Dificultades morfosintácticas en niños y niñas de 5 a 8 años con trastorno del desarrollo del lenguaje a través de subpruebas del CELF-4

Ferinu, Laura; Ahufinger, Nadia; Pacheco-Vera, Fernanda; Andreu, Llorenç; Sanz‐Torrent, Mònica

doi:10.1016/j.rlfa.2020.05.002

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…In the present study, the DLD-MRD group presents a significant delay in the SNT test compared to the typically developing group. This was to be expected given there is evidence of syntactic deficits in DLD, which has even been considered a diagnostic indicator of DLD [ 41 , 42 ]. The data obtained in our research appear to support the hypothesis that one of the possible explanations for the use of the KWS in students with DLD-MRD lies in their deficits in syntactic abilities [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

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%

Reading Strategies for Children with Developmental Language Disorder

et al. 2022

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“…Como lo hacen notar, Ferinu et al (2020) tanto en la lectura como en la escritura el tipo de palabra sobre todo los verbos y el tipo de oración, ya sea simple o compuesta y que las dificultades se acentúan más en oraciones afirmativas e interrogativas. Contrario a este resultado, Coloma et al (2017) sostienen que el tipo de oración no influye y Ferinu et al (2020) enfatizan en la necesidad de evaluar el contexto educativo y su influencia en el desarrollo del lenguaje para cada momento.…”

Section: Figura 1 Unidades Categoriales Del Estudiounclassified

Trastorno de lenguaje en el desarrollo del proceso de lectoescritura

Talledo-Macias,

Vásconez-Rivera,

Vásquez-Zavala

et al. 2023

UNESUM-Ciencias

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La investigación se realizó en una Unidad Educativa del cantón El Carmen, Manabí y tuvo como objetivo describir las dificultades que se presentan en el desarrollo del proceso de lectoescritura en niños/as con trastorno de lenguaje en el segundo año de Educación Básica. Se asumió un paradigma interpretativo, con enfoque cualitativo, del nivel descriptivo. La población en estudio fue de 51 estudiantes y tres docentes, como muestra se tomó la totalidad de los docentes y en el caso de los estudiantes se definió por muestreo no probabilístico por conveniencia, los cinco niños/as con trastorno del lenguaje. Se aplicó una entrevista a docentes y se realizó una observación a los niños con presunto trastorno de lenguaje. Al analizar la problemática en estudio se establecieron categorías, para el trastorno del lenguaje se presenta: la dificultad de expresión oral y la comunicación no verbal, mientras que para el desarrollo de la lectoescritura se manifiestan limitadas habilidades en la lectoescritura y dificultad en la comprensión. Se presentan dificultades en la pronunciación de sílabas compuestas y al momento de pronunciar algunas palabras; otra limitación observada es el empleo del lenguaje signado. Los niños/as no participan activamente en actividades que requiere comprensión y expresión verbal; además, comprenden las indicaciones dadas, pero con dificultad. Los niños/as objeto de estudio no siempre escriben y leen palabras correctamente, es común que se presente la omisión de sílabas o de letras o el cambio de sonido en lagunas letras.

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“…Other studies focus only on subordination, which involves integrating one clause within another [25,27,28]. From this perspective, it has been found that children with SLI/DLD have lower production of subordinate clauses than typically developing children [14,16,21,29,30]. However, some studies have not found these differences to be statistically significant, at least in narrative language samples [25,28].…”

Section: Simple and Complex Structuresmentioning

confidence: 99%

“…Describing language samples of children with SLI/DLD has frequently employed the quantification and structural analysis of simple, coordinated, and subordinate sentences as a means of characterizing language complexity [13,14,21,25,[27][28][29]. Within this tradition, sentence complexity is typically interpreted based on the presence or absence of different types of sentences, with complexity often referring to utterances that exceed the limits of a clause [28].…”

Section: Approaches For the Description Of Syntactic Complexity In Ch...mentioning

confidence: 99%

Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder: A Longitudinal Study

et al. 2023

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This paper addresses the grammatical challenges associated with the development of clause complexity, focusing on the performance of a group of monolingual Spanish-speaking schoolchildren with Specific Language Impairment/Developmental Language Disorder (SLI/DLD) in a longitudinal corpus of oral narrative samples. The study examines the presence of interclause relations of subordination and equivalence (hypotaxis and parataxis) in language samples of two groups: an experimental group made up of 24 schoolchildren with SLI/DLD and a control group made up of 24 schoolchildren with typical development (TD). The results show that while both groups use parataxis as the most common relation between clauses in all school grades, there is a significant decrease in paratactic relations and a significant increase in hypotactic relations from first to fourth grade of primary education. Although the development patterns are highly similar, the SLI/DLD group shows greater difficulties in mastering more complex (hypotactic) relations in fourth grade compared to the control group, indicating that it is less sophisticated in the use of these types of complex relations. These findings suggest that focused support on the most complex structures is needed towards the fourth grade of primary education, given the demands of the school academic register from 6 and 7 years of age and the potential problems that the development of clause complexity can cause in school-age children.

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Dificultades morfosintácticas en niños y niñas de 5 a 8 años con trastorno del desarrollo del lenguaje a través de subpruebas del CELF-4

Cited by 7 publications

References 33 publications

Reading Strategies for Children with Developmental Language Disorder

Reading Strategies for Children with Developmental Language Disorder

Trastorno de lenguaje en el desarrollo del proceso de lectoescritura

Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder: A Longitudinal Study

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