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

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

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revue:
Revista de psicodidáctica

ISSN: 1136-1034

Année de publication: 2018

Volumen: 23

Número: 1

Pages: 2

Type: Article

DOI: 10.1016/J.PSICOD.2017.07.002 DIALNET GOOGLE SCHOLAR lock_openAccès ouvert editor

Résumé

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.

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