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Desempeño lector y narrativo en escolares con trastorno específico del lenguaje

December 2012
Onomázein Revista de lingüística filología y traducción 26(26):351-375

DOI:10.7764/onomazein.26.13

License
CC BY-ND 4.0

Authors:

Carmen Julia Coloma

University of Chile

María Mercedes Pavez

University of Chile

Christian Peñaloza

University of Chile

Mariangela Maggiolo Landaeta

University of Chile

Show all 6 authorsHide

Los objetivos de esta investigación son conocer el desempeño lector y narrativo de escolares con TeL y estudiar sus posibles relaciones en estos sujetos. Se trabajó con 31 estudiantes (12 alumnos con TeL y déficit gramatical y 19 estudiantes sin problemas de lenguaje). Todos cursaban 1° básico en escuelas con proyectos de integración. Se les evaluó la comprensión y producción de narraciones orales, la decodificación y la comprensión lectora. Los resultados mostraron que los escolares con TeL presentan como grupo problemas en la lectura (comprensión y decodificación) pese a que sus desempeños lectores son variables. Además, evidencian un rendimiento narrativo similar al de los alumnos sin problemas de lenguaje. Finalmente, no se encontró relación entre el desempeño lector y las habilidades narrativas orales en ambos grupos.

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Desempeño lector y narrativo en escolares

con trastorno específico del lenguaje*

Reading and narrative performance in students with

Specific Language Impairment

Carmen Julia Coloma

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María Mercedes Pavez

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Christian Peñaloza

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Claudia Araya

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Mariangela Maggiolo

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Sandra Palma

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Resumen

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Abstract

The aims of this research are to know the reading and narrative performance

of students with SLI and to study the possible relationships between narrative

performance and reading achievement in these subjects. We worked with

31 students (12 students with SLI and grammatical deficit and 19 students

without language problems). All the students coursed their 1st grade in pri-

mary schools with integration projects. Their narrative discourse, decoding

and reading comprehension was assessed. The results showed that school

children with SLI have problems, as a group, in reading (comprehension and

decoding) although their reading performances are variable. Furthermore,

they show a similar narrative performance to students without language

problems. Finally, there was no relationship between reading performance

and oral narrative skills in both groups.

Keywords: Specific Language Impairment; reading; narrative discourse;

schooling.

1. Introducción

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13-COLOMA 26-2.indd 355 15-01-13 14:17

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13-COLOMA 26-2.indd 356 15-01-13 14:17

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M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

2. Metodología

2.1. Selección y características de los participantes

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13-COLOMA 26-2.indd 357 15-01-13 14:17

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.&=9:A86H+,/##1+@8;F@=+:+i?8+7=@=6+A=6+U:A=986+89:B+6?\89F=986+:+

