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Portada » Shop » Fichas de Lenguaje y Lectura Comprensiva 2
Fichas de Lenguaje y Lectura Comprensiva 1 12,98 € (VAT not included)
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New temporary exercises 12,98 € (VAT not included)

Fichas de Lenguaje y Lectura Comprensiva 2

19,23 € (VAT not included)

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Cepe

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SKU: FLC2 Categories: Areas of Development, Books, LEARNINGS, Reading and writing, Reading and writing, Reading and writing
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  • Description
  • Asesoramiento
Description

Description

These language exercises have been elaborated from the work done with children whose ages corresponded to a primary school level, although their pedagogical levels were below the contents given in the regular classroom. The causes of this age-pedagogical level gap are diverse but can be grouped as follows:

  • Children with a deficient schooling process and who, due to their chronological age, are incorporated into the corresponding academic year despite having significant gaps in terms of knowledge and work habits.
  • Children with somewhat low intellectual potential who have followed a normal schooling process, although with various difficulties that translate into a slow learning pace. In these cases, access to the pedagogical levels of primary school is more evident because the school contents require a higher degree of abstraction and autonomy, coinciding with an important change in the school dynamics (increase in the number of teachers and subjects).
  • Children integrated into the regular school from special education centers; in general terms, they usually present correct work habits and responses to learning in line with their potential. Hence the need for them to be incorporated into the regular school, guaranteeing them psycho-pedagogical support that allows them to continue advancing in their own learning process.
  • Children with strong emotional problems that evidently affect their learning pace. They present problems of adaptation to the group and relationship with the teacher; it is difficult for them to assimilate work habits as well as school contents in spite of having an adequate intellectual potential. In these cases, the treatment is of psychological type, although it can be carried out, in parallel and within the school framework, a reeducation attending to the motivational factors of the child, from which their deficiencies can be worked in a globalized way.

In all the problems mentioned so far, it was necessary to carry out an individualized program taking as a starting point the pedagogical level of the child as well as his or her own interests, which necessarily leads to the adaptation of the objectives of the reeducation to these interests. For this same reason, this book intends to suggest a type of exercises not with the purpose of being worked systematically and orderly, but with the purpose of being applied and even modified according to the center of interest that has been elaborated at a given moment of the reeducation.

The selection of these exercises has been made taking into account two fundamental areas that are generally not yet assimilated in the children in question: classification exercises that allow access to later levels of generalization and abstraction, and written comprehension-expression exercises, elaborated from a dynamic and functional point of view.

Text in Spanish.

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    https://logopedicum.com/en/product/fichas-de-lenguaje-y-lectura-comprensiva-2/ 282604 Fichas de Lenguaje y Lectura Comprensiva 2

    These language exercises have been elaborated from the work done with children whose ages corresponded to a primary school level, although their pedagogical levels were below the contents given in the regular classroom. The causes of this age-pedagogical level gap are diverse but can be grouped as follows:

    • Children with a deficient schooling process and who, due to their chronological age, are incorporated into the corresponding academic year despite having significant gaps in terms of knowledge and work habits.
    • Children with somewhat low intellectual potential who have followed a normal schooling process, although with various difficulties that translate into a slow learning pace. In these cases, access to the pedagogical levels of primary school is more evident because the school contents require a higher degree of abstraction and autonomy, coinciding with an important change in the school dynamics (increase in the number of teachers and subjects).
    • Children integrated into the regular school from special education centers; in general terms, they usually present correct work habits and responses to learning in line with their potential. Hence the need for them to be incorporated into the regular school, guaranteeing them psycho-pedagogical support that allows them to continue advancing in their own learning process.
    • Children with strong emotional problems that evidently affect their learning pace. They present problems of adaptation to the group and relationship with the teacher; it is difficult for them to assimilate work habits as well as school contents in spite of having an adequate intellectual potential. In these cases, the treatment is of psychological type, although it can be carried out, in parallel and within the school framework, a reeducation attending to the motivational factors of the child, from which their deficiencies can be worked in a globalized way.

    In all the problems mentioned so far, it was necessary to carry out an individualized program taking as a starting point the pedagogical level of the child as well as his or her own interests, which necessarily leads to the adaptation of the objectives of the reeducation to these interests. For this same reason, this book intends to suggest a type of exercises not with the purpose of being worked systematically and orderly, but with the purpose of being applied and even modified according to the center of interest that has been elaborated at a given moment of the reeducation.

    The selection of these exercises has been made taking into account two fundamental areas that are generally not yet assimilated in the children in question: classification exercises that allow access to later levels of generalization and abstraction, and written comprehension-expression exercises, elaborated from a dynamic and functional point of view.

