Intervention in Syntactic Skills in Pupils with Developmental Language Disorder

  1. Víctor M. Acosta Rodríguez 1
  2. Gustavo Mario Ramírez Santana 1
  3. Sergio Hernández Expósito 1
  4. María 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

Revista:
Psicothema

ISSN: 0214-9915

Año de publicación: 2020

Volumen: 32

Número: 4

Páginas: 541-548

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2020.160 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Indicadores

Citas recibidas

  • Citas en Scopus: 1 (20-01-2023)
  • Citas en Dialnet Métricas: 1 (25-01-2023)
  • Citas en Web of Science: 2 (04-01-2023)

JCR (Journal Impact Factor)

  • Año 2020
  • Factor de impacto de la revista: 3.89
  • Factor de impacto sin autocitas: 3.354
  • Article influence score: 0.818
  • Cuartil mayor: Q1
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q1 Posición en el área: 30/140 (Edicion: SSCI)

SCImago Journal Rank

  • Año 2020
  • Impacto SJR de la revista: 1.308
  • Cuartil mayor: Q1
  • Área: Psychology (miscellaneous) Cuartil: Q1 Posición en el área: 42/276

Índice Dialnet de Revistas

  • Año 2020
  • Impacto de la revista: 2,960
  • Ámbito: PSICOLOGÍA Cuartil: C1 Posición en el ámbito: 4/111

CIRC

  • Ciencias Sociales: A+

Scopus CiteScore

  • Año 2020
  • CiteScore de la revista: 5.3
  • Área: Psychology (all) Percentil: 85

Journal Citation Indicator (JCI)

  • Año 2020
  • JCI de la revista: 1.36
  • Cuartil mayor: Q1
  • Área: PSYCHOLOGY, MULTIDISCIPLINARY Cuartil: Q1 Posición en el área: 32/197

Resumen

Antecedentes: el objetivo principal de esta investigación ha sido verificar la efectividad de un programa de intervención sobre las habilidades sintácticas de los alumnos con desarrollo típico y con trastorno del desarrollo del lenguaje. Método: participaron 99 alumnos de cinco años de colegios de Tenerife (España). Se utilizaron los subtests del CELF-4 Recordando oraciones, Formulación de oraciones y Estructura de oraciones. El programa de intervención consistió en 40 sesiones implementadas por profesores y logopedas. Se organizaron tres niveles de práctica: en el aula ordinaria (grupo grande y grupo pequeño) y en el aula de apoyo. Resultados: los resultados indicaron que los alumnos diagnosticados con trastorno del desarrollo del lenguaje presentaron inicialmente un peor rendimiento en la sintaxis que aquellos con desarrollo típico. Además, se comprobó la bondad de un programa de intervención especialmente en Recordando oraciones, y en menor medida, para Estructura de oraciones, que mejora en el grupo experimental con desarrollo típico y en los grupos control y experimental con trastorno del desarrollo del lenguaje. Conclusiones: un programa de intervención de naturaleza colaborativa e inclusiva que recurre a técnicas implícitas favorece la mejora de determinados aspectos del procesamiento sintáctico de alumnado con trastorno del desarrollo del lenguaje.

Información de financiación

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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