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

  1. Víctor M. Acosta Rodríguez 1
  2. Sergio Hernández Expósito 1
  3. Gustavo Mario Ramírez Santana 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Revista de educación

ISSN: 0034-8082

Ano de publicación: 2020

Número: 390

Páxinas: 57-78

Tipo: Artigo

DOI: 10.4438/1988-592X-RE-2020-390-465 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista de educación

Indicadores

Citas recibidas

  • Citas en Scopus: 1 (21-01-2023)
  • Citas en Dialnet Métricas: 1 (26-01-2023)
  • Citas en Web of Science: 0 (04-01-2023)

JCR (Journal Impact Factor)

  • Ano 2020
  • Factor de impacto da revista: 1.057
  • Factor de impacto sen autocitas: 0.929
  • Article influence score: 0.379
  • Cuartil maior: Q4
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q4 Posición na área: 234/265 (Edición: SSCI)

SCImago Journal Rank

  • Ano 2020
  • Impacto SJR da revista: 0.643
  • Cuartil maior: Q2
  • Área: Education Cuartil: Q2 Posición na área: 377/1634

Índice Dialnet de Revistas

  • Ano 2020
  • Factor de impacto da revista: 1,880
  • Ámbito: EDUCACIÓN Cuartil: C1 Posición no ámbito: 11/233

CIRC

  • Ciencias Sociais: B

Scopus CiteScore

  • Ano 2020
  • CiteScore da revista: 2.1
  • Área: Education Percentil: 66

Journal Citation Indicator (JCI)

  • Ano 2020
  • JCI da revista: 0.59
  • Cuartil maior: Q3
  • Área: EDUCATION & EDUCATIONAL RESEARCH Cuartil: Q3 Posición na área: 407/724

Resumo

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.

Información de financiamento

La presente investigación forma parte del proyecto “Intervención en comprensión lectora en alumnado de riesgo: Retraso de Lenguaje (RL) y Trastorno Específico de Lenguaje (TEL)” (Referencia: EDU2017-84193-R). Financiación aportada por el Ministerio de Economía y Competitividad del Gobierno de España.

Financiadores

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