Early intervention in the lexical organization of pupils with developmental language disorders

  1. Víctor M. Acosta Rodríguez 1
  2. Gustavo Mario Ramírez Santana 1
  3. María Ángeles Axpe Caballero 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 psicodidáctica

ISSN: 1136-1034

Año de publicación: 2020

Volumen: 25

Número: 2

Tipo: Artículo

DOI: 10.1016/J.PSICOD.2020.04.001 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de psicodidáctica

Resumen

El objetivo principal de la presente investigación es comprobar la efectividad de un programa de intervención sobre la organización léxica de alumnado con desarrollo típico y con trastorno del desarrollo del lenguaje. Participan un total de 99 alumnos de cinco años de edad de colegios de la Isla de Tenerife (Islas Canarias, España). Se utilizan los subtest de vocabulario expresivo, de clases de palabras receptivo y expresivo del CELF-4. El programa de intervención consta de 75 sesiones de 20 minutos de duración. Los resultados indican que el alumnado diagnosticado con trastorno del desarrollo del lenguaje presenta inicialmente un peor rendimiento en vocabulario y clases de palabras que el diagnosticado con desarrollo típico. Una vez finalizado el programa, el alumnado con trastorno del desarrollo del lenguaje además de mejorar su rendimiento, es el grupo que presenta mayores ganancias. Existen implicaciones educativas para organizar una intervención temprana de naturaleza inclusiva.

Información de financiación

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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