/Oc/+.X:;FAF@:@86+D=SBF7FU:6+B=+U89;:A862+7+,O,5H+\+/!bH+7:C:[=+

@8A+8>8D7=+/Oc"_+S9:Ch7FD:+8k\986FU:2+7+4O"5H+\+///H+7:C:[=+@8A+

8>8D7=+,H-c_+ S9:Ch7FD:+ 98D8\7FU:2+ 7+ -O#5H+\+ O///H+ 7:C:[=+@8A+

8>8D7=+,H#c1O+)6+FC\=97:B78+@867:D:9+i?8+:C;=6+S9?\=6+@8+BF[=6+

\9868B7:;:B+98B@FCF8B7=6+B=9C:A86+8B+X:;FAF@:@86+D=SBF7FU:6+

B=+U89;:A86H+:+\86:9+@8+A:6+@F>898BDF:6+6FSBF>FD:7FU:6O

RFB:AC8B78H+A:+@F679F;?DFKB+@8+A=6+#,+86D=A:986+D=B+e)]H+@8+

:D?89@=+:+6?6+@F>FD?A7:@86+S9:C:7FD:A86H+>?8+A:+6FS?F8B782+:1+DFBD=+

13-COLOMA 26-2.indd 358 15-01-13 14:17

!"N

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

BF[=6+6=A=+D=B+@f>FDF7+S9:C:7FD:A+D=C\98B6FU=H+;1+?B+BF[=+6=A=+

D=B+@f>FDF7+S9:C:7FD:A+8k\986FU=+J+D1+68F6+D=B+@f>FDF7+S9:C:7FD:A+

7:B7=+:+BFU8A+8k\986FU=+D=C=+D=C\98B6FU=O

2.2. Evaluación del desempeño narrativo y el desempeño

lector de los participantes

2.2.1. Desempeño narrativo

G8+867?@FK+A:+D=C\98B6FKB+J+\9=@?DDFKB+B:99:7FU:+D=B+8A+

Cf7=@=+)U:A?:DFKB+@8A+MF6D?96=+%:99:7FU=+.)M%P1+i?8+\9=\=B8+

?B+:BhAF6F6+8679?D7?9:A+@8+A:+\9=@?DDFKB+@8+A=6+98A:7=6+FB>:B7FA86O+

Z=688+B=9C:6+867:B@:9FV:@:6+8B+EXFA8H+\89D8B7FA86+D=9986\=B3

@F8B786+:+@F67FB7=6+9:BS=6+87:9F=6+J+867?@F=6+@8+ D=B>F:;FAF@:@+

.\9=@?DDFKB2+/O44+ J+ D=C\98B6FKB2+/Ocb1O+P@8Ch6H+ 86+ ?B+\9=3

D8@FCF8B7=+i?8+68+X:+:\AFD:@=+8B+A:+8U:A?:DFKB+@8A+@86:99=AA=+

B:99:7FU=+8B+BF[=6+D=B+e)]+8B+EXFA8+.Z:U8V+J+=79=6H+,//c1O

Producción narrativa

)A+:BhAF6F6+\9=\?867=+\=9+8A+Cf7=@=+)M%P+FC\AFD:+8A+983

D=B7:@=+@8+ 7986+D?8B7=6+ @8+ @F67FB7:+D=C\A8<F@:@+ 8679?D7?9:A+

.t]:+:9@FAAF7:+SA=7=B:uH+t)A+6:\F7=+6:A7:9TBu+J+t)A+A=;=+>9F=A8B7=u1O

ePn]P+#

Características de los grupos

E:9:D789T67FD:6 p9?\=+@8+BF[=6++

D=B+e)].+B+v+#,1

p9?\=+@8+BF[=6++

D=B+Me].+B+v+#N1

pfB89= c+BF[=60b+BF[:6 #,+BF[=604+BF[:6

Z9=C8@F=+@8+8@:@ -+:[=6+"+C8686 -+:[=6+"+C8686+

P?@FDFKB+ %=9C:A %=9C:A

I:;FAF@:@86+D=SBF7FU:6+

B=+U89;:A86 ,/O"+.!Ob1 ,bO#+.bOc1

M868C\8[=+S9:C:7FD:A+

8k\986FU= ,"O/+.-O!1 !cO4+.bO#1

M868C\8[=+S9:C:7FD:A+

98D8\7FU= !,Oc+.!Ob1 !NO#+.,O!1

13-COLOMA 26-2.indd 359 15-01-13 14:17

!-/

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

]=6+D?8B7=6+ 68+ :B:AFV:B+F@8B7F>FD:B@=+7986+D:78S=9T:6+863

79?D7?9:A86+;h6FD:6+.\9868B7:DFKBH+8\F6=@F=+J+>FB:A1+J+68+A8+:6FSB:+

\?B7:<8+:+D:@:+?B:+@8+8AA:6O+G8+867:;A8D8+6F+A:6+D:78S=9T:6+867hB+

D=C\A87:6+=+FBD=C\A87:6+@8+ :D?89@=+ :+ A=6+8A8C8B7=6+ i?8+A:6+

D=B>=9C:B2+\9868B7:DFKB+D=C\A87:+.\896=B:<8+w+\9=;A8C:+v+#+

\?B7=1_+\9868B7:DFKB+FBD=C\A87:+.\896=B:<8+=+\9=;A8C:+v+/O"1_+

8\F6=@F=+D=C\A87=+.:DDFKB+w+=;67hD?A=+w+986?A7:@=+v+,+\?B7=61_+

8\F6=@F=+FBD=C\A87=+.:DDFKB+w+=;67hD?A=+?+=;67hD?A=+w+986?A7:3

@=+v+#+\?B7=1_+>FB:A+v+#+\?B7=O

E?:B@=+B=+ 86+ \=6F;A8+F@8B7F>FD:9+ A:6+ D:78S=9T:6+8B+ A=6+

98A:7=6H+8A+ Cf7=@=+\9=\=B8+?B:+6F678C:7FV:DFKB+\:9:+:B:AFV:9+

A:6+B:99:DF=B86+:+\:97F9+@8+A=6+6FS?F8B786+@868C\8[=62+B=+@FD8+

B:@:+./+\?B7=1H+@FD8+?B:+=+@=6+=9:DF=B86+./O,"+\?B7=61H+:SA?7FB:+

7986+=+Ch6+=9:DF=B86+6FB+98A:DFKB+./O"+\?B7=61H+:S9?\:+7986+=+

Ch6+=9:DF=B86+8B+7=9B=+:+?B+\896=B:<8+./O4"+\?B7=61+=+\9=@?D8+

68D?8BDF:+@8+:DDFKB+w+=;67hD?A=+?+=;67hD?A=+w+986?A7:@=+./O4"+

\?B7=61O

)A+:BhAF6F6+ A=+ 8>8D7?:9=B+ @=6+ 8k:CFB:@=9:6+8B798B:@:6+

8B+A:+:\AFD:DFKB+@8A+)M%P_+A?8S=H+=79:+8U:A?:@=9:+FS?:AC8B78+

:@F8679:@:+98UF6K+@FDX=6+:BhAF6F6+\:9:+D=B68B6?:9+8U8B7?:A86+

@F>898BDF:6O

Comprensión narrativa

]:+\9?8;:+ @8+ D=C\98B6FKB+@8A+ )M%P+FBDA?J8+7986+ D?863

7F=B:9F=6H+?B=+ \:9:+ D:@:+D?8B7=H+ D=B+\98S?B7:6+ 86\8DT>FD:6H+

FB>898BDF:A86+J+ AF789:A86+.]:+:9@FAAF7:+SA=7=B:2+-+\98S?B7:6+AF783

9:A86+J+!+FB>898BDF:A86H+)A+6:\F7=+6:A7:9TB+J+)A+A=;=+>9F=A8B7=2+4+

\98S?B7:6+AF789:A86+J+!+FB>898BDF:A861O+]:6+AF789:A86+6=B+FB7899=3

S:B786+D?J:6+986\?867:6+FC\AFD:B+8k79:89+FB>=9C:DFKB+8k\ATDF7:+

98A:DF=B:@:+D=B+A:6+D:78S=9T:6+8679?D7?9:A86O+]:6+FB>898BDF:A86+

8kFS8B+867:;A8D89+ >?B@:C8B7:AC8B78+98A:DF=B86+ D:?6:A86O+ G8+

:6FSB:+#+ \?B7=+ :+A:6+986\?867:6+AF789:A86H+,+\?B7=6+:+ A:6+i?8+

98i?F898B+FB>898BDF:6+J+/+:+A:6+FBD=998D7:6O

]:+8U:A?:DFKB+@8A+@868C\8[=+B:99:7FU=+ 68+ 98:AFV:+ FB@FUF3

@?:AC8B78+8B+?B:+6:A:+79:Bi?FA:+J+6FA8BDF=6:O+]:+8k:CFB:@=9:+

A8+8k\AFD:+:A+BF[=+i?8+B8D86F7:+:J?@:+\:9:+D=B7:9+?B=6+D?8B7=6+

i?8+\=6789F=9C8B78+86D?DX:9h+?B+:CFS?F7=+8B>89C=+:A+i?8+A8+

S?67:+=T9+XF67=9F:6+98A:7:@:6+\=9+BF[=6O+P6TH+A8+6=AFDF7:+i?8+A=6+

86D?DX8+J+i?8+@86\?f6+A=6+B:998+\:9:+S9:;:9A=6+J+AA8Uh968A=6+:A+

:CFS=+8B>89C=O+)A+68B7F@=+@8+A:+FB679?DDFKB+86+C=7FU:9+:A+C8B=9+

:+i?8+98:AFD8+?B+98A:7=+\:9:+?B+@867FB:7:9F=+i?8+A=+@86D=B=D8O+

13-COLOMA 26-2.indd 360 15-01-13 14:17

!-#

