La expresión gramatical en contextos discursivos en alumnado de educación infantil con Trastorno del Desarrollo del Lenguaje

  1. Delgado Cruz, Atteneri 1
  2. Acosta Rodríguez, Víctor Manuel 1
  3. Ramírez Santana, Gustavo Mario 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068,  1989-9106

Year of publication: 2025

Issue: 43

Type: Article

DOI: 10.6018/RIE.559151 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista de investigación educativa, RIE

Abstract

The present investigation has been designed with the purpose of analyzing grammatical expression in pupils with typical development (DT) and with Developmental Language Disorder (DLD) and implementing an educational proposal. The final sample consisted of 128 5-year-old pupils belonging to educational centers on the Island of Tenerife. They were divided into four groups: (1) a treatment group for children with TDL (TDL-T); (2) an untreated group of children with TDL (TDL-C); (3) a treatment group of children with typical language development (DT-T) and (4) a group of untreated children with typical language development (DT-C). For the assessment of the pupils, the Clinical Evaluation of Language Fundamentals Spanish (CELF-4, Semel et al., 2006) was used, while the indications of Castilla-Earls and Eriks-Brophy (2012) and Jackson-Maldonado (2013) were followed for the analysis of grammatical expression. The intervention program was organized following a Multi-Tiered System of Supports, carrying out a total of 20-minute long 55 sessions. A hybrid approach was used with stories, supported by icons and pictographic planning. The intervention was effective for the TDL-T and DT-T groups, more specifically, there was an increase in the production of simple, compound and complex sentences. The intervention through a SAMN allows the presence, participation and progress in syntactic skills both in students with TDL and with DT, providing empirical evidence to advance in a more inclusive education. 

Bibliographic References

  • Acosta, V., Ramírez, G., y Hernández, S. (2013). Identificación y clasificación de alumnado con Trastorno Específico del Lenguaje. Revista de Logopedia, Foniatría y Audiología, 33(4), 157-164. https://doi.org/10.1016/j.rlfa.2013.07.006
  • Bahamonde, C., Serrat, E., y Vilà, M. (2021). Intervención en Trastorno del Desarrollo del Lenguaje (TDL). Una revisión sistemática (2000-2020). Revista de Investigación en Logopedia, 11(Especial), 21-38. https://dx.doi.org/10.5209/rlog.71975
  • Baron, L., y Arbel, Y. (2022). An Implicit-Explicit Framework for Intervention Methods in Developmental Language Disorder. American Journal of Speech-Language Pathology, 31(4), 1557-1573. https://doi.org/10.1044/2022_AJSLP-21-00172
  • Benjamin, L., Newton, C., y Ebbels, S. (2020). Investigating the effectiveness of idiom intervention for 9–16-year-olds with developmental language disorder. Journal of Language and Communication Disorders, 55(2), 266-286. https://doi.org/10.1111/1460-6984.12519
  • Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child language teaching and therapy, 18(1), 1-21. https://doi.org/10.1191/0265659002ct224oa
  • Castilla-Earls, A. P., y Eriks-Brophy, A. (2012). Spontaneous language measures in monolingual preschool Spanish-speaking children. Revista de Logopedia, Foniatría y Audiología, 32(3), 97-108. https://doi.org/10.1016/j.rlfa.2012.04.001
  • Coloma, C. J. (2012). Sintaxis compleja y discurso narrativo en escolares con Trastorno Específico del Lenguaje. [Tesis Doctoral, Universidad de Granada]. http://hdl.handle.net/10481/23876
  • Crespo, N., Alfaro, P., Góngora, B., Alvarado, C., y Marfull, D. (2020). Perfil sintáctico de niños con y sin Trastornos del Desarrollo del Lenguaje: Un análisis descriptivo. Revista Signos, 53(104), 619-642. https://doi.org/10.4067/S0718-09342020000300619
  • Favot, K., Carter, M., y Stephenson, J. (2021). The effects of oral narrative intervention on the narratives of children with language disorder: A systematic literature review. Journal of Developmental and Physical Disabilities, 33(4), 489-536. https://doi.org/10.1007/s10882-020-09763-9
  • Ferinu, L., Aufinger, N., Pacheco-Vera, F., Andreu, Ll., y Sanz-Torrent, M. (2021). Dificultades morfosintácticas en niños y niñas de 5 a 8 años con trastorno del desarrollo del lenguaje a través de subpruebas del CELF-4. Revista de Logopedia, Foniatría y Audiología 41(1), 17-28. https://doi.org/10.1016/j.rlfa.2020.05.002
  • Finestack, L., Engman, J., Huang, T., Bangert, K., y Bader, K. (2020). Evaluation of a combined explicit–implicit approach to teach grammatical forms to children with grammatical weaknesses. American Journal of Speech-Language Pathology, 29(1), 63-79. https://doi.org/10.1044/2019_AJSLP-19-0056
  • Freeman, M. (2023). Linking language to action: Enhancing preschoolers’ communicative abilities within language stimulation. Language, Speech, and Hearing Services in Schools, 54(4), 1308-1322. https://doi.org/10.1044/2023_LSHSS-22-00196
  • Gillam, S. L., y Gillam, R. B. (2016). Narrative discourse intervention for school-aged children with language impairment. Supporting knowledge in language and literacy. Topics in Language Disorders, 36(1), 20-34. https://doi.org/10.1097/TLD.0000000000000081
  • Gillam, S. L., Gillam, R. B. Petersen, D., y Bingham, C. (noviembre de 2008). Narrative Lan¬guage Intervention Program: Promoting oral language development [Presentación]. American Speech- Language-Hearing Association (ASHA) Annual Convention, Chicago.
  • Jackson-Maldonado, D., Bárcenas, R., y Alarcón, L. (2013). Variabilidad Morfosintáctica en las narrativas de niños con trastorno específico de lenguaje. En R. Barriga (Ed.), Las narrativas y su impacto en el desarrollo infantil (pp. 691-728). El Colegio de México.
  • Jackson-Maldonado, D., y Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language & Communication Disorders, 52(6), 750-765. https://doi.org/10.1111/1460-6984.12312
  • Kaufman, A. S., y Kaufman, N. L. (2000). Test Breve de Inteligencia de Kaufman, K-BIT. Pearson
  • Leonard, L. B. (2014). Children with specific language impairment (2nd edition). MIT press.
  • Pavez, M. M., Coloma, C. J., y Maggiolo, M. (2008). El desarrollo narrativo en niños. Una propuesta práctica para la evaluación y la intervención en niños con trastorno del lenguaje. Ars Medica.
  • Rice, M., Kelsey, K., y Hoffman, L. (2023). Longitudinal grammaticality judgments of tense marking in complex questions in children with and without Specific Language Impairment, ages 5–18 years. Journal of Speech, Language, and Hearing Research, 66(10), 3882-3906. https://doi.org/10.1044/2023_JSLHR-22-00507
  • Semel, E. M., Wiig, E. H., Secord, W., y Langdon, H. W. (2006). CELF 4: Clinical evaluation of language fundamentals 4: Spanish edition. The Psychological Corporation.
  • Spencer, T. D., y Petersen, D. B. (2020). Narrative intervention: Principles to practice. Language, Speech, and Hearing Services in Schools, 51(4), 1081-1096. https://doi.org/10.1044/2020_LSHSS-20-00015
  • Valle, N., Acosta, V., y Ramírez, G. (2018). La producción gramatical en el discurso narrativo de alumnado con Trastorno Específico del Lenguaje (TEL). Revista Signos, 51(98), 264-284. http://dx.doi.org/10.4067/S0718-09342018000300264
Data source: Dialnet