Intervention in Syntactic Skills in Pupils with Developmental Language Disorder

  1. Víctor M. Acosta-Rodríguez 1
  2. Gustavo M. Ramírez-Santana 1
  3. Sergio Hernández Expósito 1
  4. Ángeles Axpe Caballero
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2020

Volume: 32

Issue: 4

Pages: 541-548

Type: Article

DOI: 10.7334/PSICOTHEMA2020.160 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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Related Projects

EDU2017-84193-R. Intervención en comprensión lectora en alumnado de riesgo: retraso de lenguaje (RL) y trastorno específico del lenguaje (TEL)

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Abstract

Background: The main objective of this research has been to verify the effectiveness of an intervention program on syntactic skills of pupils with typical development and with developmental language disorder. Method: A total of 99 five-year-old pupils from schools of Tenerife (Spain) participated. The CELF-4 Recalling Sentences, Formulated Sentences, and Sentence Structure subtests were used. The intervention program consisted of 40 sessions implemented by teachers and speech language therapists. Three levels of practice were organized: in the ordinary classroom (large group and small group) and in the support classroom. Results: Pupils diagnosed with developmental language disorder initially performed worse on syntax than those with typical development. In addition, the goodness of an intervention program was verified especially for Recalling sentences, and, to a lesser extent, for Sentences Structure, which improves in the experimental group with typical development as well as in the control and experimental groups with language development disorder. Conclusions: A collaborative and inclusive intervention program that uses implicit techniques favors the improvement of certain aspects of the syntactic processing of pupils with developmental language disorder.

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Funding information

This research was done as part of the Research Project “Intervención en comprensión lectora en alumnado de riesgo: Retraso de Lenguaje (RL) y Trastorno Específico de Lenguaje (TEL)” (Reference no. EDU2017-84193-R). Funding provided by the Ministry of Economy and Competitiveness of the Government of Spain.

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Data source: Dialnet