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

]:+8U:A?:@=9:+A88+D:@:+B:99:DFKB+D=B+B:7?9:AF@:@+J+6FB+:\=J=+

UF6?:AO+)A+=9@8B+@8+A:6+A8D7?9:6+862+]:+:9@FAAF7:+SA=7=B:H+)A+6:\F7=+

6:A7:9TB+J+)A+A=;=+>9F=A8B7=O+]?8S=+@8+86D?DX:9+D:@:+D?8B7=H+8A+

86D=A:9+A=+98A:7:+J+6?+B:99:DFKB+68+S9:;:O+M86\?f6H+68+A8+>=9C?3

A:B+A:6+\98S?B7:6+@8+D:@:+98A:7=+J+68+98SF679:B+6?6+986\?867:6O

]:6+\?B7?:DF=B86+=;78BF@:6+8B+\9=@?DDFKB+J+8B+D=C\98B6FKB+

68+FB789\987:B+68SlB+A:6+7:;A:6+@8+\89D8B7FA86+@8+A:6+986\8D7FU:6+

\9?8;:6O+G8+DA:6F>FD:B+8B+7986+D:78S=9T:6+@8+:D?89@=+:A+Cf7=@=+

)M%P2+@f>FDF7+ .\?B7:<86+ FS?:A86+=+ C8B=986+:A+ \89D8B7FA+ #/1H+

98B@FCF8B7=+@86D8B@F@=+.\?B7?:DF=B86+6=;98+8A+\89D8B7FA+#/+8+

FB>89F=986+:A+,"1H+98B@FCF8B7=+B=9C:A+=+7T\FD=+.\?B7:<86+FS?:A86+

=+6?\89F=986+:A+\89D8B7FA+,"1O

2.2.2. Desempeño lector

G8+8U:A?K+D=B+@=6+6?;\9?8;:6+@8+A:+Z9?8;:+@8+]8D7?9:3R=9C:+

#2+?B+7867+@8+@8D=@F>FD:DFKB+J+?B:+\9?8;:+@8+D=C\98B6FKB+A8D7=9:+

.IFCC8A+8+*B>:B78H+,//41O+)678+FB679?C8B7=+\=688+867?@F=6+@8+

D=B>F:;FAF@:@+.@8D=@F>FD:DFKB2+/ON4H+D=C\98B6FKB+A8D7=9:2+/Occ1+

J+B=9C:6+\:9:+BF[=6+DXFA8B=6O

Decodificación

)A+7867+ ?7FAFV:@=+ D=B67:+@8+ @=6+68DDF=B862+ ?B:+ 8U:Al:+A:+

:6=DF:DFKB+>=B8C:0S9:>8C:+J+A:+=79:+CF@8+8A+S9:@=+@8+A8D7?9:+

@8+6TA:;:6H+\:A:;9:6+J+\68?@=\:A:;9:6O+)B+A:+\9FC89:+68DDFKBH+

A:+7:98:+86+B=C;9:9+8A+>=B8C:+D=9986\=B@F8B78+:+D:@:+S9:>8C:O+

]:+68S?B@:+98i?F898+A889+,/+6TA:;:6H+ #/+\68?@=\:A:;9:6+J+,#+

\:A:;9:6O+]:6+6TA:;:6+U:9T:B+8679?D7?9:AC8B78_+A:6+\68?@=\:3

A:;9:6+J+A:6+\:A:;9:6+\=688B+BFU8A86+@8+D=C\A8<F@:@+@F>898B78+

@:@=6+\=9+A:+8679?D7?9:+6FAh;FD:+J+\=9+A:+C879T:O

Comprensión lectora

)67:+6?;\9?8;:+D=B6F@89:+D=C\98B6FKB+@8+=9:DF=B86+J+@8+

78k7=6+B:99:7FU=6O+P6TH+68+A88B+#/+=9:DF=B86+."+6FC\A86+J+"+D=C3

\A8<:61H+D:@:+=9:DFKB+68+\9868B7:+8B+?B+98D?:@9=+>98B78+:+7986+

@F;?<=6H+?B=+@8+ A=6+ D?:A86+ S9:>FD:+ 8A+D=B78BF@=+@8+A:+=9:DFKBO+

)B+D?:B7=+:+A=6+78k7=6+B:99:7FU=6H+68+A88B+@=6+D?8B7=6+;98U86+

=9S:BFV:@=6+8B+7=9B=+ :A+\9=;A8C:+i?8+ :>8D7:+ :+?B+\896=B:<8+

\9FBDF\:AO+M86\?f6+@8+D:@:+98A:7=H+:\:98D8B+-+\98S?B7:6+.!+AF783

9:A86+J+!+FB>898BDF:A861+86D9F7:6+8B+>=9C:7=+@8+68A8DDFKB+ClA7F\A8O

13-COLOMA 26-2.indd 361 15-01-13 14:17

!-,

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

e:B7=+A:+6?;\9?8;:+@8+@8D=@F>FD:DFKB+D=C=+A:+@8+D=C\98B6FKB+

A8D7=9:+68+98:AFV:9=B+8B+?B:+CF6C:+686FKB+8B+8A+:?A:+@8+98D?96=6+

@8+A:+86D?8A:O+)B+\9FC89+A?S:9H+68+:\AFDK+FB@FUF@?:AC8B78+8A+7867+

@8+@8D=@F>FD:DFKB+J+A?8S=H+@86\?f6+@8+?B+@86D:B6=H+68+8U:A?K+

A:+D=C\98B6FKB+8B+C=@:AF@:@+S9?\:AO

)B+8A+ D:6=+ @8+A:+ @8D=@F>FD:DFKBH+68+ A8+ 6=AFDF7K+:A+ :A?CB=+

B=C;9:9+A=6+6=BF@=6+@8+A:6+A879:6+i?8+68+A8+FB@FD:;:BO+]?8S=H+

68+A8+ \F@FK+ A889+8B+ U=V+ :A7:+A:6+6TA:;:6H+ A:6+ \68?@=\:A:;9:6+J+

A:6+\:A:;9:6O+G8+98SF679:9=B+A=6+899=986+D=C87F@=6+8B+A:+A8D7?3

9:O+Z:9:+A:+8U:A?:DFKB+@8+A:+D=C\98B6FKBH+68+A86+8B798SK+:+A=6+

867?@F:B786+?B+D?:@89BFAA=+i?8+68+FBFDF:+D=B+A:+68DDFKB+@8+=9:3

DF=B86O+PA+D=C8BV:9+A:+8U:A?:DFKBH+68+A86+6=AFDF7K+A889+A:+=9:DFKB+

86D9F7:+J+C:9D:9+D=B+?B:+D9?V+ 8A+ @F;?<=+ D=9986\=B@F8B78+ :+ A=+

A8T@=O+E?:B@=+ A=6+BF[=6+>FB:AFV:9=B+867:+68DDFKBH+68+\9=6FS?FK+

D=B+A:+D=C\98B6FKB+@8+78k7=6+B:99:7FU=6O+G8+A86+8k\AFDK+i?8+F;:B+

:+A889+@=6+D?8B7=6+J+i?8H+:A+789CFB:9+6?+A8D7?9:H+986\=B@89T:B+

\98S?B7:6O

]:+Z9?8;:+ @8+ ]8D7?9:3R=9C:+ #+ \:9:+:C;:6+6?;\9?8;:6+

\9=\=B8+:6FSB:9+#+\?B7=+:+D:@:+986\?867:+D=998D7:+J+/+:+A:6+FBD=3

998D7:6O+]=6+D9F789F=6+\:9:+DA:6F>FD:9+6=B+A=6+6FS?F8B7862+@8>FDF7:9F=+

.\?B7?:DF=B86+FS?:A86+=+FB>89F=986+:A+\89D8B7FA+#/1_+@86D8B@F@=+

.\?B7:<86+6=;98+8A+\89D8B7FA+#/+8+FB>89F=9+:A+,"1+J+B=9C:A+=+7T\FD=+

.\?B7:<86+?;FD:@=6+8B+8A+\89D8B7FA+,"+=+6?\89F=9+:+86781O

E:;8+@867:D:9+ i?8+ 7:B7=+8A+ )M%P+ D=C=+A:+ Z9?8;:+@8+

]8D7?9:+R=9C:3#+\A:B78:B+A:6+CF6C:6+D:78S=9T:6+\:9:+:B:AFV:9+

8A+@868C\8[=+@8+A=6+BF[=6O+]:+D:78S=9T:+déficit+D=9986\=B@8+:+

?B:+@F>FD?A7:@+ 8UF@8B78+ 8B+8A+ hC;F7=+ 8U:A?:@=O+Z=9+ 6?+ \:978H+

A:+D:78S=9T:+descendido+68+FB789\987:+ D=C=+ ?B:+ D=B@FDFKB+ @8+

9F86S=+i?8+@8;8+689+C=BF7=98:@:+\=9i?8+8U8B7?:AC8B78+\?8@8+

79:B6>=9C:968+8B+@f>FDF7O+Z=9+lA7FC=H+A:+D:78S=9T:+normal o típica

6FSBF>FD:+i?8+8A+@868C\8[=+D=9986\=B@8+:+A=+86\89:@=+\:9:+8A+

9:BS=+87:9F=O

3. Resultados

G8+\9868B7:H+8B+\9FC89+7f9CFB=H+A:+D=C\:9:DFKB+@8A+@868C3

\8[=+@8+:C;=6+S9?\=6+@8+BF[=6+D=B6F@89:B@=+@8D=@F>FD:DFKBH+

D=C\98B6FKB+A8D7=9:H+ D=C\98B6FKB+J+ \9=@?DDFKB+ @8+D?8B7=6O+

]?8S=H+68+8k\=B8+A:+@F679F;?DFKB+\=9D8B7?:A+@8+ A=6+ BF[=6+ \=9+

S9?\=+68SlB+6?+BFU8A+@8+@868C\8[=+8B+A:6+U:9F:;A86+867?@F:@:6O+

13-COLOMA 26-2.indd 362 15-01-13 14:17

!-!

