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Portuguese Early Literacy Screening Tool- RaLEPE: A Pilot Study ; Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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Pereira Sapage, Sara; Cruz Santos, Anabela. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan–Spanish and European Portuguese Speaking Children
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In: Children (Basel) (2021)
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Portuguese early literacy screening tool- RaLEPE: A pilot study ; [es] Herramienta de detección de la alfabetización temprana en portugués - RaLEPE: Un estudio piloto
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in Catalan-Spanish and European Portuguese speaking children
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Mathematics for Portuguese students with hearing impairment: an exploratory study of mathematical terms/concepts used in inclusive schools
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Abstract:
Mathematics seems to be an academic subject hard to master by students with hearing impairment, considering there is a huge gap in the translation of mathematical terms/concepts from an oral language to a sign language when students are exposed in a bilingual education. This is the case in Portugal since 2008 with the inclusion of students in regular schools exposed to two languages. The goals of this study were to describe the academic background and professional experience of Portuguese Sign Language (PSL) Teachers and Interpreters, to discuss possible collaborative work between the latter professionals and Mathematics Teachers and how they act during classes in the absence of pre-defined gestures for some mathematical terms, and understand the terms used by teachers within math curriculum which have no direct translation for PSL. PSL. When there is no gesture to translate a mathematical term, the interpreters use dactylology and explanations by other existing gestures, leaving to students the process of designing of a code/sign to better represent it. It is necessary to foster a dynamic partnership between the different professionals working with students with hearing impairment, aiming at enriching the specific vocabulary of several subjects in order to improve the teaching-learning process. ; This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.
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Keyword:
Bilingual education; Ciências Sociais::Ciências da Educação; Hearing impairment; Inclusion; Mathematics; Portuguese Sign Language (PSL)
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URL: http://hdl.handle.net/1822/75968
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in catalan-spanish and european portuguese speaking children
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Challenges faced by students with hearing impairment: Who use Portuguese Sign Language in mathematics classes
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Aplicação de uma prova brasileira de vocabulário expressivo em crianças falantes do português europeu ; Application of a brazilian test of expressive vocabulary in european portuguese children
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Aplicação da prova de vocabulário do ABFW: teste de linguagem infantil em crianças dos 5 aos 7 anos com e sem perturbações da linguagem: um estudo exploratório no distrito do Porto
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“Viagem ao mundo das sílabas”: intervenção na consciência fonológica ; “Journey to the syllables' world”: intervention in phonological awareness
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Desenvolvimento e aplicação do jogo interativo "Viagem ao mundo das sílabas": um contributo para a intervenção no âmbito da consciência fonológica
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A avaliação da fluência oral em crianças do 3º ano do ensino básico com e sem necessidades educativas especiais: um estudo exploratório quantitativo
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Análise e identificação dos termos matemáticos utilizados no 1º e 2º ciclo do ensino básico e sua correspondência na língua gestual portuguesa
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Bilingualism Enriches the Poor: Enhanced Cognitive Control in Low-Income Minority Children
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