Desempeño lector y narrativo en escolares con trastorno específico del lenguaje

Coloma, Carmen Julia; Pavez, María Mercedes; Peñaloza, Christian; Maggiolo, Mariangela; Araya, Claudia; Palma, Sandra

doi:10.7764/onomazein.26.13

Cited by 15 publications

(5 citation statements)

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“…The general aim of this work was to analyse the reading strategies used by students with DLD to read sentences. Two subgroups were formed following the criterion of reading performance [ 25 ] and considering that the children with DLD present heterogeneous profiles of reading difficulties (from low or non-functional performance to almost normal levels), similar to those found in previous studies [ 13 , 28 , 29 , 30 ]. On the one hand, a DLD-SRD subgroup with a marked reading delay (−5.21 years) compared to the typically developing group and, on the other, a DLD-MRD subgroup with a lower reading delay (−0.92 years).…”

Section: Discussionmentioning

confidence: 99%

“…In other words, the SVR fundamentally includes language skills that are common to the comprehension of oral and written text, that is, the reader’s lexical competences (or knowledge of word sense), as well as the processes of morphosyntactic analysis and semantic integration (see [ 12 ] for a review). Drawing on this model, prior studies on the reading skills of students with DLD have yielded heterogeneous findings that include students with DLD without reading difficulties, with deficits in reading comprehension, and/or students that present a mixed profile of difficulties [ 13 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

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Reading Strategies for Children with Developmental Language Disorder

et al. 2022

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Developmental language disorder (DLD) is considered a neurodevelopmental disorder that compromises language comprehension and/or expression and constitutes a risk factor for learning to read. The aim of the present study was to analyse the reading strategies used by students with DLD to read sentences. There is evidence in the literature that, when linguistic resources are insufficient, the keyword strategy (identifying some of the words in the sentence with their own semantic content, with barely no processing of the function words) is used to read sentences. A total of 31 primary and secondary school students diagnosed with DLD were evaluated using the PEALE battery. The results reveal that students with DLD present heterogeneous profiles that are below the established reading level for their age. In addition, children with DLD and better reading skills use the keyword strategy to read sentences. In conclusion, clinical and educational implications for reading intervention in individuals with DLD are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reading Strategies for Children with Developmental Language Disorder

et al. 2022

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“…Adicionalmente, se puede señalar que es un trastorno de lenguaje muy heterogéneo (Aguilera Albesa y Botella Astorqui, 2008), ya que manifiesta una alta variabilidad entre las personas que lo presentan: va desde distintos componentes lingüísticos afectados hasta la dimensión del lenguaje expresiva y/o comprensiva comprometida. Esto sumado al impacto en el proceso de lectura que pueden presentar los niños y niñas con TEL (Cleave et al, 2010;Coloma et al, 2012), y la repercusión en el proceso de escritura (Mackie et al, 2013).…”

Section: Retraso De Lenguaje Y Trastorno Específico De Lenguajeunclassified

Trastorno específico del lenguaje y retraso de lenguaje: Un estudio sobre matrículas en escuelas de lenguaje en Chile

Azcárraga

Zúñiga²,

Correa³

et al. 2022

Rev. Electr. Educare

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Introducción. El trastorno específico de lenguaje (TEL) y el retraso de lenguaje (RL) son dos categorías diagnósticas diferentes que presentan similitud en edades tempranas. Objetivo. Determinar la tendencia y nivel de significancia de la matrícula por género en 14 años, por medio de información estadística publicada por el Ministerio de Educación de Chile. Metodología. Es un estudio cuantitativo exploratorio, que analiza la matrícula en escuelas de lenguaje (n = 66) de niños y niñas que presentan diagnóstico de trastorno específico de lenguaje (TEL) en el Maule Chile, contrastándola con las evidencias investigativas descritas sobre la prevalencia tanto del TEL como del retraso de lenguaje (RL). Para el análisis estadístico se utiliza el tau de la prueba de Mann-Kendall; además se realiza un análisis de componentes principales (PCA). Resultados. Se muestra una tendencia significativa (p < 0.05) en la matrícula de los niños, con diagnóstico de TEL, en 22 de las escuelas analizadas, de las cuales 14 son positivas y 8 negativas. Por su parte, en la matrícula de las niñas, se verifican tendencias significativas en 26 escuelas: 23 positivas y 3 negativas en el tiempo. Discusión. Las tendencias encontradas en la matrícula del estudiantado diagnosticado con TEL indican que se estaría incorporando a niñas con RL en las Escuelas Especiales de Lenguaje y no solo a estudiantes con TEL, lo que tendría implicancia en la identificación, diagnóstico y apoyos psicopedagógicos para niños y niñas que presenten tempranamente dificultades en la adquisición y progresión de sus habilidades lingüísticas.

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“…When speaking of such a heterogeneous disorder, it should be noted that children who progress further in language skills attain a better reading performance, which is more appropriate to their evolutionary age (Bishop & Adams, 1990;Catts et al, 2002, Duff, Hendricks, Fitton y Adolf, 2021. In this manner, there may be sufferers of DLD with adequate reading skills but also cases of students who exhibit difficulties in reading comprehension or even decoding and reading comprehension (Bishop et al, 2009;Coloma et al, 2012;Kelso et al, 2012;Kelso et al al., 2007;Snowling, Hayiou-Thomas, Nash y Hulme, 2020).…”

Section: Introductionmentioning

confidence: 99%

Reading and Writing Skills in Developmental Language Disorder: Parental Perception

2022

JEP

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Reading and writing skills appear as one of the most persistent difficulties that people with Developmental Language Disorder (DLD) present throughout their schooling. The objective of this study was to know the parents' perception of these deficits. The sample consisted of 45 families of children and adolescents with DLD. The participants were evaluated through the Celf 5 questionnaire for parents on linguistic competence that collects data on the following areas: listening, speaking, reading and writing. This study describes reading and writing data. The sample consisted of 45 families of children and adolescents with DLD. The results indicate that most of parents manifest problems in all reading areasv(especially reading comprehension) and writing (format and content) bareas, which influence their academic development. These data support the importance of working on Reading and writing skills in all educational stages. The perception of families is very similar to what the scientific literature affirms. In addition, these data highlight the importance of the work of families in the educational development of people with DLD.

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Desempeño lector y narrativo en escolares con trastorno específico del lenguaje

Cited by 15 publications

References 10 publications

Reading Strategies for Children with Developmental Language Disorder

Reading Strategies for Children with Developmental Language Disorder

Trastorno específico del lenguaje y retraso de lenguaje: Un estudio sobre matrículas en escuelas de lenguaje en Chile

Reading and Writing Skills in Developmental Language Disorder: Parental Perception

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