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

Z=6789F=9C8B78H+68+C?8679:+8A+:BhAF6F6+@8+D=998A:DFKB+8B798+8A+

@868C\8[=+A8D7=9+ .@8D=@F>FD:DFKB+ J+D=C\98B6FKB+ A8D7=9:1+J+8A+

@F6D?96=+B:99:7FU=+.D=C\98B6FKB+J+\9=@?DDFKB1+8B+:C;=6+S9?\=6O

]:+D=C\:9:DFKB+68+8>8D7?K+C8@F:B78+A:+\9?8;:+7+@8+G7?@8B7O+

]=6+986?A7:@=6+=;78BF@=6+68+:\98DF:B+8B+A:+e:;A:+,O+)B+8AA:+68+

8k\=B8B+A=6+ 867:@T67FD=6+ @86D9F\7FU=6+C8@F:+ .&1+J+@86UF:DFKB+

7T\FD:+.MOeO1+@8+A:6+@F>898B786+U:9F:;A86+\:9:+D:@:+S9?\=+.e)]+J+

Me]1_+:6T+D=C=+A=6+U:A=986+@8+7+J+8A+7:C:[=+@8A+8>8D7=+.η,1O+)678+

lA7FC=+D=C=+:BhAF6F6+D=C\A8C8B7:9F=+:A+D=B79:678+@8+A:6+C8@F:6+

\:9:+U:A=9:9+A:+C:SBF7?@+@8+A:+D=C\:9:DFKBO

ePn]P+,

Comparación del desempeño lector y narrativo de niños

con TEL y niños con DTL

M868C\8[=6

e)]

B+#,

Me]

B+#N 7η,

& MO+eO & MOeO

M8D=@F>FD:DFKB bcO, ,bO# -cOc ##O, !O,55+ #O!!

E=C\98B6FKB+A8D7=9: #/O, 4O# #cO# ,O"

bOb555

#O/N

Z9=@?DDFKB+@8A+

@F6D?96=+B:99:7FU=

NOb ,O4 #/O/ !O! /" BO6O

E=C\98B6FKB+@8A+

@F6D?96=+B:99:7FU=

,!O! 4ON ,4O4 "O4 #Oc BO6O

E=C\98B6FKB+@8

Z98S?B7:6+AF789:A86

#!O! !Ob #-O/ ,Ob ,O"5 /ON#

E=C\98B6FKB+@8

Z98S?B7:6+FB>898BDF:A86+

NO,+ bO" ##O! bO# #O! BO6O

5\+O/#-_+55+\+O//!_+555+O///_+BO6O2+B=+6FSBF>FD:7FU=O

E=C=+68+:@UF8978+8B+A:+e:;A:+,H+A=6+BF[=6+D=B+e)]+\9868B3

7:B+@868C\8[=6+6FSBF>FD:7FU:C8B78+Ch6+;:<=6+i?8+A=6+86D=A:986+

D=B+Me]+7:B7=+8B+@8D=@F>FD:DFKB+D=C=+8B+D=C\98B6FKB+A8D7=9:O+

P@8Ch6H+8A+7:C:[=+@8A+8>8D7=+86+S9:B@8H+\?867=+i?8+6?+U:A=9+86+

C:J=9+i?8+/Oc/O+%=+=D?998+A=+CF6C=+:A+D=C\:9:9+8A+@868C\8[=+

B:99:7FU=+7:B7=+8B+D=C\98B6FKB+D=C=+8B+\9=@?DDFKB+J:+i?8+B=+

@F>F898B+867:@T67FD:C8B78+@8A+S9?\=+D=B79=AO

13-COLOMA 26-2.indd 363 15-01-13 14:17

!-b

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

)B+D?:B7=+ :+ A:+D=C\98B6FKB+ B:99:7FU:H+ :?B+D?:B@=+ 8A+

98B@FCF8B7=+86+6FCFA:9+8B798+:C;=6+ S9?\=6H+ A=6+ :A?CB=6+D=B+

e)]+8B+A:6+\98S?B7:6+AF789:A86+8UF@8BDF:B+?B+@868C\8[=+6FSBF3

>FD:7FU:C8B78+FB>89F=9O+)67:+@F>898BDF:+86+98A8U:B78+@8;F@=+:+i?8+

A:+C:SBF7?@+@8A+8>8D7=+7:C;FfB+6?\89:+/Oc/O+)B+A:6+\98S?B7:6+

FB>898BDF:A86H+8B+D:C;F=H+A=6+@=6+S9?\=6+68+D=C\=97:B+@8+C=@=+

6FCFA:9O

Z=6789F=9C8B78H+68+D:AD?AK+8A+\=9D8B7:<8+@8+BF[=6+D=B+@863

8C\8[=+B=9C:AH+@86D8B@F@=+J+@8>FDF7:9F=+68SlB+A:6+B=9C:6+@8+

A=6+FB679?C8B7=6+?7FAFV:@=6O+)A+p9h>FD=+#+C?8679:+A:+@F679F;?DFKB+

\=9D8B7?:A+8B+@8D=@F>FD:DFKB+J+D=C\98B6FKB+A8D7=9:_+8A+p9h>FD=+,+

8k\=B8+@FDX:+@F679F;?DFKB+8B+\9=@?DDFKB+J+D=C\98B6FKB+B:99:7FU:O

pm'R*E$+#

Distribución porcentual de niños según categoría de desempeño

en decodificación y comprensión lectora para ambos grupos

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

42%

50%

17%

50%

90%

33%

95%

DECODIFICACIÓN

TEL

DECODIFICACIÓN

DES. TÍPICO

COMPRENSIÓN

LECTORA TEL

COMPRENSIÓN

LECTORA DES.

TÍPICO

NORMAL DESCENDIDO DEFICITARIO

)A+p9h>FD=+ #+ 8UF@8BDF:+i?8+ ?B+\=9D8B7:<8+ B=7=9F:C8B78+

C:J=9+@8+ 86D=A:986+ D=B+e)]+\9868B7:+ @868C\8[=6+ @86D8B@F3

@=6+J+@8>FDF7:9F=6+8B+@8D=@F>FD:DFKB+J+D=C\98B6FKB+ A8D7=9:+ 8B+

D=C\:9:DFKB+D=B+A=6+BF[=6+D=B+Me]O+)67:6+AFCF7:DF=B86+8B+A=6+

C8B=986+D=B+e)]+6=B+Ch6+8UF@8B786+8B+D=C\98B6FKB+A8D7=9:+i?8+

13-COLOMA 26-2.indd 364 15-01-13 14:17

!-"

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

8B+@8D=@F>FD:DFKBO+P@8Ch6H+ 68+ :@UF8978+ i?8+ 8A+S9?\=+D=B+Me]+

C:BF>F867:+?B+D=C\=97:CF8B7=+X=C=SfB8=+8B+:C;:6+X:;FAF@:3

@86+A8D7=9:6+\=9i?8+A:+C:J=9T:+@8+8AA=6+\9868B7:+?B+@868C\8[=+

B=9C:AO+)AA=+B=+68+=;689U:+8B+A=6+:A?CB=6+D=B+e)]+8B+A=6+i?8+

8A+98B@FCF8B7=+86+Ch6+U:9F:@=O

)B+A=6+BF[=6+ D=B+ e)]+D?J=+@868C\8[=+>?8+@8>FDF7:9F=+8B+

D=C\98B6FKB+A8D7=9:H+68+867?@FK+A:+D=8kF678BDF:+@8+?B+@f>FDF7+8B+

A:+@8D=@F>FD:DFKBO+G8+8BD=B79K+i?8+8A+--s+@8+8AA=6+\9868B7:;:+

@f>FDF7+ 8B+ :C;:6+ X:;FAF@:@86+ A8D7=9:6+ J+ ?B+!bs+ 8UF@8BDF:;:+

@8D=@F>FD:DFKB+B=9C:AO

pm'R*E$+,

Distribución porcentual de niños según categoría

de desempeño en producción y comprensión

de discurso narrativo para ambos grupos

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PRODUCCIÓN

DISCURSO

NARRATIVO TEL

PRODUCCIÓN

DISCURSO

NARRATIVO DES.

