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)
Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English,(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)
Background: an audio-visual computerized remediation program in students with developmental dyslexia. Aim: to verify the efficacy of an audio-visual computerized remediation program in students with developmental dyslexia. The specific goals of this study involved the comparison of the linguisticcognitive performance of students with developmental dyslexia(More)
BACKGROUND Specific reading disability is caused by disruptions in the language abilities. AIM To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program. METHOD Group I consisted of ten scholars with specific reading disability who did not undergo the(More)
PURPOSE To characterize and compare the fine motor, sensory and perceptive functions of students with Attention Deficit Disorder with Hyperactivity (ADHD) and students with good academic performance, without behavior alteration. METHODS Participants were 22 male students from Elementary School distributed into: GI - 11 children with ADHD; and GII - 11(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)
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)