Intervention in the cohesion of narrative discourse in pupils with developmental language disorder

  1. Atteneri Delgado-Cruz 1
  2. Gustavo M. Ramírez-Santana 1
  3. Víctor M. Acosta-Rodríguez 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 2

Páginas: 135-140

Tipo: Artículo

DOI: 10.5093/PSED2021A21 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Objetivos de desarrollo sostenible

Proyectos relacionados

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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Resumen

The main objective of this study was to verify the effectiveness of an intervention program on cohesion in pupils with typical development and with developmental language disorder. A total of 99 5-year-old pupils from schools in the island of Tenerife (Canary Islands, Spain) participated. For the narrative analysis, a story retelling task was used, studying cohesive resources such as ellipsis, anaphora, possessives, and connectors. The intervention program was organized at different levels of practice and involved teachers and speech language therapists. The results indicated that the pupils diagnosed with developmental language disorder initially presented worse performance in cohesion than their peers with typical development. Finally, the two groups of children who received the intervention program showed significantly higher gains than the two groups without treatment, with medium or small effect sizes.

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Fuente de los datos: Dialnet