TÍPICO

COMPRENSIÓN

DISCURSO

NARRATIVO TEL

COMPRENSIÓN

DISCURSO

NARRATIVO DES.

TÍPICO

50%

36%

25%

15%

25%

32% 50%

15%

25%

32%

25%

70%

NORMAL DESCENDIDO DEICITARIO

E=C=+68+=;689U:+8B+8A+p9h>FD=+,H+?B+\=9D8B7:<8+FC\=97:B78+

@8+BF[=6+D=B+e)]+8UF@8BDF:+@868C\8[=6+@86D8B@F@=6+J+@8>FDF7:3

9F=6+8B+D=C\98B6FKB+@8+@F6D?96=+B:99:7FU=+D=C\:9:@=6+D=B+8A+

S9?\=+D=B79=AO+)B+\9=@?DDFKB+B:99:7FU:H+:C;=6+S9?\=6+\9868B7:B+

?B:+@F679F;?DFKB+\=9D8B7?:A+i?8+7F8B@8+:+A:+U:9F:;FAF@:@+@8+A=6+

98B@FCF8B7=6O+GFB+8C;:9S=H+68+=;689U:+?B+C:J=9+\=9D8B7:<8+@8+

86D=A:986+D=B+e)]+i?8+9FB@8B+@8+C:B89:+@86D8B@F@:+J+@8>FDF7:9F:O

13-COLOMA 26-2.indd 365 15-01-13 14:17

!--

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

RFB:AC8B78H+68+ FB@:SK+ 6=;98+ A:+ \=6F;A8+98A:DFKB+ 8B798+ 8A+

@868C\8[=+A8D7=9+ .@8D=@F>FD:DFKB+ J+D=C\98B6FKB+ A8D7=9:1+J+8A+

@F6D?96=+B:99:7FU=+.D=C\98B6FKB+J+\9=@?DDFKB1+8B+:C;=6+S9?\=6O+

G8+D=B6F@89:9=B+ A=6+\?B7:<86+=;78BF@=6+8B+D:@:+U:9F:;A8+J+ 68+

:\AFDK+A:+\9?8;:+@8+D=998A:DFKB+@8+Z8:96=BO+%=+68+8BD=B79K+983

A:DFKB+8B798+A:6+X:;FAF@:@86+B:99:7FU:6+J+A:+A8D7?9:+8B+BFBSlB+

S9?\=O+GFB+ 8C;:9S=H+ X?;=+D=998A:DFKB+ 8B798+@8D=@F>FD:DFKB+ J+

D=C\98B6FKB+A8D7=9:+8B+8A+S9?\=+D=B79=A+.9+/O"NH+\+/O/#1H+A=+i?8+

B=+68+=;689UK+8B+A=6+86D=A:986+D=B+e)]O

P+\:97F9+@8+A=6+986?A7:@=6+8k\?867=6+68+\?8@8+D=BDA?F9+i?8+

A=6+86D=A:986+D=B+ e)]2+:1+\9868B7:B+D=C=+S9?\=+\9=;A8C:6+8B+

A:+A8D7?9:+ .D=C\98B6FKB+ J+@8D=@F>FD:DFKB1+ \868+ :+i?8+6?6+ @863

8C\8[=6+A8D7=986+6=B+U:9F:;A86+8B+98A:DFKB+:+A=6+98B@FCF8B7=6+

X=C=SfB8=6+@8+A=6+BF[=6+D=B+Me]_+;1+8UF@8BDF:B+?B+@868C\8[=+

B:99:7FU=+6FCFA:9+:A+@8+A=6+:A?CB=6+6FB+\9=;A8C:6+@8+A8BS?:<8H+

:?B+D?:B@=+?B+C:J=9+\=9D8B7:<8+@8+BF[=6+D=B+e)]+\=688+98B@F3

CF8B7=6+@86D8B@F@=6+=+@8>FDF7:9F=6+.86\8DF:AC8B78+8B+D=C\98B6FKB+

@8+B:99:DF=B861+J+D1+6?+@868C\8[=+A8D7=9+B=+68+98A:DF=B:+D=B+6?6+

X:;FAF@:@86+B:99:7FU:6+=9:A86O+]=+CF6C=+6?D8@8+8B+8A+S9?\=+D=B79=AO

4. Discusión

]:+@F6D?6FKB+i?8+68+\9868B7:+68+=9S:BFV:9h+8B+7=9B=+:+A=6+

7986+hC;F7=6+@8+8678+867?@F=2+8A+@868C\8[=+A8D7=9H+8A+@F6D?96=+

B:99:7FU=+J+A:6+\=6F;A86+98A:DF=B86+8B798+A8D7?9:+J+B:99:DFKB+8B+

86D=A:986+D=B+e)]O

)A+S9?\=+ @8+ :A?CB=6+D=B+ e)]+ :A+689+D=C\:9:@=+ D=B+ 6?+

S9?\=+D=B79=A+ 8UF@8BDF:+ @F>FD?A7:@86+A8D7=9:6H+ A=+ i?8+D=FBDF@8+

D=B+FBU867FS:DF=B86+ 6=;98+8A+ 78C:+ .&DP97X?9+J+ =79=6H+ ,///_+

E:776+J+=79=6H+,//,1O

%=+=;67:B78+A=+:B789F=9H+8A+:BhAF6F6+@8+A:+@F679F;?DFKB+\=93

D8B7?:A+\89CF7FK+867:;A8D89+i?8+8A+98B@FCF8B7=+@8+A=6+86D=A:986+

D=B+e)]+ 86+ U:9F:;A8O+P6TH+ 8B+@8D=@F>FD:DFKB+ A:+ CF7:@+@8+ 8AA=6+

\9868B7:+@868C\8[=+B=9C:AH+?B+b,s+@f>FDF7+J+?B+cs+@868C\83

[=+@86D8B@F@=O+Z=9+6?+\:978H+8B+D=C\98B6FKB+A8D7=9:+?B+789DF=+

B=+8UF@8BDFK+@F>FD?A7:@86H+A:+CF7:@+7F8B8+@f>FDF7+J+?B+#4s+C:3

BF>F867:+?B+@868C\8[=+@86D8B@F@=O+)6+B8D86:9F=+@867:D:9+i?8+

A:+U:9F:;FAF@:@+@86D9F7:+B=+68+=;689U:+8B+A=6+:A?CB=6+D=B+Me]+

\=9i?8+6=A=+ ?B+ "s+7F8B8+ 98B@FCF8B7=6+ @8>FDF7:9F=6+8B+ :C;:6+

X:;FAF@:@86+A8D7=9:6O

13-COLOMA 26-2.indd 366 15-01-13 14:17

!-4

$%$&'()*%+,-+.,/#,0,12+!"#3!4"

