Intervención en Lectura Temprana en Alumnado con Trastorno del Desarrollo del Lenguaje

  1. Gustavo Ramírez Santana 1
  2. Víctor Acosta Rodríguez 1
  3. Sergio Hernández Expósito 1
  4. Atteneri Delgado Cruz 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 signos: estudios de lingüística

ISSN: 0035-0451,  0718-0934

Año de publicación: 2023

Volumen: 56

Número: 112

Páginas: 306-324

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista signos: estudios de lingüística

Proyectos relacionados

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

1325

Resumen

The main objective of this research is to verify the effectiveness of an intervention program aimed at teaching early reading skills, more specifically alphabetic skills and phonological processing, in pupils with Typical Development (TD) and DevelopmentalLanguage Disorder (DLD). A total of 99 pupils with an average age of 5 years old from 54 schools on the Island of Tenerife (Canary Islands, Spain) participated. Initial alphabetical skills, phonological processing, and verbal working memory were assessed before and after the intervention. The intervention program consisted of 60 sessions with a duration of 15 minutes and was organized at multiple levels of educational support, preferably within the regular classroom, and had the collaboration between Early Childhood Education Teachers and Speech Language Therapists. The results indicate that the pupils with Developmental Language Disorder (DLD) initially presented a low performance in all the studied skills than those diagnosed with typical development. However, pupils who received the intervention program, those diagnosed with Developmental Language Disorder (DLD) and the group with Typical Development (TD), showed greater gains in Letter Recognition and in Grapheme-Phoneme Association. There is some discussion about the educational implications for organizing an early intervention of a collaborative and inclusive nature within an intervention response model with various levels of practice. In addition, the nature of the activities in game formats enhance interaction and promote learning for all the pupils.

