El uso combinado de narraciones orales y actividades morfosintácticas para mejorar habilidades gramaticales de alumnado con Trastorno Específico del Lenguaje (TEL)

  1. Ramírez Santana, Gustavo M. 1
  2. Acosta Rodríguez, Víctor M. 1
  3. Moreno Santana, Ana M. 1
  4. del Valle Hernández, Nayarit 1
  5. Axpe Caballero, Ángeles 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Revista de psicodidáctica

ISSN: 1136-1034

Year of publication: 2018

Volume: 23

Issue: 1

Type: Article

DOI: 10.1016/J.PSICOD.2017.07.002 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de psicodidáctica

Metrics

Cited by

  • Scopus Cited by: 6 (29-01-2024)
  • Dialnet Métricas Cited by: 5 (25-02-2024)
  • Dimensions Cited by: 5 (13-01-2024)

JCR (Journal Impact Factor)

  • Year 2018
  • Journal Impact Factor: 2.1
  • Journal Impact Factor without self cites: 1.825
  • Article influence score: 0.393
  • Best Quartile: Q2
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q2 Rank in area: 16/59 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2018
  • SJR Journal Impact: 0.928
  • Best Quartile: Q1
  • Area: Education Quartile: Q1 Rank in area: 168/1600
  • Area: Developmental and Educational Psychology Quartile: Q2 Rank in area: 97/355

Índice Dialnet de Revistas

  • Year 2018
  • Journal Impact: 2.300
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 4/116
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 3/241

CIRC

  • Social Sciences: A+

Scopus CiteScore

  • Year 2018
  • CiteScore of the Journal : 3.5
  • Area: Education Percentile: 89
  • Area: Developmental and Educational Psychology Percentile: 76

Journal Citation Indicator (JCI)

  • Year 2018
  • Journal Citation Indicator (JCI): 1.76
  • Best Quartile: Q1
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q1 Rank in area: 90/717
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q1 Rank in area: 12/74

Dimensions

(Data updated as of 13-01-2024)
  • Total citations: 5
  • Recent citations (2 years): 3

Abstract

This paper presents an intervention program that combines storytelling with morphosyntactic activities to improve grammar skills in pupils with Specific Language Impairment (SLI). The sample consisted of a total of 34 pupils diagnosed with SLI and 34 children with typical language development. For the selection of the sample, the CELF-3 test, the Peabody test, the Hearing Association and Visual Association subtests of the ITPA and the K-BIT Intelligence test were used. The intervention program consisted of 216 sessions of 40 minutes each, in which oral narrative activities were combined with other activities related to the automation of morphosyntactic skills. Significant gains were made in the group of children with SLI versus controls in total ungrammaticality, ungrammatical sentences, morphological and syntactical errors. In conclusion, a combined program of both storytelling and morphosyntactic skills improves grammatical achievement in pupils with SLI.

Funding information

Este trabajo se ha desarrollado dentro del Proyecto de Investigación «Funciones ejecutivas y lenguaje en alumnado con TEL. Un modelo de evaluación e intervención con bases psicolingüística y neuropsicológica» (Referencia EDU2011-27789). Financiado por el Ministerio de Economía y Competitividad del Gobierno de España.

Funders

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