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Bibliometric analysis of the literature on phonological awareness in bilingual children
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In: Revista CEFAC, Vol 24, Iss 1 (2022) (2022)
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Family literacy in preschoolers’ linguistic and metalinguistic skill development
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In: Revista CEFAC, Vol 23, Iss 4 (2021) (2021)
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Postural balance in children with Autism Spectrum Disorders
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In: Revista CEFAC, Vol 23, Iss 5 (2021) (2021)
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Bilingualism in the development of phonological awareness skills: an integrative literature review
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In: Revista CEFAC, Vol 22, Iss 4 (2020) (2020)
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Relationship between dizziness and learning difficulties in schoolchildren: an integrative review
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In: Revista CEFAC, Vol 21, Iss 1 (2019) (2019)
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Abstract:
ABSTRACT Purpose: this study aims to verify the level of scientific evidence on the relationship between dizziness and academic achievement in childhood. Methods: the study was performed using the following search terms: dizziness, vertigo, child, learning, spelling, learning skills, academic skills, reading, and their correspondents in Portuguese in the following databases: PubMed, Scielo, LILACS and PsycINFO. Observational studies that examined the relationship between dizziness and academic achievement in childhood, published between 2007 and 2017, were included. Articles that did not allow access to the full text, and studies based on samples with motor, hearing, and cognitive disorders were excluded. Results: we initially found 315 articles and three met the established inclusion and exclusion criteria. These were scored according to the Newcastle-Ottawa Modified Scale with scores between 2 and 3 and as IIb according to the American Speech-Language Hearing Association levels of evidence and quality indicators. Conclusion: the results of this integrative review showed a low level of scientific evidence on the relationship between dizziness and academic achievement in childhood. It is important to emphasize the importance of improving study design to better understand their relationship, to allow provision of the best preventive, assessment, and intervention methods.
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Keyword:
Child; Child Development; Dizziness; Learning Difficulties; Otorhinolaryngology; P1-1091; Philology. Linguistics; Postural Balance; RF1-547; Vertigo
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URL: https://doaj.org/article/a5908c66eb1942a2b54eb639a06f3f3a
https://doi.org/10.1590/1982-0216/20192117518
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Analysis of softwares for emotion recognition in children and teenagers with autism spectrum disorder
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In: Revista CEFAC, Vol 21, Iss 1 (2019) (2019)
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Phonological processing in students with developmental dyslexia, ADHD and intellectual disability
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In: Revista CEFAC, Vol 21, Iss 5 (2019) (2019)
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Influência da atividade física no desempenho motor de crianças com queixas de dificuldades de aprendizagem
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In: Revista CEFAC, Vol 17, Iss 4, Pp 1132-1142 (2015) (2015)
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Tipo de ecolalia em crianças com Transtorno do Espectro Autista
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In: Revista CEFAC, Vol 17, Iss 6, Pp 2072-2080 (2015) (2015)
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Types of handwriting and signs of dysgraphia in children and adolescents with learning difficultie
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In: Revista CEFAC
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Bibliometric analysis of the literature on postural balance in children with Autism Spectrum Disorder
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In: Revista CEFAC
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Desempenho do processamento fonológico, leitura e escrita em escolares com transtorno de déficit de atenção e hiperatividade
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In: Revista CEFAC, Vol 19, Iss 2, Pp 242-252
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