Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Macedo, Gracieli Santos de
 |
| Orientador(a): |
Mendes, Beatriz de Castro Andrade |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Fonoaudiologia
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/23578
|
Resumo: |
Introduction: Intervention, rehabilitation and audiological monitoring are essential to promote the development of communicative skills in children with hearing impairment leading to better conditions for academic performance, social inclusion and better quality of life. Objective: To analyze differences in the performance of children with hearing loss in receptive vocabulary and reading skills, when considering audiological and school characteristics. Method: Eighteen children with hearing loss, of both sexes, aged between 8 and 12 years were evaluated. For the analysis of receptive vocabulary, the PEABODY-PPVT4 test was used, for reading performance, the One-Minute Reading tests - LUMP and the Reading Comprehension Test - TELCS test were used Results: 61.1% of the sample is composed of children with hearing loss hearing loss of moderate degree, 77.8% of the subjects have good audibility (SII ≥58), 61.1% of the analyzed subjects had a good level of vocabulary (≥70) and 67% of the sample presented results on average or above average in reading performance. Conclusion: Good audibility is related to the good vocabulary and reading performance of children with hearing impairment. Subjects with good performance in receptive vocabulary have good reading performance |