Referencias bibliográficas

  • Acosta, V. M., Ramírez, G. M., Del Valle, N. & De Castro, L. (2016). Intervention in Reading Processes in Pupils with Specific Language Impairment (SLI). Psicothema, 28(1), 40-46. DOI: 10.7334/psicothema2015.144
  • Arenas, C., Hernández, C., Muñoz, M., Rojas, D., Scaramelli, M. & Tobar, L. (2014). Jugando con los sonidos. Camino de la lectoescritura.(3 vols.) Santiago de Chile: Caligrax.
  • Bishop, D. & Clarkson, B. (2003). Written Language as a Window into Residual Language Deficits: A Study of Children with Persistent and Residual Speech and Language Impairments. Cortex, 39(2), 215-237. DOI:10.1016/S0010-9452(08)70106-0
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T. & CATALISE-2 Consortium (2017). Phase 2 of CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study of Problems with Language Development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. DOI:10.1111/jcpp.12721
  • Carson, K., Bayetto, A. & Roberts, A. (2019). Effectiveness of Preschool Wide Teacher Implemented Phoneme Awareness and Letter Sound Knowledge Instruction on Code Based School Entry Reading Readiness. Communication Disorders Quarterly, 41(1), 42-53. DOI:10.1177/1525740118789061
  • Claessen, M., Leitão, S., Kane, R. & Williams, C. (2013). Phonological Processing Skills in Specific Language Impairment. International Journal of Speech-Language Pathology, 15(5), 471-483. DOI:10.3109/17549507.2012.753110
  • Cuetos, F. (2020). Importancia de la investigación en logopedia. Revista de Logopedia, Foniatría y Audiología, 40(2), 45-47. DOI:10.1016/j.rlfa.2020.04.001
  • Elwér, Å., Keenan, J. M., Olson, R., Byrne, B. & Samuelsson, S. (2013). Longitudinal Stability and Predictors of Poor oral Comprehenders and Poor Decoders. Journal of Experimental Child Psychology, 115(3), 497-516. DOI: 10.1016/j.jecp.2012.12.001
  • Fletcher, J. & Vaughn, S. (2009). Response to Intervention: Preventing and Remediating Academic Difficulties. Child Development Perspectives, 3(1), 30-37. DOI: 10.1111/j.1750-8606.2008. 00072.x
  • García de Castro, M. & Cuetos, F. (2012). Leer en un clic. Madrid: Paraninfo. González, R. & Cuetos, F. (2008). ALE. Actividades para el aprendizaje de la lectura y la escritura. Madrid: CEPE.
  • Greenwood, C. R., Bradfield, T., Kaminski, R., Linas, M., Carta, J. J. & Nylander, D. (2011). The Response to Intervention (RTI) Approach in Early Childhood. Focus on Exceptional Children, 43(9), 1-22. DOI: 10.17161/foec.v43i9.6912
  • Gutiérrez-Fresneda, R. (2018). Habilidades favorecedoras del aprendizaje de la lectura en alumnos de 5 y 6 años. Revista Signos. Estudios de Lingüística, 51(96), 45-60. DOI: 10.4067/S0718-09342018000100045
  • Gutiérrez-Fresneda, R. & Díez Mediavilla, A. (2018). Conciencia fonológica y desarrollo evolutivo de la escritura en las primeras edades. Educación XX1, 21(1), 395-416. DOI: 10.5944/educXX1.20212
  • Gutiérrez-Fresneda, R., De Vicente-Yagüe, M. & Alarcón, R. (2020). Desarrollo de la conciencia fonológica en el inicio del proceso de aprendizaje de la lectura. Revista Signos. Estudios de Lingüística,53(104), 664-681. DOI: 10.4067/S0718-09342020000300664
  • Jiménez, J. E. (2009). Manual para la evaluación inicial de la lectura en niños de educación. Adaptación Española. Agencia de los Estados Unidos para el Desarrollo Internacional.
  • Jiménez, J. E. (2019). Modelo de respuesta a la intervención. Un enfoque preventivo para el abordaje de las dificultades específicas de aprendizaje. Madrid: Pirámide.
  • Jordán, N., Cuetos, F. & Suárez-Coalla, P. (2019). La prosodia en la lectura de niños con trastorno específico del lenguaje. Infancia y Aprendizaje, 42(1), 87-127. DOI: 10.1080/02103702.2018.1550161
  • Justice, L., Logan, J., Kaderavek, J., Schmitt, M. Tompkins, V. & Bartlett, C. (2015). Empirically Based Profiles of the Early Literacy Skills of Children with Language Impairment in Early Childhood Special Education. Journal of Learning Disabilities,48(5), 482-494. DOI: 10.1177/0022219413510179
  • Justice, L., Mashburn, A., Hamre, B. & Pianta, R. (2008). Quality of Language and Literacy Instruction in Preschool Classrooms Serving at Risk Pupils. Early Childhood Research Quarterly, 23(1), 51-68. DOI: 10.1016/j.ecresq. 2007.09.004
  • Kaufman, A. & Kaufman, N. (2000). Test breve de inteligencia de Kaufman(K-BIT).Madrid: TEA.
  • Kjeldsen, A., Educ, L., Saarento-Zaprudin, S. & Niemi, P. (2019). Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains are Greatest for Readers at Risk in Grades I through 9. Journal of Learning Disabilities, 52(5), 366-382. DOI: 10.1177/0022219419847154
  • Kruse, L., Spencer, T., Olszewski, A. & Goldstein, H. (2015). Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention with Preschoolers with Early Literacy Deficits. American Journal of Speech-Language Pathology, 24(2), 189-205. DOI: 10.1044/2015_AJSLP-14-0035
  • Kuhn, R., Schwanenflugel, P. & Meisinger, E. (2010). Aligning Theory and Assessment Fluency: Automaticity, Prosody and Definitions of Fluency. Reading Research Quarterly, 45(2), 230-251. DOI: 10.1598/RRQ/45.2.4.
  • Lara, M., Aguilar, E. & Serra, M. (2007). Prueba de procesamiento fonológico (PROFON). Bogotá: Universidad Nacional de Colombia.
  • Olszewski, A., Soto, X. & Goldstein, H. (2017). Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Intervention. American Journal of Speech-Language Pathology, 26(3), 769-790. DOI: 10.1044/2017_AJSLP-16-0042.
  • Semel, E., Wiig, E. & Secord, W. (2006). Clinical Evaluation of Language Fundamentals CELF-4 (4th ed.). San Antonio: Psychological Corporation.
  • Snowling, M., Gooch, D., Hulme, Ch., Nash, H. & Hayiou-Thomas, M. (2019). Developmental Outcomes for Children High Risk of Dyslexia and Children with Developmental Language Disorders. Child Development, 90(5), 548-564. DOI:10.1111/cdev.1321
  • Spencer, T., Petersen, D. & Adams, J. (2015). Tier 2 Language Intervention Diverse Preschoolers: An Early-Stage Randomized Control Group Study Following an Analysis of Response to Intervention. American Journal of Speech-Language Pathology, 24(4), 619-636. DOI: 10.1044/2015_AJSLP-14-0101
  • Tambyraja, S. R., Farquharson, K., Logan, J. A. & Justice, L. M. (2015). Decoding Skills in Children with Language Impairment: Contributions of Phonological Processing and Classroom Experiences. American Journal of Speech-Language Pathology, 24(2), 177-188. DOI: 10.1044/2015_AJSLP-14-0054
  • Torgersen, J. (2002). The Prevention of Reading Difficulties. Journal of School Psychology. 40(1), 7-26. DOI: 10.1016/S0022-4405(01)00092-9
  • Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.) (WISC-IV). San Antonio: Psychological Corporation.
Fuente de los datos: Dialnet