EO+E=A=C:H+&O+Z:U8VH+EO+Z8[:A=V:H+EO+P9:J:H+&O+&:SSF=A=H+GO+Z:AC:2

M868C\8[=+A8D7=9+J+B:99:7FU=+8B+86D=A:986+D=B+79:67=9B=+86\8DT>FD=d

M8+:D?89@=+:+A=+68[:A:@=H+:?Bi?8+68+:@UF8978B+@F>898BDF:6+

8B798+A=6+S9?\=6+.e)]3Me]1H+8AA=+B=+FC\AFD:+i?8+7=@=6+A=6+86D=A:3

986+D=B+e)]+C:BF>F8678B+\9=;A8C:6+A8D7=986O+I:AA:VS=6+6FCFA:986+

68+8BD=B79:9=B+8B+?B+867?@F=+A=BSF7?@FB:A+i?8+8U:A?K+A8D7?9:+

8B+BF[=6+D=B+e)]+J+8B+C8B=986+6FB+\9=;A8C:6+@8+A8BS?:<8+8B+

68S?B@=+J+D?:97=+;h6FD=O+]=6+986?A7:@=6+867:;A8DF89=B+i?8+8B+

68S?B@=+;h6FD=+ ?B+bcO#s+@8+A=6+ 86D=A:986+D=B+e)]+8UF@8BDFK+

:A789:DF= B86+ 8B+ D=C\98B6 FKB+ A8D7=9:+ JH+ 8B+ D ?:97=+ ;h6FD=H+ 8A+

!"ONs+@8+8AA=6+C:B7?U=+@FDX=6+\9=;A8C:6+.E:776+J+=79=6H+,//,1O

)A+:BhAF6F6+@8+A:+@F679F;?DFKB+\=9D8B7?:A+\89CF7FK+:@8Ch6+

867:;A8D89+i?8+8kF678+?B+ C:J=9+ \=9D8B7:<8+ @8+BF[=6+ D=B+e)]+

D=B+D=C\9=CF6=+8B+D=C\98B6FKB+A8D7=9:+i?8+8B+@8D=@F>FD:DFKBO+

)AA=+86+ D=X898B78+D=B+ =79=6+ 79:;:<=6+i?8+ X:B+ 8UF@8BDF:@=+A:+

CF6C:+78B@8BDF:+ 8B+ A=6+86D=A:986+D=B+8678+79:67=9B=+.E:776+J+

=79=6H+,//,_+n=77FBS+J+=79=6H+,//-_+o8A6=+J+=79=6H+,//4_+nF6X=\+

J+=79=6H+,//N1O

M:@=+i?8+X?;=+?B+C:J=9+\=9D8B7:<8+@8+:A?CB=6+D=B+e)]+

D=B+@F>FD?A7:@86+8B+A:+D=C\98B6FKB+A8D7=9:H+68+867?@FK+:@8Ch6+

D?hB7=6+\9868B7:;:B+@f>FDF7+8B+@8D=@F>FD:DFKBO+G8+D=B67:7K+i?8+

8A+--s+@8+A=6+BF[=6+D=B+@f>FDF7+8B+D=C\98B6FKB+A8D7=9:+\9868B7:+

D=B<?B7:C8B78+@f>FDF7+8B+@8D=@F>FD:DFKBO+]:+D=8kF678BDF:+@8+:C;=6+

\9=;A8C:6+86+A=+i?8+68+86\89:+D=C=+8A+\89>FA+A8D7=9+7T\FD=+8B+A=6+

BF[=6+D=B+e)]H+68SlB+8A+C=@8A=+;F@FC8B6F=B:A+8B798+@F6A8kF:+J+

e)]+.nF6X=\+J+GB=rAFBSH+,//b1O+M86@8+867:+\896\8D7FU:H+8A+@f3

>FDF7+8B+D=C\98B6FKB+A8D7=9:+@8A+!bs+@8+BF[=6+i?8+B=+\9868B7K+

@F>FD?A7:@86+8B+@8D=@F>FD:DFKB+\=@9T:+867:9+:6=DF:@=+:+6?6+\9=3

;A8C:6+8B+A:+D=C\98B6FKB+=9:AO+WB:+8k\AFD:DFKB+6FCFA:9+68+@F=+

8B+?B+867?@F=+8B+i?8+7:C;FfB+68+8BD=B79K+i?8+:AS?B=6+BF[=6+

D=B+e)]+D=B+\9=;A8C:6+8B+D=C\98B6FKB+A8D7=9:+8UF@8BDF:9=B+?B+

@868C\8[=+:@8D?:@=+8B+@8D=@F>FD:DFKB+.o8A6=+J+=79=6H+,//41O

)B+@8>FBF7FU:H+A=6+@:7=6+D=C8B7:@=6+6?SF898B+i?8+A=6+86D=A:3

986+D=B+e)]+D=B67F7?J8B+?B+S9?\=+@8+9F86S=+\:9:+8A+:\98B@FV:<8+

A8D7=9O+]=+:B789F=9+68+6?678B7:+8B+i?8+6?+98B@FCF8B7=+8B+A8D7?9:+

D=C=+S9?\=+86+6FSBF>FD:7FU:C8B78+FB>89F=9+ :A+ @8+ A=6+ BF[=6+ D=B+

Me]O+P@8Ch6H+A:+\9=\=9DFKB+@8+86D=A:986+D=B+e)]+D=B+8678+7F\=+

@8+@F>FD?A7:@86+6?\89:+:A+\=9D8B7:<8+@8+:A?CB=6+D=B+Me]+i?8+

7:C;FfB+\9868B7:+\9=;A8C:6+A8D7=986O

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A=6+BF[=6+D=B+e)]O

5. Bibliografía Citada

dAm

H+Q8:B3&FDX8A+J+EA:9:+

ordA

H+#NNN2+Lingüística de los textos narra-

tivosO+n:9D8A=B:2+P9F8AO

AdAms

H+E:7X89FB8H+)A:FB8+

CLArke

+J+m8;8DD:+

HAynes

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:B@+G8B78BD8+D=C\98X8B6F=B+FB+DXFA@98B+rF7X+6\8DF>FD+=+\9:SC:3

7FD+A:BS?:S8+FC\:F9C8B76uH+International Jour nal of Language &

Communication Disorders+bb+.!1H+!/#3!#cO

ÁLvArez

H+p89:9@=H+,//#2+Texto y Discurso: Introducción a la Lingüística

del textoO+E=BD8\DFKB2+)@F7=9F:A+@8+A:+WBFU896F@:@+@8+E=BD8\DFKBO

meriCAn

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+,//"2+ tP?@F=A=SJ+

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*B>=G89F86I8:9FBS]=66eJ\86O\@>y68:9DX+v+s,,M8S988s,,H+>8DX:+

@8+D=B6?A7:2+/N+@8+:S=67=+@8+,/##zO

13-COLOMA 26-2.indd 370 15-01-13 14:17

!4#

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BAssoLs,

+&:9S:9F7:+J+ PB:+

torrent

H+#NN42+Modelos textuales, Teoría y

PrácticaO+n:9D8A=B:2+$D7:8@9=O

Bedore

H+]F6:+J+ ]:r98BD8+

LeonArd

H+,//"2+tL89;+FB>A8D7F=B6+ :B@+B=?B+

\X9:68+C=9\X=A=SJ+ FB+ 7X8+ 6\=B7:B8=?6+6\88DX+=>+ G\:BF6X3

6\8:aFBS+DXFA@98B+rF7X+ 6\8DF>FD+ A:BS?:S8+ FC\:F9C8B7uH+Applied

Psycholinguistics+,-H+#N"3,,"O

efi

-L

opes

H+M8;=9:+&:9T:H+PB:+E:9=AFB:+Z:FU:+

ento

+J+Q:DJ+

erissinoto

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,//c2+t%:99:{|=+@8+XF67K9F:6+\=9+D9F:B{:6+D=C+@F67l9;F=+86\8DT>FD=+

@8+AFBS?:S8CuH Pró-Fono Rev. Atual. Cient.+,/+.,1H+N!3NcO

BisHop

H+M=9=7XJ+J+PBB8+

edmundson

H+#Nc42+t]:BS?:S8+*C\:F98@+b3J8:963

=A@2+MF67FBS?F6XFBS+79:B6F8B7+>9=C+\896F678B7+FC\:F9C8B7uH+Journal

of Speech and Hearing Disorders ",H+#"-3#4!O

isHop

H+M=9=7XJ+J+E:7X89FB8+

dAms

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C8:BFBSuH+Journal of Speech and Hearing Research !"H+##N3#,NO

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+M=9=7XJ+J+&:9S:987X

snowLing

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G\8DF>FD+]:BS?:S8+*C\:F9C8B72+G:C8+=9+MF>>898B7}uH+Psychological

Bulletin+#!/H+c"c3cc-O

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Anexo

13-COLOMA 26-2.indd 375 15-01-13 14:17

13-COLOMA 26-2.indd 376 15-01-13 14:17

Reading Strategies for Children with Developmental Language Disorder

Article

Full-text available

Nov 2022

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.

