Rendimiento lector en alumnado con trastorno específico del lenguaje. Implicaciones educativas sobre diferentes subtipos

  1. Víctor M. Acosta Rodríguez 1
  2. Gustavo M. Ramírez Santana 1
  3. Nayarit Del Valle Hernández 1
  4. Sergio Hernández Expósito 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Bordón: Revista de pedagogía

ISSN: 0210-5934,  2340-6577

Year of publication: 2016

Volume: 68

Issue: 4

Pages: 9-25

Type: Article

DOI: 10.13042/BORDON.2016.34963 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Bordón: Revista de pedagogía

Abstract

INTRODUCTION. All explanatory models of reading learning agree on the participation of two major processes: decoding and comprehension. Children who often have problems in decoding (dyslexia) or understanding (poor comprehenders), but there is a group of children which present a problem of mixed reading, i.e., they are affected by both processes. These students are diagnosed with Specific Language Impairment (SLI). This research has deepened in the study of different reading processes affecting a sample of students classified in two subtypes of SLI: the Receptive - Expressive SLI (SLI ER) and Expressive SLI (SLI E). METHOD. A battery of tests were used to measure linguistic, neuropsychological and reading skills to a total of 58 children (29 typically developing and 29SLI, 16 SLI ER and 13 SLI E) between 5.6 and 11.2 years old. RESULTS. Both SLI subtypes have similar performance in the lexical- phonological factor, but clearly differ in the semantic-grammatical one. This would lead us to conclude that children with SLI have a mixed reading disorder affecting both the decoding process and reading comprehension. However, children with SLI ER have a worse performance in the semantic -grammatical factor and they differentiate significantly from the SLI E subtype.DISCUSSION. The educational intervention with these students should keep in mind that you will need to automate the lexical- phonological processes with the two subtypes of SLI, but a more intensive program of reading comprehension must be established with the SLI ER subtype.

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Funding information

Financiación del Ministerio de Economía y Competitividad del Gobierno de España. 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

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