The role of didactics in the university teaching and learning processes

Casasola Rivera, Wilmer

info:eu-repo/semantics/article

El papel de la didáctica en los procesos de enseñanza y aprendizaje universitarios

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http://hdl.handle.net/2238/12527

https://repositorioslatinoamericanos.uchile.cl/handle/2250/4511706

Autor

Casasola Rivera, Wilmer

Institución

Tecnológico de Costa Rica

Materias

didáctica universitaria

estrategias didácticas

enseñanza

enseñanza universitaria

aprendizaje

docencia universitaria

universidad

Educación

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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. 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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 Dyslexia. Journal of Developmental and Physical Disabilities, 19, p. 385-408, 2007. MILLER, P.; CLARK, M. D. Phonemic Awareness is Not Necessary to Become a Skilled Deaf Reader. Journal of Developmental and Physical Disabilities, 23, 2011. MILLER, P.; KARGIN, T.; GULDENOGLU, B.; RATHMANN, C. et al. Factors Distinguishing Skilled and Less Skilled Deaf Readers: Evidence From Four Orthographies. Journal of Deaf Studies and Deaf Education, 17, n. 4, p. 439-462, 2012. MITCHELL, R. E.; KARCHMER, M. A. Demographic and achievement characteristics of deaf and hard-of-hearing students. In: MARSCHARK, M. e SPENCER, P. E. (Ed.). The Oxford Handbook of Deaf Studies, Language, and Education. Oxford: Oxford University Press, 2003. p. 21-37. MOORES, D. F. The History of Language and Communication Issues in Deaf Education. In: MARSCHARK, M. e SPENCER, P. E. (Ed.). The Oxford Handbook of Deaf Studies, Language, and Education. New York: Oxford University Press, 2010. v. 2. NASCIMENTO, A. P.; RIBEIRO, H. M. A Língua Brasileira de Sinais e o ensino do Aluno surdo. Nucleus, 10, n. 2, p. 27-38, 2013. NICHOLAS, J. G.; GEERS, A. E. Will They Catch Up? The Role of Age at Cochlear Implantation In the Spoken Language Development of Children with Severe- Profound Hearing Loss. J Speech Lang Hear Res, v. 50, n. 4, p. 1048-1062, 2007. NIKOLOPOULOS, T. P.; DYAR, D.; ARCHBOLD, S.; O’DONOGHUE, G. M. Development of Spoken Language Grammar Following Cochlear Implantation in Prelingually Deaf Children. Arch Otolaryngol Head Neck Surg, 130, n. 5, p. 629-633, 2004. OZCEBE, E.; SEVINC, S.; BELGIN, E. The ages of suspicion, identification, amplification and intervention in children with hearing loss. Int J Pediatr Otorhinolaryngol, v. 69, n. 8, p. 1081-7, 2005. NIPARKO, J. K. Cochlear Implants: Principles & Practices. 2nd ed. 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Curr Opin Pediatr., 23, n. 3, p. 346-350, 2001. YOSHINAGA-ITANO, C. Efficacy of Early Identification and Early Intervention. Semin Hear, 16, n. 2, p. 115-122, 1995. ZWOLAN, T.; ASHBAUGH, C.; ALARFAJ, A.; KILENY, P. et al. Pediatric cochlear implant patient performance as a function of age at implantation. Otol Neurotol, 25, n. 2, p. 112-120, 2004.

Santos, João Paulo Saraiva; Horta, Fernanda; Grade, Amanda
Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities: Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities

SALADO RODRÍGUEZ, LILIAN IVETTHE; RAMÍREZ-MARTINELL, ALBERTO; OCHOA LANDÍN, REYNA ISABEL
University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)

Martínez-Bello, Vladimir E.; Díaz-Barahona, José; Bernabé-Villodre, María del Mar

The role of didactics in the university teaching and learning processes

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Autor

Institución

Materias

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Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities: Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities ﻿

University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain) ﻿

Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities: Reading Habits and Technological Affinity of University Students: A Comparative Study of Five Spanish-speaking Universities

University experience of a tutorial action programme during the COVID-19 lockdown in teacher training at a Valencian University (Spain)