in students with learning disabilities. Method: participants of this study were 40(More)
BACKGROUND fine motor function of school-aged children with dyslexia, learning disabilities and learning difficulties. AIM this study aimed to characterize the fine motor, sensory and perceptive function of school-aged children with dyslexia, learning disabilities and learning difficulties and to correlate these results with the analysis of the children's(More)
BACKGROUND auditory training program in students with learning disabilities. AIM to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing. METHOD(More)
AIM To evaluate and to compare the findings of oral and pharyngeal phases of swallowing in children with both spastic tetraparetic cerebral palsy (STCP) and with athetosic cerebral palsy (ACP). PATIENTS AND METHODS 11 children were evaluated, with their ages ranging from 10 months to 8 years old, through both clinical assessment and videofluoroscopic(More)
PURPOSE To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties. METHOD One hundred and fifteen students from the third to eighth grade of elementary school were grouped(More)
Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2.(More)