Aplicación de un programa de intervención léxico-semántica en alumnado con Trastorno Específico del Lenguaje

Referencias bibliográficas

• Acosta, V., Moreno, A., & Axpe, A. (2011). Análisis de las prácticas de lenguaje oral y de lectura inicial en escolares con Trastorno Específico del Lenguaje en contextos de familia y aula. Cultura y Educación, 23, 43–56. doi:10.1174/113564011794728579[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Acosta, V., Ramírez, G., & Hernández, S. (2013). Identificación y clasificación de alumnado con Trastorno Específico del Lenguaje (TEL). Revista de Logopedia, Foniatría y Audiología, 33, 157–164. doi:10.1016/j.rlfa.2013.07.006[Crossref], [Google Scholar]
• Aguado, G. (1999). Trastorno Específico del Lenguaje. Retraso del lenguaje y disfasia. Málaga: Ediciones Aljibe. [Google Scholar]
• Aguado, G., Cruz, J., & Domezáin, M. (2003). Comprender el lenguaje haciendo ejercicios. Madrid: Entha Ediciones. [Google Scholar]
• Alt, M., Plante, E., & Creusere, M. (2004). Semantic features in fast-mapping: performance of preschoolers with Specific Language Impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407–420. doi:10.1044/1092-4388(2004/033)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Bedore, L. M., & Leonard, L. B. (1998). Specific Language Impairment and grammatical morphology: a discriminant function analysis. Journal of Speech, Language, and Hearing Research, 41, 1185–1192. doi:10.1044/jslhr.4105.1185[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Bishop, D. (1997). Uncommon understanding: development and disorder in language comprehension in children. London: Psychology Press. [Google Scholar]
• Botting, N., & Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language and Communication Disorders, 40, 49–66. doi:10.1080/13682820410001723390[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Brackenbury, T., & Pye, C. (2005). Semantic deficits in children with language impairments: issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5–16. doi:10.1044/0161-1461(2005/002)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96, 415–422. doi:10.1086/461836[Crossref], [Web of Science ®], [Google Scholar]
• Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671–681. doi:10.1037/0022-0663.96.4.671[Crossref], [Web of Science ®], [Google Scholar]
• Centeno, J., Anderson, R., & Obler, L. (2007). Communication disorders in Spanish speakers. Clevedon: Multilingual Matters. [Google Scholar]
• Cirrin, F., Schooling, T., Nelson, N., Diehl, S., Flynn, P., Staskowski, M., & Adamczyk, D. (2010). Evidence-based systematic review: effects of different service delivery models on communication outcomes for elementary school-age children. Language, Speech, and Hearing Services in Schools, 41, 233–264. doi:10.1044/0161-1461(2009/08-0128)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Conti-Ramsden, G. (2003). Processing and linguistics markers in young children with Specific Language Impairment (SLI). Journal of Speech, Language, and Hearing Research, 46, 1029–1037. doi:10.1044/1092-4388(2003/082)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for Specific Language Impairment (SLI). Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 741–748. doi:10.1111/jcpp.2001.42.issue-6[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Cuetos, F., González, J., & De Vega, M. (2015). Psicología del lenguaje. Madrid: Editorial Médica Panamericana. [Google Scholar]
• Dockrell, J., Messer, D., George, R., & Ralli, A. (2003). Beyond naming patterns in children with WFDs—definitions for nouns and verbs. Journal of Neurolinguistics, 16, 191–211. doi:10.1016/S0911-6044(02)00012-X[Crossref], [Web of Science ®], [Google Scholar]
• Dunn, L., Padilla, E., Lugo, D., & Dunn, L. (1986). Test de Vocabulario en Imágenes Peabody. Madrid: TEA. [Google Scholar]
• Ellis Weismer, S., & Edwards, J. (2006). The role of phonological storage deficits in Specific Language Impairment: a reconsideration. Applied Psycholinguistics, 27, 556–562.[Web of Science ®], [Google Scholar]
• Ellis Weismer, S., & Hesketh, L. (1996). Lexical learning by children with Specific Language Impairment: effects of linguistic input presented at varying speaking rates. Journal of Speech and Hearing Research, 39, 177–190. doi:10.1044/jshr.3901.177[Crossref], [PubMed], [Google Scholar]
• Ellis Weismer, S., Tomblin, J., Zhang, X., Buckwalter, P., & Chynoweth, J. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865–878. doi:10.1044/jslhr.4304.865[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Fulkerson, A., & Waxman, S. (2007). Words (but not tones) facilitate object categorization: evidence from 6- and 12-month-olds. Cognition, 105, 218–228. doi:10.1016/j.cognition.2006.09.005[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: is there a causal connection? Journal of Memory and Language, 29, 336–360. doi:10.1016/0749-596X(90)90004-J[Crossref], [Web of Science ®], [Google Scholar]
• Graf, K., Evans, J., & Else, N. (2007). Differences in the nonword repetition performance of children with and without Specific Language Impairment: a meta-analysis. Journal of Speech, Language, and Hearing Research, 50, 177–195. doi:10.1044/1092-4388(2007/015)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Gray, S. (2004). Word learning by preschoolers with Specific Language Impairment: predictors and poor learners. Journal of Speech, Language, and Hearing Research, 47, 1117–1132. doi:10.1044/1092-4388(2004/083)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Kan, P., & Windsor, J. (2010). Word learning in children with Primary Language Impairment: a meta-analysis. Journal of Speech Language, and Hearing Research, 53, 739–756. doi:10.1044/1092-4388(2009/08-0248)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Kaufman, A., & Kaufman, N. (2000). Test Breve de Inteligencia de Kaufman (K-Bit). Madrid: Tea. [Google Scholar]
