Intervention in the coherence of narrative discourse in students with Developmental Language Disorder and with Typical Development

  1. Atteneri Delgado-Cruz
  2. Víctor M. Acosta-Rodríguez
  3. Gustavo M. Ramírez-Santana
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2022

Volumen: 45

Número: 4

Páginas: 774-803

Tipo: Artículo

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Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

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

El objetivo principal del presente estudio ha sido comprobar la efectividad de un programa de intervención sobre la coherencia narrativa de alumnado con Desarrollo Típico (DT) y con Trastorno del Desarrollo del Lenguaje (TDL). Participaron 99 alumnos de cinco años de colegios de Tenerife. Para el análisis narrativo se utilizó una tarea de recontado de un cuento, estudiándose su unidad temática y las relaciones semánticas causales y temporales. El programa de intervención, con un total de 55 sesiones de 20 minutos, se organizó en diferentes niveles de práctica y contó con la colaboración del profesorado y las logopedas. Se establecieron dos grupos experimentales (TDL y DT) y dos grupos control (TDL y DT). Los resultados indicaron que el alumnado con TDL presentaba inicialmente un peor rendimiento en coherencia que sus compañeros con DT. Finalizado el programa, el alumnado que recibió la intervención además de mejorar su rendimiento, constituyen los grupos que presentan mayores ganancias en unidad temática y en relaciones causales estado mental. El modelo de trabajo empleado sirve de guía para una intervención temprana.

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Fuente de los datos: Dialnet