Conciencia Fonológica y Fluidez Lectora en Escolares con y sin Trastorno del Desarrollo del Lenguaje de Segundo, Tercero y Cuarto año de enseñanza básica

Article

Full-text available

Sep 2024

La fluidez lectora requiere de habilidades metafonológicas para leer eficientemente las palabras. Dichas habilidades tienden a estar descendidas en los niños con Trastorno del Desarrollo del Lenguaje (TDL). Aun así, no se ha puesto suficiente atención en su fluidez, por lo que en este estudio se describen las relaciones entre esa habilidad y la conciencia fonológica en 15 escolares con TDL y 15 con Desarrollo Típico del Lenguaje (DTL) de segundo, tercer y cuarto año básico. Mediante ANOVAS mixtos de medidas repetidas, y considerando la edad como covariable, se examinan las diferencias entre los grupos y si las habilidades de conciencia fonológica se asocian a diferencias en fluidez lectora. Se utilizó el Instrumento de Diagnóstico para los Trastornos Específicos de Lenguaje en Edad Escolar (IDTEL) para medir adición e inversión de sílabas y unión de fonemas. La fluidez (velocidad, precisión, volumen, entonación, pausas, segmentación, calidad global y fluidez total) se evaluó a través de la Escala de Fluidez Lectora en Español. Se observaron correlaciones entre unión de fonemas y la precisión, segmentación y calidad global de la lectura de los niños con TDL. En los niños con DTL, se observaron correlaciones entre inversión silábica y unión de fonemas con la fluidez. Los principales resultados de los ANOVAS mixtos indican un efecto del diagnóstico en los niños con TDL, tanto en conciencia fonológica como en fluidez lectora. Para ambos grupos existió un efecto de la habilidad fonológica para unir fonemas sobre la fluidez lectora.

Developmental Language Disorders: Interprofessional Collaboration Between Teachers and Speech-Language Pathologists/Therapists

Chapter

Jun 2023

Developmental language disorder is a neurodevelopmental disorder characterized by unexplained persistent language difficulties, which affects around 7.5% of school children. Despite this prevalence, developmental language disorder has poor public awareness, and early detection is crucial for appropriate assistance and to minimize negative impacts on academic performance and mental, social, and emotional health. Inclusive education demands that learners must be supported to succeed, and interprofessional collaboration between speech-language pathologists/therapists, teachers, and other professionals is essential for the needs of children with developmental language disorder. The chapter aims to increase support and awareness about developmental language disorders in children and focus on collaboration teamwork between teachers and speech-language pathologists/therapists.

307-Texto del artículo-414-1-10-20220221

Article

Full-text available

Mar 2021

El objetivo de este estudio es comparar la tendencia evolutiva del uso del discurso indirecto (DI) en niños con Trastorno del desarrollo del lenguaje (TDL) y niños con desarrollo típico (DT). Hemos observado que, pese a que en ambos grupos las tendencias evolutivas parecen ser similares, existen ciertas diferencias en el modo en el que acceden al dominio de la forma. Mientras que en el grupo TDL el análisis reporta que los usos de DI con desviación indican una incidencia significativa, no ocurre lo mismo en el grupo DT. El análisis comparativo indica diferencias en el patrón evolutivo en cada momento de la toma de la distribución de frecuencias según tipos de desviación. El hipérbaton parece ser una forma típica para el grupo TDL.Investigaciones como la reportada pueden contribuir al diseño de instrumentos de evaluación más sensibles.

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

Article

Full-text available

Dec 2022

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.

Trabajo colaborativo para el aprendizaje de la lectoescritura en niños con diagnóstico de TEL en un contexto rural durante la pandemia por Covid-19

Article

Jan 2024

Children with SLI (Specific Language Impairment) can show difficulties in the acquisition of literacy skills, which worsened as a consequence of the COVID-19 pandemic. That is why the teachers’ actions are key for intervention in this regard. The aim of this study was to understand how the strategies based on collaborative work favour the acquisition of literacy skills in students from a rural school in the Biobío region during the COVID-19 health crisis. For this purpose, a descriptive study was carried out to identify those strategies that favour learning in students. The necessary information was collected through a semi-structured interview to third grade teachers from a rural school on Santa María island. The relevance of the methodological strategies to address the educational needs of students in a context of crisis is further examined.

Reading comprehension skills in children with language development disorder—Systematic review

Article

Oct 2024

Association between accentual prosodic awareness and reading comprehension in children with language development disorder in fourth grade

Article

Full-text available

Aug 2024

Introduction: developmental language disorder (DLD) is a common problem that affects language levels in different degrees of severity. Reading comprehension (CL) is a fundamental skill that is affected in children with DLD. Accentual prosodic awareness (CPA) is a complex metaphonological skill that is related to CL. However, the association between CPA and CL in children with DLD at school has not been widely studied.Methods: a quantitative, non-experimental, transactional and correlational study was carried out that evaluated the variables CL, CPA and TDL in 55 Chilean children who were in fourth grade. The LECTUM test was used to evaluate CL and adaptations of the lexical and metric accent tests to Chilean Spanish were used to evaluate CPA.Results: the results showed a significant association between CPA and CL in children with DLD. Children with DLD presented poor performance compared to normotypical children in the lexical and metric CPA tasks.Conclusions: the study found an association between accentual prosodic awareness and reading comprehension in children with language development disorder in fourth grade. These results suggest that CPA may be an important predictor of CL in children with DLD and that its assessment may be useful to identify children who need additional support in reading development.

Comunicar historias. El rol de la intervención para el desarrollo de habilidades narrativas

Article

Full-text available

Jun 2024

Marta E. Vivas-Rodríguez

La presente investigación tiene por objetivo analizar el rol de la intervención para el desarrollo comunicativo del discurso narrativo, tanto para niños y niñas con desarrollo típico como para aquellos con Trastorno del Lenguaje (TDL). La revisión bibliográfica, el análisis cualitativo y la investigación hermenéutica son las bases metodológicas seguidas. Para su desarrollo se ha seguido el método PRISMA, configurado como un instrumento para la confección de revisiones sistemáticas, de tal forma que los investigadores puedan certificar estudios inteligibles y eficaces para la toma de decisiones. Los resultados se han sistematizado atendiendo a cuatro pautas: las investigaciones para el discurso narrativo en el desarrollo típico, aquellas otras para los niños con TDL, los estudios relevantes para el análisis de la importancia de la intervención y, por último, y sustancial, los Programas de Intervención en Habilidades Narrativas. Se presentan dos programas específicos: Story Champs y EDEN, los cuales abordan aspectos claves del discurso narrativo, tales como la estructura de la historia, el uso de vocabulario apropiado y la coherencia global. Se concluye incidiéndose en la importancia de saber comunicar historias para el desarrollo de habilidades narrativas.

