Observational studies. The most commonly used designs in clinical research [Estudios observacionales. Los diseños utilizados con mayor frecuencia en investigación clínica]

Manterola C.; Otzen T.

Article

Date

2014

Registration in:

32, 2, 634-645

07179367

https://hdl.handle.net/20.500.12728/5180

https://repositorioslatinoamericanos.uchile.cl/handle/2250/5143983

Author

Manterola C.

Otzen T.

Institutions

Universidad Autónoma de Chile

Subjects

Case-control studies

Cohort studies

Cross-sectional studies

Epidemiologic studies

Follow-up studies

Longitudinal studies

Show full item record

Showing items related by title, author, creator and subject.

ALBERTINI, J. A.; SCHLEY, S. Writing: Characteristics, instruction and assessment. In: MARSCHARK, M. e SPENCER, P. E. (Ed.). The Oxford handbook of deaf studies, language and education. New York, NY: Oxford University Press, v.1, 2011. p.130-143. ALMEIDA, M. O. M. T. As dificuldades de leitura e escrita em crianças surdas profundas: um estudo de caso com quatro crianças. Orientador: MARTINS, M. A., 2009, Instituto Superior de Psicologia Aplicada, Lisboa. ALMEIDA, V. L. d. F.; VAZ, H. M.; CORREIA, I. S. C. A educação de surdos em Portugal: o sistema bilíngue, o currículo e a docência no ensino da Língua Gestual Portuguesa Revista Educação Especial, 32, 2019. AMARAL, M. A.; COUTINHO, A.; MARTINS, M. R. D. Para um gramática da Língua Gestual Portuguesa. Lisboa: Editorial Caminho, 1994. (Colecção Universitária - Série Linguística. ANTIA, S. D.; REED, S.; KREIMEYER, K. H. Written Language of Deaf and Hard-of-Hearing Students in Public Schools. J Deaf Stud Deaf Educ, v. 10, n. 3, p. 244-55, 2005. ARNESEN, K.; ENERSTVEDT, R. T.; ENGEN, E. A.; ENGEN, T. et al. The linguistic milieu of Norwegian children woth hearing loss. American Annal of the Deaf, 153, n. 1, 2008. BAPTISTA, M. M. B. S., 2010, Coimbra. Alunos Surdos: Aquisição da Língua Gestual e Ensino da Língua Portuguesa. Escola Superior de Educação do Instituto Politécnico de Coimbra. 197-208. CANALE, A. et al. Age at diagnosis of deaf babies: a retrospective analysis highlighting the advantage of newborn hearing screening. Int J Pediatr Otorhinolaryngol, v. 70, n. 7, p. 1283-9, 2006. CAPOVILLA, F. C. et al. Quando alunos surdos escolhem palavras escritas para nomear figuras: paralexias ortográficas, semânticas e quirêmicas. Rev. Bras. Ed. Esp., v. 12, n. 2, p. 203-220, 2006. CARNEY, A. E.; MOELLER, M. P. Treatment efficacy: hearing loss in children. J Speech Lang Hear Res, 41, n. 1, p. S61-84, 1998. CARVALHO, M. E. d.; CAVALCANTI, W. M. A.; SILVA, J. A. d. 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. A Comparison of Deaf and Hearing Children’s Reading Comprehension Profiles. Top Lang Disorders. 2015;35(2):144-56. KYLE, F. E.; HARRIS, M. (2011). Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers. Journal of Deaf Studies and Deaf Education, 16(3), 289-304. KYLE, F. E.; HARRIS, M. Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children. Journal of Deaf Studies and Deaf Education, 11, n. 3, p. 273-288, 2006. KOVELMAN, I.; BAKER, S. A.; PETITTO, L.-A. Age of first bilingual language exposure as a new window into bilingual reading development. Biling (Camb Engl), v. 11, n. 2, p. 203-223, 2008. JOINT COMMITTEE ON INFANT HEARING (JCIH). Hearing Year 2007 Position Statement - Principles and Guidelines for Early Hearing Detection and Intervention Programs. Pediatrics. 106, 2007, Vol. 120(4) 798-817. LEDERBERG, A. R.; SPENCER, P. E. (2001). Vocabulary development of deaf and hard of hearing children. In M. D. 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. Philadelphia, PA: Lippincott Williams & Wilkins, 2009. 