Publications by authors named "Giseli Donadon Germano"
Studies have referred to the interaction between orthographic and motor aspects during the production of handwriting. However, studies with Brazilian Portuguese are still lacking. Hence, the aim of this study was to compare orthographic regularity, based on the Portuguese writing system, in high (HF) and low (LF) frequency words, in relation to latency and kinematic variables in students from the 3rd to the 5th grade of elementary school.
View Article and Find Full Text PDFObjective: This study aimed to characterize and compare the handwriting performance of Brazilian students from the 3rd to the 5th grade level of elementary school I with a computerized instrument that allowed the real performance to be observed during the execution of the handwriting.
Methods: Ninety-five students, aged 8 years to 11 years and 11 months, were assigned the production tasks of handwriting letters and pseudocharacters to assess the variables of latency, letter duration production and movement fluency. The stimulus presentation and the analysis of the movements were analyzed by Ductus software.
Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia.
Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure.
Purpose: The aim of this study was to characterize and to compare the visual-motor perception of students with Attention Deficit with Hyperactivity Disorder (ADHD) with students with good academic performance.
Methods: Forty students from 2nd to 5th grades of an elementary public school, male gender (100%), aged between 7 and 10 years and 8 months old participated, divided into: GI (20 students with ADHD) and GII (20 students with good academic performance), paired according to age, schooling and gender with GI. The students were submitted to Developmental Test of Visual Perception (DTVP-2).
Purpose: To characterize and compare the fine motor, sensory and perceptive functions of students with Attention Deficit Disorder with Hyperactivity (ADHD) and students with good academic performance, without behavior alteration.
Methods: Participants were 22 male students from Elementary School distributed into: GI - 11 children with ADHD; and GII - 11 students with good academic performance and no behavior alteration. Students were submitted to the Protocol for Evaluation of Fine Motor, Sensory and Perceptual Function, and to the Dysgraphia Scale.
Purpose: To elaborate a procedure of metaphonological evaluation, and to characterize the performance of students with developmental dyslexia, learning disabilities and learning difficulties and good readers in this evaluation.
Methods: Metaphonological abilities tests were elaborated based on the necessary skills for reading and writing development. Participants were 134 students from 3rd to 5th grades of elementary school of both genders, with ages between 7 and 13 years, divided into GI (20 students with developmental dyslexia), GII (20 students with learning disabilities), GIII (20 students with learning difficulties) and GIV (74 good readers).
Background: an audio-visual computerized remediation program in students with developmental dyslexia.
Aim: to verify the efficacy of an audio-visual computerized remediation program in students with developmental dyslexia. The specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the remediation program in students with developmental dyslexia to those obtained in good readers.