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Well Taught Kids
Centros Educacion Otros Prepagas - Obras sociales Profesionales - Terapeutas Profesionales Médicos Proveedores Recreacion Servicios varios
Centro Cari

CENTRO EDUCATIVO TERAPÉUTICO APOYO A LA INTEGRACIÓN ESCOLAR ESTIMULACIÓN TEMPRANA Hipólito Yrigoyen 4081, CP: C1208ABT Ciudad Autónoma de Buenos Aires Tel.: (011) 4981-8259 / 4958-8272 E-mail: cari@centrocari.com.ar

Centro Cari

Centros
Debate: ¿Cómo debe ser la escuela para lograr una buena lectura?

Canal YouTube FECYT ciencia ¿Cuál es el mejor método para aprender a leer? ¿Es suficiente con leer textos y responder preguntas sobre ellos para entrenar la comprensión lectora? ¿Cómo podemos mejorar la decodificación? ¿Y ampliar el lenguaje? ¿Basta con enfrentarse a palabras nuevas y memorizar su significado? ¿Qué más podemos hacer? ¿Cómo podemos incentivar que a nuestro alumnado le motive la lectura? El próximo lunes 22 de noviembre procuraremos responder estas y otras preguntas con Sylvia Defior, Catedrática jubilada especializada en lectura y escritura en la Universidad de Grandaa y Juan Cruz Ripoll, Doctor en Educación y orientador escolar. https://www.youtube.com/watch?v=FU8Zw70iSWo

Debate: ¿Cómo debe ser la escuela para lograr una buena lectura?

Educacion
Paper Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8062119/   Purpose This article provides an overview of five papers appearing together on the topic of “Advances in Specific Language Impairment Research and Intervention,” which was the 2019 program in an ongoing series of research symposia presented at the Annual Convention of the American Speech-Language-Hearing Association. Method The article provides a historical context for the set of papers, then a short summation of each paper’s content, followed by the identification of overarching themes and working conclusions. Results Each paper provides summations of empirical results, and some papers provide new empirical evidence. Conclusion The papers collectively highlight six points: (a) Children with specific language impairment (SLI) are likely to be unidentified among their age peers. (b) There is great need for better identification of children with SLI across developmental levels. (c) Progress is evident toward a better understanding of causal pathways, as examined across different research designs involving comparison of children with typical language acquisition to children with SLI and other possibly co-occurring atypical conditions. (d) Measuring multiple dimensions of language brings enhanced informativeness, with differing outcomes for differing dimensions. (e) Replicated research findings require precision of methods in order to reduce unexplained error variance especially when defining groups. (f) […]

Paper Advances in Specific Language Impairment Research and Intervention: An Overview of Five Research Symposium Papers

Educacion Otros