La lectura en alumnado hispanohablante con trastorno del desarrollo del lenguaje. Una revisión

Article

Feb 2023

Juan C. Ripoll

Discurso narrativo en escolares de 1° básico con Trastorno Específico del Lenguaje (TEL)

Article

Full-text available

Mar 2014
REV SIGNOS

Carmen Julia Coloma

Narrative production in children with Specific Language Impairment (SLI) may be poor, and that deficit could impact their school performance. There is scarce information regarding the features of the narrative deficit in Spanish-speaking children with SLI. Consequently, the aim of this work is to study the structure and the semantic relations (causal and temporal) of the oral narrations produced by first grade children with SLI. Twenty children with an SLI diagnose were recruited, together with 19 children with no language impairment. Mean age for both groups were 6 years, 7 months. Narrative discourse was elicited through the retelling of three stories. Narratives were analyzed for structural categories and semantic relations (causal and temporal relations between the events). Results showed that children with SLI structured their stories poorly when compared to the control group. In addition, a significant percentage of children with SLI showed deficits in the structure of their stories. Moreover, children with SLI used fewer causal relations than the control group. However, the amount of temporal relations was similar in both groups. Finally, a significant correlation between structure and content of narrative discourse was found.

Associated Reading Skills in Children with a History of Specific Language Impairment (SLI)

Article

Full-text available

Feb 2006

A large cohort of 200 eleven-year-old children with Specific Language Impairment (SLI) were assessed on basic reading accuracy and on reading comprehension as well as language tasks. Reading skills were examined descriptively and in relation to early language and literacy factors. Using stepwise regression analyses in which age and nonverbal IQ were controlled for, it was found that a single word reading measure taken at 7 years was unsurprisingly a strong predictor of the two different types of reading ability. However, even with this measure included, a receptive syntax task (TROG) entered when reading accuracy score was the DV. Furthermore, a test of expressive syntax/narrative and a receptive syntax task completed at 7 years entered into the model for word reading accuracy. When early reading accuracy was excluded from the analyses, early phonological skills also entered as a predictor of both reading accuracy and comprehension at 11 years. The group of children with a history of SLI were then divided into those with no literacy difficulties at 11 and those with some persisting literacy impairment. Using stepwise logistic regression, and again controlling for IQ and age, 7 years receptive syntax score (but not tests of phonology, expressive vocabulary or expressive syntax/narrative) entered as a positive predictor of membership of the ‘no literacy problems’ group regardless of whether early reading accuracy was controlled for in step one. The findings are discussed in relation to the overlap of SLI and dyslexia and the long term sequelae of language impairment.

Developmental Dyslexia and Specific Language Impairment: Same or Different?

Article

Full-text available

Nov 2004

Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus underestimates the independent influence of semantic and syntactic deficits, which are widespread in SLI and which affect reading comprehension and impair attainment of fluent reading in adolescence. The authors suggest that 2 dimensions of impairment are needed to conceptualize the relationship between these disorders and to capture phenotypic features that are important for identifying neurobiologically and etiologically coherent subgroups.

Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?

Article

Full-text available

Mar 2009
CHILD DEV

Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only (n = 35), dyslexia (DX) only (n = 73), LI + DX (n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI.

Comprehension problems in children with specific language impairment: Literal and inferential meaning

Article

Full-text available

Mar 1992
J Speech Hear Res

A group of 61 schoolchildren with specific language impairment (SLI) was compared with a control group on a comprehension task, in which the child was questioned about a story that had been presented either orally or as a series of pictures. Half the questions were literal, requiring the child to provide a detail that had been mentioned or shown explicitly in the story. The remainder required the child to make an inference about what had not been directly shown or stated. SLI children were impaired on this task, even after taking into account "comprehension age," as assessed on a multiple-choice test. However, the effects of mode of presentation and question type were similar for control and SLI groups. Children who fitted the clinical picture of semantic-pragmatic disorder had lower scores than other SLI children on this task. In addition, they were more prone to give answers that suggested they had not understood the question. However, as with the other SLI children, there was no indication that they had disproportionate difficulty with inferential questions. It is concluded that SLI children are impaired in constructing an integrated representation from a sequence of propositions, even when such propositions are presented nonverbally.

Language-impaired 4-year-olds: Distinguishing Transient from Persistent Impairment

Article

Full-text available

Jun 1987

In a prospective, longitudinal study, 87 language-impaired children were assessed at the ages of 4, 4 1/2, and 5 1/2 years on a battery of language measures. In 37% of children, who were termed the "good outcome group," the language disorder had resolved by the age of 5 1/2 years so that children were indistinguishable from a control group. If one restricted consideration only to those 68 children whose nonverbal ability was within normal limits, the figure rose to 44%. Outcome for individual children (good or poor) could be predicted with 90% accuracy on the basis of test measures obtained at 4 years. The best predictor was ability to tell back a simple story to pictures. The one language measure that did not relate to outcome was phonological competence.

Language impairment and reading disabilities

Article

Jan 1993

Hugh W Catts

Evaluación de marcadores psicolingüísticos en el diagnóstico de niños con trastorno específico del lenguaje

Article

Dec 2004

This study presents the results of 41 specific language impairments (SLI) in Spanish children in 27 different tasks. The tests are based on well known tools and procedures commonly used in language pathology assessment. The objective was to determine the main indicators and psycholinguistic characteristics of these language disorders. A control- group of children aged between 5-12 was recruited in order to analyse and establish intersubject differences. The control was matched to the SLI-group by age and school level. The results show that Spanish-SLI group performed significantly worse than the control non-SLI group in 25 of the tests evaluated. These data confirm previous studies using different languages. In addition, discriminant analysis shows that only 2 tests (repetition of sound sequences and definitions) can explain the 54 % of inter-subject variance. In our opinion, the results obtained in this work help to shed light on the psycholinguistic structure of the Spanish-SLI and its screening evaluation.

Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment

Article

Apr 2005
APPL PSYCHOLINGUIST

Laurence Leonard

Spanish-speaking preschoolers with specific language impairment (SLI) were compared to typically developing same-age peers (TD-A) and younger typically developing children matched for mean length of utterance (TD-MLU) in terms of their use of grammatical morphology in spontaneous speech. The children with SLI showed high levels of accuracy on present tense and past tense (preterite) verb inflections. However, their use of definite articles and direct object clitics was significantly more problematic than for either the TD-MLU or the TD-A children. Substitutions and omissions were observed, especially in contexts requiring plural articles and clitics. Many of the details of the observed Spanish SLI profile were predicted by Wexler's (Extended) Unique Checking Constraint (EUCC) proposal. Remaining details in the data could be accommodated by making additional assumptions within the same general linguistic framework as the EUCC. Some of the differences between the findings from Spanish and those from previous studies on related languages such as Italian suggest the need for clinical assessment and intervention procedures that are shaped as much by language-specific details as by the language's typology.

Narrative abilities in monolingual and dual language learning children with specific language impairment

Article

Nov 2010

The aim of this study was to compare narrative abilities in children with specific language impairment (SLI) who are monolingual and those who are dual language learners. The participants were 26 children with SLI, 14 monolingual English speakers and 12 dual language learners. The dual language learners were English dominant and spoke a variety of other languages in the home. The two SLI groups were compared using standardized tests and measures from two narrative samples. Compared to the monolingual children, the dual language learners achieved lower scores on standardized tests of morphosyntax but not on measures of language form derived from the narrative samples. Both groups achieved below average scores on productivity, narrative structure, literate language, and language form measures from the narrative samples. The data suggest that narrative samples can be a sensitive way to assess the language skills of dual language learners with specific language impairment. Furthermore, the findings are consistent with the position that English standardized tests may be a biased assessment measure when used with dual language learners, particularly for the assessment of expressive morphosyntactic skills. Readers will be able to (1) describe the narrative abilities of typically developing dual language learners; (2) describe similarities between the narrative abilities of children with SLI who are monolingual and dual language learners; (3) identify ways to analyses narratives at a variety of levels.

Desempeño lector y narrativo en escolares con trastorno específico del lenguaje

Abstract

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