    Text in Spanish.
    https://logopedicum.com/wp-content/uploads/2022/01/Fichas-de-Lenguaje-y-Lectura-Comprensiva-2-247x300.jpg 20.00 instock Areas of DevelopmentBooksLEARNINGSReading and writingReading and writingReading and writing 0 0.00 0 https://logopedicum.com/wp-content/uploads/2022/01/Fichas-de-Lenguaje-y-Lectura-Comprensiva-2-247x300.jpg 244056244286137874244060240689 20.00 19.23 0.00 0.00 2022-01-20T10:26:16+01:00

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    Fichas de Lenguaje y Lectura Comprensiva 2

    19,23 € (VAT not included)

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    1746860357 3 54.62
    https://logopedicum.com/en/product/needoh-stress-ball-glows-in-the-dark/ 15.99 296261 Needoh Stress Ball - Glows in the dark

    An anti-stress sensory toy that glows in the dark

    Discover NeeDoh Glow, a soft and malleable ball that glows in the dark, providing a unique sensory experience. Designed to be pressed and molded, this ball always recovers its original shape, generating a feeling of relaxation ideal for relieving stress, anxiety or self-regulation.

    Its pleasant texture and deformation capacity make it an excellent therapeutic resource, perfect for improving fine motor skills, attention and channeling emotions. In addition, it can be used in treatments to control harmful habits such as digital suction or onychophagia, offering a compensatory and soothing stimulus.

    Characteristics that make it a special ball:

    • It glows in the dark, providing a very striking and relaxing fluorescent visual effect.
    • Soft and moldable texture, ideal to stimulate touch and fine motor skills.
    • Anti-stress and sensory effect, perfect for children and adults who need self-regulation.
    • It recovers its shape after each pressure, promoting relaxation and concentration.
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    [/vc_column_text][vc_row_inner][vc_column_inner width="1/2"][vc_single_image image="186571" img_size="300x300" alignment="center" parallax_scroll="no" woodmart_inline="no"][/vc_column_inner][vc_column_inner width="1/2"][vc_column_text css="" woodmart_inline="no" text_larger="no"]

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    Write, calculate, paint, play.

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    • The images and words can be written in the
    • Wooden laptop with many accessories, such as a magnetic keyboard, chalk, whiteboard eraser and a contemporary cell phone.
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    Chalk

    The chalk is used to write and paint on the blackboard and the sponge is used to easily wipe everything off again.

    [/vc_column_text][/vc_column][vc_column width="1/4"][vc_single_image image="186579" alignment="center" parallax_scroll="no" woodmart_inline="no"][vc_column_text woodmart_inline="no" text_larger="no"]

    Magnetized

    Letters, numbers and punctuation marks with magnets make it very easy to fix different words and math problems on the magnetic board.

    [/vc_column_text][/vc_column][vc_column width="1/4"][vc_single_image image="186583" alignment="center" parallax_scroll="no" woodmart_inline="no"][vc_column_text woodmart_inline="no" text_larger="no"]

    Smartphone

    A contemporary smartphone perfectly completes the educational toy.

    [/vc_column_text][/vc_column][vc_column width="1/4"][vc_single_image image="186592" alignment="center" parallax_scroll="no" woodmart_inline="no"][vc_column_text woodmart_inline="no" text_larger="no"]

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    Escrito originalmente en lengua italiana con el título Conoscere y rieducare l'afasia nos propone un recorrido por el campo del "saber" acerca de la afasia y su rehabilitación. Su título adelanta ya premisas esenciales. Tratar a un sujeto afásico implica apropiarse de un amplio corpus de conocimientos que incluye conceptos de campos disciplinares diversos y asimismo un saber acerca de la historia del movimiento conceptual que ha marcado los lineamientos clínicos en distintos momentos evolutivos hasta los paradigmas actuales. Saber lo que ya se sabe, en el decir de la autora, constituye la premisa fundamental de los terapeutas del lenguaje que podremos así vislumbrar nuevos horizontes en la rehabilitación del paciente afásico.

    Sucesivas visitas a nuestro país, invitada especial en eventos académicos, cursos y seminarios en el marco de la Licenciatura de Fonoaudiología de la Universidad de Buenos Aires y Congresos de la especialidad, dejó una significativa huella en el quehacer clínico de nuestro medio. El valor de sus publicaciones en los últimos años como el excelente tratado teórico-clínico sobre el tema "Aphasia and its therapy", publicado en lengua inglesa (2003) antecede al ya citado en lengua italiana. La obra en español "La afasia: Conocer para rehabilitar" tiene méritos poco comunes en las publicaciones científicas. Al orden lógico de sus capítulos -que se inician con el desarrollo del concepto del lenguaje y sus bases neurobiológicas para finalizar en las futuras perspectivas desde los síndromes clínicos a su intervención- lo acompaña un razonamiento meticuloso y ordenado que nos va adentrando en cada uno de ellos, paso a paso, en todas las instancias clínicas que sobrevienen en la atención de un sujeto con afasia.

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