Browsing by Author "Pinto, Carina"
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- Lexical acquisition of European Portuguesa without barriers: state of the artPublication . Veloso, Raúl; Mateus, Beatriz; Alexandre, Marta Filipe; Pós de Mina, Sónia; Pinto, CarinaIntroduction: Acquisition of lexicon and morphological constituents is a topic of interest in several areas of knowledge. However, there is no research focused on European Portuguese. Aim: We carry out a systematic review of the literature, in order to identify and analyze the research related to this theme and contribute to its development. Methods: Three steps were considered: i) definition of the review objective; ii) identification of the literature; and iii) selection of studies to include. These are fundamental steps, as they provide support to researchers to formulate and adapt research questions based on the information acquired (Sampoio & Mancini, 2007). Some examples of keywords for this revision are in Portuguese: léxico, linguagem, complexidade morfológica, desenvolvimento morfológico, aquisição da gramática and in English: lexical acquisition, lexical development, language development, morphological development, verb aquisition. The databases for the research were: Education Resources Information Center (ERIC); Research Gate; B-On; Pub- Med/MedLine; CambridgeCore; SciELO and Cochrane. Finally, inclusion criteria were set: Studies of morphology and lexicon; studies that include children up to 6 years of age; studies related to the typical development of the Language; studies related to monolingual acquisition and development and studies in English and Romance languages such as Spanish and Portuguese. Conclusion: After applying the inclusion criteria, we were able to find 281 articles to analyze. The preliminary analysis allows us to state that there are no specific data, for European Portuguese, about the ages of acquisition of grammatical classes. The acquisition of morphological constituents has also not been studied in European Portuguese. We found studies for Brazilian Portuguese and English that may be a ground base for future studies in European Portuguese.
- Multiplos Olhares sobre a Dis.lexiaPublication . Ferreira, Paula Cristina; Mangas, Catarina; Fonseca, Marta; Pinto, Carina; Tavares, DinaMúltiplos Olhares sobre a DIS.lexia surge com o intuito de partilhar conhecimento teórico-prático sobre as Perturbações da Aprendizagem Específicas, mais especificamente sobre o tema da Dislexia. Constituída por vários textos que, em conjunto, visam apresentar perspetivas de profissionais de educação e saúde sobre o tema, a presente publicação pretende veicular conhecimentos e mover mentalidades, assumindo sempre uma perspetiva multidisciplinar e inclusiva. No seu interior pode obter-se informação que vai desde a sistematização de conceitos até à perspetiva prática de quem trabalha com crianças e adolescentes com Dislexia, passando por sistematizações e revisões da literatura, bem como por estudos exploratórios.
- Speech and Language Therapy Degree: reflections about school admission criteria in Portugal and worldwidePublication . Soares, Elsa Marta Pereira; Lima, Etelvina; Pinto, Carina; Franco, Débora; Salvador, Andreia; Lopes, Inês; Mina, Sónia Pós deThe purpose of this study is to identify the admission processes to the speech and language therapy degree worldwide and characterize how Portuguese speech and language therapists assess the candidates to the speech and language therapy degree.This is a descriptive, exploratory, and cross sectional study. This study is divided into two studies. Questionnaires were used to collect data in both studies. The data were inserted and analyzed through descriptive statistics (via Statistical Package for the Social Sciences (SPSS) version 27) and content analysis. Considering study 1, the results show that there are no school admission criteria performed by a speech and language therapist in most countries. However, in some institutions, there are some specific procedures considering the acceptance of applicants to enter the speech and language therapy degree. Study 2 reveals that Portuguese speech and language therapists use mainly informal assessment procedures when performing school admissioncriteria. The skills/areas most valued as school admission criteria for accessing the degree are writing and reading skills. Most participants consider it essential to perform the school admission criteria before candidates can access the speech and language therapy degree. There are different procedures worldwide considering the entrance in speech and language therapy degree. If school admission criteria should or should not exist is a matter of debate concerning inclusion and non discrimination policies. Even in Portugal, where school admission criteria are mandatory, there is a high variability of procedures. All these results state the importance of discussing this matter in more depth, involving all the institutions and entities that formally represent the scientific area of speech and language therapy.