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“...Este trabalho investiga criticamente a prática do live coding, uma arte performática que envolve...”
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“... for teaching introductory Python programming. We also highlighted the adaptations made from in-person to online...”
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ALBERTINI, J. A.; SCHLEY, S. Writing: Characteristics, instruction and assessment. In: MARSCHARK, M. e SPENCER, P. E. (Ed.). The Oxford handbook of deaf studies, language and education. New York, NY: Oxford University Press, v.1, 2011. p.130-143. ALMEIDA, M. O. M. T. As dificuldades de leitura e escrita em crianças surdas profundas: um estudo de caso com quatro crianças. Orientador: MARTINS, M. A., 2009, Instituto Superior de Psicologia Aplicada, Lisboa. ALMEIDA, V. L. d. F.; VAZ, H. M.; CORREIA, I. S. C. A educação de surdos em Portugal: o sistema bilíngue, o currículo e a docência no ensino da Língua Gestual Portuguesa Revista Educação Especial, 32, 2019. AMARAL, M. A.; COUTINHO, A.; MARTINS, M. R. D. Para um gramática da Língua Gestual Portuguesa. Lisboa: Editorial Caminho, 1994. (Colecção Universitária - Série Linguística. ANTIA, S. D.; REED, S.; KREIMEYER, K. H. Written Language of Deaf and Hard-of-Hearing Students in Public Schools. J Deaf Stud Deaf Educ, v. 10, n. 3, p. 244-55, 2005. ARNESEN, K.; ENERSTVEDT, R. T.; ENGEN, E. A.; ENGEN, T. et al. The linguistic milieu of Norwegian children woth hearing loss. American Annal of the Deaf, 153, n. 1, 2008. BAPTISTA, M. M. B. S., 2010, Coimbra. Alunos Surdos: Aquisição da Língua Gestual e Ensino da Língua Portuguesa. Escola Superior de Educação do Instituto Politécnico de Coimbra. 197-208. CANALE, A. et al. Age at diagnosis of deaf babies: a retrospective analysis highlighting the advantage of newborn hearing screening. Int J Pediatr Otorhinolaryngol, v. 70, n. 7, p. 1283-9, 2006. CAPOVILLA, F. C. et al. Quando alunos surdos escolhem palavras escritas para nomear figuras: paralexias ortográficas, semânticas e quirêmicas. Rev. Bras. Ed. Esp., v. 12, n. 2, p. 203-220, 2006. CARNEY, A. E.; MOELLER, M. P. Treatment efficacy: hearing loss in children. J Speech Lang Hear Res, 41, n. 1, p. S61-84, 1998. CARVALHO, M. E. d.; CAVALCANTI, W. M. A.; SILVA, J. A. d. Ensino de Língua Portuguesa para surdos: uma revisão integrativa da literatura. Rev. CEFAC, 21, n. 5, 2019. CASELLI, M. C. et al. Cochlear Implant in the Second Year of Life: Lexical and Grammatical Outcomes. Journal os Speech, Language, and Hearing Research, v. 55, p. 382-394, 2012. COOPER, H.; CRADDOCK, L. Cochlear Implants: A Practical Guide. 2nd ed. London, UK: Whurr Publishers, 2006. CONNOR, C. M.; HIEBER, S.; ARTS, H. A.; ZWOLAN, T. Speech, Vocabulary, and the Education of Children Using Cochlear Implants: Oral or Total Communication? Journal of Speech Language and Hearing Research, 43, n. 5, p. 1185-1204, 2000. CONNOR, C. M.; ZWOLAN, T. A. Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants. Joumal of Speech, Language, and Hearing Research, 47, p. 509-526, 2004. CONNOR, C. M.; CRAIG, H. K.; RAUDENBUSH, S. W.; HEAVNER, K. et al. The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: Is there an added value for early implantation? Ear & Hearing, 27, n. 6, p. 628-644, 2006. CUMMINGS, J. A theoretical framework for bilingual special education. Except Child, 56, n. 2, p. 111-119, 1989. DUCHESNE, L.; SUTTON, A.; BERGERON, F. Language Achievement in Children Who Received Cochlear Implants Between 1 and 2 Years of Age: Group Trends and Individual Patterns. Journal of Deaf Studies and Deaf Education, v. 14, n. 4, p. 465-485, 2009. ERENBERG, A.; LEMONS, J.; SIA, C.; TUNKEL, D. et al. Newborn and infant hearing loss: detection and intervention. American Academy of Pediatrics, Task Force on Newborn and Infant Hearing, 103, p. 527-530, 1999. FAGAN MK. Spoken Vocabulary Development in Deaf Children with and Without Cochlear Implants. In: Marschark M, Spencer PE, editors. The Oxford Handbook of Deaf Studies in Language. New York, NY: Oxford Univ Press; 2016. p. 132-45. FERREIRA, A. Questões sociolinguísticas inerentes à educação bilingue das pessoas surdas. In: COELHO, O. (Ed.). Perscrutar e escutar a surdez. Porto: Edições Afrontamento/CIIE, 2005. p. 93-95. GEERS, A.; TOBEY, E.; MOOG, J.; BRENNER, C. Long-term outcomes of cochlear implantation in the preschool years: From elementary grades to high school. Int J Audiol., 2, 47, p. S21-S30, 2008. GEERS, A. E.; NICHOLAS, J. G.; SEDEY, A. L. Language skills of children with early cochlear implantation. Ear & Hearing, 1, 24, p. 46S-58S, 2003. GEDIE, A. L. B.; VALADÃO, M. N.; GONÇALVES, R. A.; ANDRADE, M. C. d. F. et al. Ensino da Língua Portuguesa como segunda língua para jovens e adultos surdos: Relato de uma