Leticia Correa Celeste

Bio: Leticia Correa Celeste is an academic researcher from University of Brasília. The author has contributed to research in topics: Stuttering & Vowel. The author has an hindex of 5, co-authored 26 publications receiving 70 citations.

Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder

Abstract: Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia.

Methods of analysis speech rate: a pilot study

Abstract: Objetivo: Descrever o desempenho de adultos fluentes em diferentes medidas de velocidade de fala. Metodos: Participaram do estudo 24 adultos fluentes, de ambos os generos, falantes da variante mineira do Portugues Brasileiro, nascidos e residentes na regiao metropolitana de Belo Horizonte, Minas Gerais, com faixa etaria entre 18 e 59 anos de idade. Os participantes foram agrupados por faixa etaria em: G1 (18 a 29 anos), G2 (30 a 39 anos), G3 (40 a 49 anos) e G4 (50 a 59 anos). A coleta da amostra de fala seguiu a metodologia do Protocolo para Avaliacao da Fluencia da Fala. Alem das medidas de velocidade de fala propostas pelo protocolo (taxa de elocucao em palavras e silabas por minuto), foram calculadas: taxa de elocucao em fones por segundo e taxa de articulacao com e sem as disfluencias. Utilizou-se o teste nao parametrico de Friedman e o teste de Wilcoxon para as multiplas comparacoes. Os grupos foram comparados por meio do teste nao parametrico de Kruskall Wallis. O nivel de significância adotado foi de 5%. Resultados: Verificou-se diferenca significativa entre as medidas de velocidade de fala que envolvem silabas e as multiplas comparacoes apontaram que as tres medidas sao diferentes entre si. Nao houve efeito da idade para as medidas estudadas. Esses achados corroboram estudos anteriores. Conclusao: A inclusao de medidas temporais acusticas, como a taxa de elocucao em fones por segundo e taxas de articulacao com e sem disfluencias, podem ser uma metodologia complementar na avaliacao da velocidade de fala.

Hearing and Speech Sciences in Educational Environment Mapping in Brazil: education, work and professional experience.

Abstract: A Fonoaudiologia Educacional e a area de atuacao que visa a promocao de acoes de educacao dirigidas a comunidade escolar nos diferentes ciclos de vida, levando-se em consideracao a realidade socioeducacional dos individuos envolvidos, a partir de estudos que envolvam o contexto de saude e educacao daquela populacao. Objetivo Mapear o perfil dos fonoaudiologos brasileiros, que relatam atuar na especialidade de Fonoaudiologia Educacional, no que diz respeito aos aspectos relacionados a formacao, atuacao e experiencia profissional. Metodo Estudo retrospectivo, baseado na analise de banco de dados secundarios do Conselho Federal de Fonoaudiologia dos questionarios de fonoaudiologos que relatam atuar com Fonoaudiologia Educacional. Resultados Foram respondidos 312 questionarios, dos quais 93,3% eram mulheres na faixa etaria de 30 a 39 anos. A maior parte dos fonoaudiologos deu continuidade aos estudos, optando, em sua maioria, pela especializacao. Quase 50% dos participantes trabalham a menos de 6 anos com a especialidade, mais expressivamente em servico publico (especialmente municipal) e na area privada. Conclusao O perfil do fonoaudiologo atuante na area de Fonoaudiologia Educacional no Brasil e de um profissional predominantemente do genero feminino, que valoriza a continuidade de estudos apos a graduacao, sendo a especializacao a mais procurada. As areas mais procuradas na especializacao foram audiologia e motricidade orofacial. O tempo de experiencia da maioria e de ate 10 anos de trabalho e a natureza do servico se divide, principalmente, em publica municipal e privada. A atuacao dos fonoaudiologos da area Educacional se concentra no Ensino Infantil e Fundamental 1, com carga horaria variada.

Caracterização da fluência de leitura em escolares do Ensino Fundamental II

Abstract: RESUMO Objetivo Investigar o desenvolvimento da fluencia leitora nos escolares do Ensino Fundamental II a fim de conhecer a evolucao dessa habilidade no decorrer das series pesquisadas. Metodos Gravacao da leitura oral de um texto por 232 escolares oriundos do ensino publico e privado, com media de idade entre 11 e 15 anos, cursando do 6° ao 9° ano, sem alteracoes de aprendizagem, linguagem, problemas sensoriais ou cognitivos. Na sequencia foi aplicado questionario referente ao texto lido. As notas finais de Portugues foram obtidas junto a secretaria de cada instituicao de ensino, a fim de se obter um indicativo do desempenho academico. Resultados Houve evolucao crescente da acuracia em leitura, exceto para o 7° e 8° anos da escola privada, que obtiveram a mesma media de palavras corretas lidas por minuto, e o 7° ano da escola publica, que obteve resultado inferior ao 6° ano. Os resultados do questionario aplicado indicam que texto foi lido de forma a permitir boa compreensao do conteudo e as medidas de fluencia obtidas sao indicadoras de uma leitura com acesso ao significado do texto lido. As correlacoes existentes entre fluencia de leitura e desempenho academico de ambas as escolas sao de fraca a moderada. Conclusao Os resultados deste estudo permitiram evidenciar que as taxas de fluencia e acuracia em leitura aumentaram gradativamente com o avanco da escolaridade no Ensino Fundamental II, fornecendo uma estimativa dos valores esperados para cada ano escolar pesquisado, mediante leitura de um texto de nivel facil.