• Kirk, S., McCarthy, J., & Kirk, W. (2005). Test Illinois de Habilidades Psicolingüísticas. Madrid: tea. [Google Scholar]
• Leonard, L. (2014). Children with Specific Language Impairment (2nd ed.). Cambridge, MA: MIT Press. [Google Scholar]
• McGregor, K., & Appel, K. (2002). On the relation between mental representation and naming in a child with Specific Language Impairment. Clinical Linguistics and Phonetics, 16, 1–20. doi:10.1080/02699200110085034[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• McGregor, K., Newman, R., Reilly, R., & Capone, N. (2002). Semantic representation and naming in children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014. doi:10.1044/1092-4388(2002/081)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Nash, M., & Donaldson, M. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language, and Hearing Research, 48, 439–458. doi:10.1044/1092-4388(2005/030)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Nelson, N., & Van Meter, A. (2006). Finding the words: vocabulary development for young authors. Austin: Pro-Ed. [Google Scholar]
• Parsons, S., Law, J., & Gascoigne, M. (2005). Teaching receptive vocabulary to children with SPL: a curriculum-bases approach. Child Language Teaching and Therapy, 21, 39–59. doi:10.1191/0265659005ct280oa[Crossref], [Google Scholar]
• Paul, R. (2001). Language disorders from infancy to adolescence: assessment and intervention. St. Louis: Mosby. [Google Scholar]
• Pérez, E. (2013). Diagnóstico e intervención en las dificultades evolutivas del lenguaje oral. Barcelona: Lebón. [Google Scholar]
• Petruccelli, N., Bavin, E., & Brethertonb, E. (2012). Children with Specific Language Impairment and resolved late talkers: working memory profiles at 5 years. Journal of Speech, Language, and Hearing research, 55, 1690–1703. doi:10.1044/1092-4388(2012/11-0288)[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Pita, E., & Arribas, J. (1989). Vocabulario básico en imágenes. Madrid: CEPE. [Google Scholar]
• Plunkett, K., & Cohen, L. (2008). Labels can override perceptual categories in early infancy. Cognition, 106, 665–681. doi:10.1016/j.cognition.2007.04.003[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Rice, M., Oetting, J., Marquis, J., Bode, J., & Pae, S. (1994). Frequency of input effects on word comprehension of children with Specific Language Impairment. Journal of Speech and Hearing Research, 37, 106–122. doi:10.1044/jshr.3701.106[Crossref], [PubMed], [Google Scholar]
• Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of Specific Language Impairment in english-speaking children. Journal of Speech and Hearing Research, 39, 1239–1257. doi:10.1044/jshr.3906.1239[Crossref], [PubMed], [Google Scholar]
• Sanz-Torrent, M. (2002). Los verbos en niños con Trastorno Específico del Lenguaje. Revista de Logopedia, Foniatría y Audiología, 22, 100–110. doi:10.1016/S0214-4603(02)76227-X[Crossref], [Google Scholar]
• Sanz-Torrent, M., & Andreu, L. (2013). El Trastorno Específico del Lenguaje. Diagnóstico e intervención. Barcelona: Editorial UOC. [Google Scholar]
• Sanz-Torrent, M., Andreu, L., Badia, I., & Sidera, F. (2011). Argument omissions in preschool catalan and spanish speaking children with SLI. Infancia y Aprendizaje, 34, 49–66. doi:10.1174/021037011794390085[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Semel, E., Wiig, E., & Secord, W. (2003). Clinical Evaluation of Language Fundamentals. San Antonio: Psychological Corporation. [Google Scholar]
• Serra, M. (2013). Comunicación y lenguaje. La nueva neuropsicología cognitiva, II. Barcelona: Publicaciones y Ediciones de la Universidad de Barcelona. [Google Scholar]
• Serra, M., & Bosch, L. (1992). Cognitive and linguistic errors in SLI children: a new perspective from language production models. Scandinavian Journal of Logopedics and Phoniatrics, 17, 59–68. doi:10.3109/14015439209099183[Taylor & Francis Online], [Google Scholar]
• Stahl, A., & Nagyw, W. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum Associates. [Google Scholar]
• Steele, S., & Mills, S. (2011). Vocabulary intervention for school-age children with language impairment: a review of evidence and good practice. Child Language Teaching and Therapy, 27, 354–370. doi:10.1177/0265659011412247[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Steele, S., & Watkins, R. (2010). Learning word meanings during reading by children with language learning disability and typically-developing peers. Clinical Linguistics and Phonetics, 24, 520–539. doi:10.3109/02699200903532474[Taylor & Francis Online], [Web of Science ®], [Google Scholar]
• Stothard, S., Snowling, M., Bishop, D., Chipchase, B., & Kaplan, C. (1998). Language impaired preschoolers: a follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407–418. doi:10.1044/jslhr.4102.407[Crossref], [PubMed], [Web of Science ®], [Google Scholar]
• Verche, E., Hernández, S., Quintero, I., & Acosta, V. (2013). Alteraciones de la memoria en el Trastorno Específico del Lenguaje: una perspectiva neuropsicológica. Revista de Logopedia, Foniatría y Audiología, 33, 179–185. doi:10.1016/j.rlfa.2013.07.002[Crossref], [Google Scholar]
• Wilson, G., Nash, M., & Earl, G. (2010). Supporting students with language learning difficulties in secondary schools through collaboration: the use of concept maps to investigate the impact on teachers’ knowledge of vocabulary teaching. Child Language Teaching and Therapy, 26, 163–179. doi: 10.1177/0265659010368749[Crossref], [Web of Science ®], [Google Scholar]