experiência. Revista Escrita, n. 15, 2012. GHIRRI, P. et al. Universal neonatal audiological screening: experience of the University Hospital of Pisa. Italian Journal of Pediatrics, v. 37, n. 16, 2011. HANSON, V. L.; FOWLER, C. A. Phonological coding in word reading: Evidence from hearing and deaf readers. Memory & Cognition, 15, n. 3, p. 199-207, 1987. HANSON, V. L.; MCGARR, N. S. Rhyme Generation by Deaf Adults. Journal of Speech and Hearing Research, 32, n. 1, p. 2-11, 1989. HAYES, H.; GEERS, A. E.; TREIMAN, R.; MOOG, J. S. Receptive cocabulary development in deaf children with cochlear implants: Achievement in an intensive auditory-oral educational setting. Ear & Hearing, 30, n. 1, p. 128-135, 2009. KARGIN, T.; GULDENOGLU, B.; MILLER, P.; HAUSER, P. et al. Differences in Word Processing Skills of Deaf and Hearing Individuals Reading in Different Orthographies. Journal of Developmental and Physical Disabilities, 24, p. 65-83, 2012. KOO, D.; CRAIN, K.; LASASSO, C.; EDEN, G. F. Phonological Awareness and Short-Term Memory in Hearing and Deaf Individuals of Different Communication Backgrounds. Annals of New York Academy of Science n. 1145, p. 83-99, 2008. KYLE FE, CAIN K. A Comparison of Deaf and Hearing Children’s Reading Comprehension Profiles. Top Lang Disorders. 2015;35(2):144-56. KYLE, F. E.; HARRIS, M. (2011). Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers. Journal of Deaf Studies and Deaf Education, 16(3), 289-304. KYLE, F. E.; HARRIS, M. Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children. Journal of Deaf Studies and Deaf Education, 11, n. 3, p. 273-288, 2006. KOVELMAN, I.; BAKER, S. A.; PETITTO, L.-A. Age of first bilingual language exposure as a new window into bilingual reading development. Biling (Camb Engl), v. 11, n. 2, p. 203-223, 2008. JOINT COMMITTEE ON INFANT HEARING (JCIH). Hearing Year 2007 Position Statement - Principles and Guidelines for Early Hearing Detection and Intervention Programs. Pediatrics. 106, 2007, Vol. 120(4) 798-817. LEDERBERG, A. R.; SPENCER, P. E. (2001). Vocabulary development of deaf and hard of hearing children. In M. D. Clark, M. Marschark, & M. Karchmer (Eds.), Context, cognition and deafness (pp. 88–112). Washington, DC: Gallaudet University Press. LEDERBERG, A. R.; SCHICK, B.; SPENCER, P. E. Language and Literacy Development of Deaf and Hard-of-Hearing Children: Successes and Challenges. Developmental Psychology, 49, n. 1, p. 15-30, 2013. LICHTIG, I.; COUTO, M. I. V.; LEME, V. N. Perfil pragmático de crianças surdas em diferentes fases lingüísticas. Rev Soc Bras Fonoaudiol, v. 13, n. 3, p. 251-7, 2008. MANRIQUE, M.; CERVERA-PAZ, F. J.; HUARTE, A.; MOLINA, M. Advantages of Cochlear Implantation in Prelingual Deaf Children before 2 Years of Age when Compared with Later Implantation. Laryngoscope, 114, n. 8, p. 1462-1469, 2004. MAYBERRY, R. I. When timing is everything: Age of first-language acquisition effects on second-language learning. Applied Psycholinguistics, v. 28, p. 537-549, 2007. MAYBERRY, R. I.; GIUDICE, A. A. d.; LIEBERMAN, A. M. Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-analysis. Journal of Deaf Studies and Deaf Education, 16, n. 2, p. 164-188, 2011. MAYER, C.; WELLS, G. Can the Linguistic Interdependence Theory Support A Bilingual-Bicultural Model of Literacy Education for Deaf Students? Journal of Deaf Studies and Deaf Education, 1, n. 2, p. 93-107, 1996. MCQUARRIE, L.; PARRILA, R. Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence’’ Hypothesis. Journal of Deaf Studies and Deaf Education, 14, n. 2, p. 137-154, 2009. MILLER, P. Communication Mode and the Information Processing Capacity of Hebrew Readers with Prelingually Acquired Deafness. Journal of Developmental and Physical Disabilities, 13, p. 83-96, 2001. MILLER, P. Communication Mode and the Processing of Printed Words: Evidence From Readers With Prelingually Acquired Deafness. Journal of Deaf Studies and Deaf Education, 7, n. 4, p. 312-329, 2002. MILLER, P. The Role of Phonology in the Word Decoding Skills of Poor Readers: Evidence from Individuals with Prelingual Deafness or Diagnosed...
Published 2020
“... word decoding, image-word matching, compliance with written instructions, subtitling of images...”
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17
Published 2024
“...Python é uma linguagem de programação conhecida por sua simplicidade e legibilidade, sendo...”
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19
Published 2022
“... demonstrate how a greater computer control through High- Level programming languages (like Python for example...”
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20
Published 2021
“... LDPC codes, applying a coding technique from its parity control matrix obtained through a method known...”
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