Expressão de certeza e dúvida na gagueira: estudo dos aspectos temporais da fala

Abstract: PURPOSE: to examine the role of speech temporal organization on the expression as for the attitudes of certainty and doubt in the group of adults who stutter, comparing such analysis with a group of speech-fluent adults. METHOD: we analyzed 24 individuals, 12 with stuttering (SG1 and SG2) and 12 without stuttering (CG). Samples were collected with a corpus of 10 key phrases that were produced in the neutral form, expressing doubt and certainty, totaling 840 utterances. The acoustic analysis was performed using Praat and the following parameters were analyzed: time and speech rate and articulation, presence and duration of pauses and disfluencies, duration of vowels in pre-tonic and tonic syllables and occurrence of post-tonic vowel. Statistical analysis was performed by using Kruskall Wallis and chi-square tests, with a significance level of 95%. RESULTS: the expression of doubt has the lowest rate of articulation in the control group, followed by neutral and certainty expressions, with statistically significant differences. Also in the control group, there was presence of pauses and disfluencies only in the expression of doubt. In the experimental group, the largest difference was found in the vowel duration of the stressed syllable. CONCLUSION: generally speaking, CG varied more its temporal organization in order to express attitudes. However, it is also possible to note a trend in the group of people who stutter. As for the speech rate, by removing the pauses and disfluencies, we see that both GE1 and GE2 differentiate certainty, faster articulating each syllable.

Qual a Contribuio da Nomeao Seriada Rpida para a Habilidade de Leitura e Escrita?: Evidncia de Crianas e Adolescentes com e sem Dificuldades de Leitura

Abstract: The study investigates the relationship between rapid serial naming and phoneme awareness, and reading and spelling ability. Participants were 146 North-American children and adolescents varying in age from seven to 18 years. Approximately half of the participants (N = 71) had reading difficulties. The results suggest that rapid serial naming contributes variation to reading and spelling ability that is independent of the contribution of phoneme awareness. However, relative to this skill, rapid serial naming makes a rather modest contribution to learning to read and spell in an alphabetic writing system. Further analyses suggested that rapid serial naming is particularly important for the development of the ability to read texts rapidly and accurately, whereas phoneme awareness is particularly important for the development of the ability to read by phonological recoding, that is, by translating letters or group of letters into their phonological codes. Finally, there was little indication that the role played by either phoneme awareness or rapid serial naming interacts with age or reading ability

Corporate Social Responsibility and Employee Outcomes: Interrelations of External and Internal Orientations with Job Satisfaction and Organizational Commitment

Abstract: We bring together social identity and social exchange perspectives to develop and test a moderated mediation model that sheds light on employees’ perceptions regarding the interrelations between an organization’s external and internal CSR initiatives and their job attitudes and work behaviours. This is important because employees’ sensemaking of CSR motives as being either self-focussed or others-focussed can produce meaningful variations in their job satisfaction and the dimensions of organizational commitment. Also, the consolidation of CSR’s underlying psychological mechanisms can advance our understanding of the processes, contingencies, and outcomes of employees’ perceptions of their employing organization’s CSR initiatives. Our findings indicate that of the two orientations, only external CSR is associated with increased levels of employee commitment through the enhancement of job satisfaction. In particular, job satisfaction was found to fully mediate the impact of external CSR on behavioural commitment and partially mediate its impact on attitudinal commitment. To our surprise, internal CSR has no significant association with job attitudes or work behaviours. We further reveal the complementarity of external and internal CSR orientations; the effect of external CSR on employee outcomes is stronger when employed in concert with internal CSR. Our results contribute to and have implications for both theory and practice.

Transtornos de déficit de atenção/hiperatividade

Abstract: Introducao As primeiras referencias aos transtornos hipercineticos na literatura medica apareceram no meio do seculo XIX. Entretanto, sua nomenclatura vem sofrendo alteracoes continuas. Na decada de 40, surgiu a designacao “lesao cerebral minima”, que, ja em 1962, foi modificada para “disfuncao cerebral minima”, reconhecendo-se que as alteracoes caracteristicas da sindrome relacionam-se mais a disfuncoes em vias nervosas do que propriamente a lesoes nas mesmas. Os sistemas classificatorios modernos utilizados em psiquiatria, CID-10 e DSM-IV, apresentam mais similaridades do que diferencas nas diretrizes diagnosticas para o transtorno, embora utilizem nomenclaturas diferentes (transtorno de deficit de atencao/hiperatividade no DSMIV e transtornos hipercineticos na CID-10). Os estudos nacionais e internacionais situam a prevalencia do transtorno de deficit de atencao/hiperatividade (TDAH) entre 3% e 6%, sendo realizados com criancas em idade escolar na sua maioria. O impacto desse transtorno na sociedade e enorme, considerando-se seu alto custo financeiro, o estresse nas familias, o prejuizo nas atividades academicas e vocacionais, bem como efeitos negativos na auto-estima das criancas e adolescentes. Estudos tem demonstrado que criancas com essa sindrome apresentam um risco aumentado de desenvolverem outras doencas psiquiatricas na infância, adolescencia e idade adulta. A presente atualizacao busca uma revisao critica dos elementos essenciais referentes ao diagnostico e as abordagens terapeuticas do TDAH. Uma revisao mais completa (porem menos atualizada) incluindo dados epidemiologicos, etiologicos, relacionados ao substrato neurobiologico e de evolucao do transtorno podem ser encontrados em Rohde et al. (1998). No presente artigo, o termo crianca sera utilizado englobando a faixa etaria da infância e adolescencia, a menos que seja indicado o contrario.

General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.

Abstract: In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.