356 p. PAUL, V. (1996). Reading vocabulary and deafness. Journal of Deaf Studies and Deaf Education, 1, 3–15. PALHA, S.; MINEIRO, A. Ensino de Português a Surdos em São Tomé e Príncipe: de um paradigma de exclusão até à inclusão. Revista Educação Especial, 32, 2019. PERLIN, G.; STROBEL, K. História cultural dos surdos: desafio contemporâneo. Educar em Revista, Edição Especial, 2, p. 17-31, 2014. PIJFERS, L. Information processing and reading, or: If we can teach computers to read, then why not the deaf child too? In: HAGEN, A. P. M. V. e KNOORS, H. (Ed.). Education of the deaf: Speech, reading, sign language, social-emotional guidance, choice of career. Amsterdam/Lisse, Netherlands: Swets & Zeitlinger, 1989. PREUSS, E. O.; ÁLVARES, M. R. Bilinguismo e políticas linguísticas no Brasil: da ilusão monolíngue à realidade plurilíngue. Acta Scientiarum, 36, n. 4, p. 403-414, 2014. RINALDI, P.; CASELLI, C. (2009). Lexical and Grammatical Abilities in Deaf Italian Preschoolers: The Role of Duration of Formal Language Experience. Journal of Deaf Studies and Deaf Education, 14(1), 63-75. SANTOS, A. C. O Processo de Inclusão Escolar de um Criança Surda de Etnia Cigana: Um Estudo de Caso. 2015. (Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde). Departamento de Psicologia Escolar e do Desenvolvimento Humano, Universidade de Brasília, Brasília. SILVA, S. G. L. Consequências da Aquisição Tardia da Língua Brasileira de Sinais na Compreensão Leitora da Língua Portuguesa, como Segunda Língua, em Sujeitos Surdos. Rev. Bras. Ed. Esp., 21, n. 2, p. 275-288, 2015. SININGER, Y. S. et al. Newborn Hearing Screening Speeds Diagnosis and Access to Intervention by 20–25 Months. J Am Acad Audiol, v. 20, p. 49-57, 2009. SPERLING, G. Future prospects in language and communication for the congenitally deaf. In: LIBEN, L. S. (Ed.). Deaf Children: Developmental Perspectives. New York: Academic Press Inc., 1978. p. 103-114. STREIECHEN, E. M.; KRAUSE-LEMKE, C.; OLIVEIRA, J. P.; CRUZ, G. C. Pedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusiva. Acta Scientiarum, 39, n. 1, p. 91-101, 2017. SULLIVAN S; OAKHILL J. Components of Story Comprehension and Strategies to Support Them in Hearing and Deaf or Hard of Hearing Readers. Top Lang Disorders. 2015;35(2):133-43. SVARTHOLM, K. Bilingual education for deaf children in Sweden. International Journal of Bilingual Education and Bilingualism, 13, n. 2, p. 159-174, 2010. TRENCHE, M.; BALIEIRO, C. Linguagem, escrita, produção de sentidos e a criança surda: questões para a clínica fonoaudiologia. In: BERBERIAN, A.;MASSI, G., et al (Ed.). Letramento: referências em saúde e educação. São Paulo: Plexus, 2006. p. 320-47. TYE-MURRAY, N.; SPENCER, L.; WOODWORTH, G. G. Acquisition of Speech by Children Who Have Prolonged Cochlear Implant Experience. J Speech Hear Re, 38, n. 2, p. 327-337, 1995. UZUNER, Y. Metacognitive strategies applied during correcting text-related of three students with hearing loss. J Res Spec Educ Needs. 2008;8(1):47-54. VAZ, R. et al. Rastreio auditivo neonatal universal no Hospital de S. João: resultados dos primeiros 12 meses. Revista Portuguesa de Otorrinolaringologia e Cirurgia Cérvico-Facial, v. 48, n. 4, p. 207-210, 2010. WAUTERS, L. N.; VAN-BON, W. H. J.; TELLINGS, A. E. J. M. Reading comprehension of Dutch deaf children. Reading and Writing, 19, p. 49-76, 2006. WAUTERS, L. N.; KNOORS, H. E. T.; VERVLOED, M. P. J.; AARNOUTSE, C. A. J. Sign Facilitation in Word Recognition. The Journal of Special Education, 35, n. 1, p. 31-40, 2001. WILEY, S.; JAHNKE, M.; MEINZEN-DERR, J.; CHOO, D. Perceived qualitative benefits of cochlear implants in children with multi-handicaps. International Journal of Pediatric Otorhinolaryngology, 69, p. 791-798, 2005. YOON, P. Pediatric cochlear implantation. 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
From Voluntas: Studies on Schopenhauer to Voluntas: International Journal of Philosophy: continuities and changes

Debona, Vilmar
“If Social Studies is Wrong, I Don’t Want to be Right”: Analysis of Wayne Ross’ Thinking and Its Relevance for Social Studies in Costa Rica

Grieco Agüero, Deyanira; López De La O, Génesis; Peraza Orellana, Luis

Observational studies. The most commonly used designs in clinical research [Estudios observacionales. Los diseños utilizados con mayor frecuencia en investigación clínica]

Date

Registration in:

Author

Institutions

Subjects

Related items

From Voluntas: Studies on Schopenhauer to Voluntas: International Journal of Philosophy: continuities and changes ﻿

“If Social Studies is Wrong, I Don’t Want to be Right”: Analysis of Wayne Ross’ Thinking and Its Relevance for Social Studies in Costa Rica ﻿

From Voluntas: Studies on Schopenhauer to Voluntas: International Journal of Philosophy: continuities and changes

“If Social Studies is Wrong, I Don’t Want to be Right”: Analysis of Wayne Ross’ Thinking and Its Relevance for Social Studies in Costa Rica