Intervención temprana en conciencia morfológica en alumnado con Trastornos en el Desarrollo del Lenguaje

  1. Víctor M. Acosta Rodríguez
  2. Sergio Hernández Expósito
  3. Gustavo Mario Ramírez Santana
Journal:
Revista de educación

ISSN: 0034-8082

Year of publication: 2020

Issue: 390

Pages: 57-78

Type: Article

Export: RIS
DOI: 10.4438/1988-592X-RE-2020-390-465 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Metrics

JCR (Journal Impact Factor)

  • Year 2020
  • Journal Impact Factor: 1.057
  • Best Quartile: Q4
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 233/264 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2020
  • SJR Journal Impact: 0.643
  • Best Quartile: Q2
  • Area: Education Quartile: Q2 Rank in area: 376/1543

Índice Dialnet de Revistas

  • Year 2020
  • Journal Impact: 1.863
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 11/230

CIRC

  • Social Sciences: B

CiteScore

  • Year 2020
  • CiteScore of the Journal : 1.9
  • Area: Education Percentile: 63

Journal Citation Indicator (JCI)

  • Year 2020
  • Journal Citation Indicator (JCI): 0.59
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 406/723

Abstract

Introduction: The main objective of this research has been to verify the effectiveness of an intervention program on morphological awareness of pupils with Typical Development and with Developmental Language Disorder. Methodology: A total of 99 5-year-old pupils from schools in Tenerife Island (Canary Islands, Spain) participated. The CELF-4 words structure subtest was used. The intervention program consisted of 40 sessions of 15 minutes duration and was implemented by Early Childhood teachers and speech language therapists. Results: The results indicated that pupils diagnosed with DLD initially presented worse performance in words structure than those diagnosed with typical development. Once the program is finished, the pupils with DLD, in addition to improving their performance, is the group with the highest profits in words structure. Conclusions: There are educational implications for organizing an early intervention of an inclusive and collaborative nature, but that must be explicitly planned to attract the attention of pupils with DLD on the morphology of words and achieve their transfer to other more complex words. The collaboration between professionals and the development of the program in group situations considerably increases the number of episodes of teaching, circumstance that will favor the morphological awareness and the relationships between the base words and their derived and flexed forms.

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