dc.contributorUniversidade Estadual Paulista (Unesp)
dc.contributorInst Nacl Ciencia & Tecnol Comportamento
dc.contributorHosp Reabilitacao Anomalias Craniofaciais
dc.date.accessioned2018-11-26T15:27:40Z
dc.date.available2018-11-26T15:27:40Z
dc.date.created2018-11-26T15:27:40Z
dc.date.issued2015-01-01
dc.identifierPsicologia-reflexao E Critica. Porto Alegre Rs: Univ Federal Rio Grande Sul, v. 28, n. 3, p. 500-510, 2015.
dc.identifier0102-7972
dc.identifierhttp://hdl.handle.net/11449/158443
dc.identifier10.1590/1678-7153.201528309
dc.identifierWOS:000358439400009
dc.identifierWOS000358439400009.pdf
dc.description.abstractConsidering the speech rehabilitation in children with hearing impairment and cochlear implant and the evidence of possible stimuli control transference of reading to naming, the objective of the present study was to evaluate the effects of a teaching program for reading simple words on the speech intelligibility of two children in tests of reading words and naming pictures. The procedure consisted of teaching conditional relations based on a selection of printed words and word composition after word dictation. Picture naming was assessed in a multibaseline design. Data showed improvement in the quality of responses when compared to baseline, both in front of words and pictures. Future studies with higher number of participants and other experimental designs may verify the benefits of teaching programs to the rehabilitation process of this population.
dc.languagepor
dc.publisherUniv Federal Rio Grande Sul
dc.relationPsicologia-reflexao E Critica
dc.relation0,258
dc.rightsAcesso aberto
dc.sourceWeb of Science
dc.subjectSpeech intelligibility
dc.subjectreading
dc.subjectcochlear implant
dc.titleEffects of a Reading Teaching Program on the Speech Intelligibility of Children Using Cochlear Implant
dc.typeArtículos de revistas


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