Rose production is limited by salinity and highly affected by the nitrogen source present in the nutrient solution. The influence of sodium on several aspects of nutrition has been investigated in ' Lambada ' rose plants using different sources of nitrogen in the fertilization treatment. Experiments using a previously defined mono-shoot model plant and a simplified hydroponic culture allowed us to study the effects of salinity v. nitrogen on NPK uptake during the culture period. Mineral concentrations, nitrate reductase (NR) and glutamine synthetase (GS) activities were also analysed. This study showed that rose plants were more sensitive to saline conditions under NH % + fertilization without detectable effects on growth or in NPK mineral contents in shoots. Parameters affected most were enzymatic activities analysed such as leaf nitrate reductase activity which was reduced under NH % + nutrition. Leaf glutamine synthetase was also enhanced by saline conditions. The Na\K ratio showed that under NH % + nutrition, the highest sodium accumulation occurred in roots. Nitrate uptake did not show a clear pattern related to nitrogen source, however, ammonium uptake was affected by salinity when NH % + was the sole nitrogen source in the nutrient solution. Potassium and phosphate uptake were always lower when NH % + was present in the nutrient solution.

RESUMENEl discurso narrativo constituye una de las habilidades centrales en el desarrollo lingüístico, estando además muy conectado con el aprendizaje escolar. Justamente los niños con Trastorno Específico del Lenguaje (TEL) presentan problemas tanto en la producción como en la comprensión narrativa. El objetivo de esta investigación ha sido detectar e intervenir sobre la narrativa de un grupo de niños con TEL. En el presente estudio participaron un total de 35 alumnos diagnosticados con TEL escolarizados en 19 colegios en la Isla de Tenerife (Islas Canarias, España). Para la selección de la muestra se utilizaron los tests CELF-3, Peabody, las subpruebas Asociación Auditiva y Asociación Visual del ITPA y el Test de Inteligencia K-BIT. Se hizo también un análisis narrativo a partir de la tarea de recontado del cuento Rana, ¿dónde estás? Los niños con TEL recibieron 72 sesiones de intervención, de 30 minutos de duración cada una, empleando el programa Functional Language Intervention Program-Narrative (FLIP-N). Las estrategias utilizadas estaban basadas en el ofrecimiento intensivo y repetido de apoyo visual, andamiaje y modelado interactivo. Los resultados produjeron, en primer lugar, una mejora significativa LA DETECCIÓN E INTERVENCIÓN EN HABILIDADES NARRATIVAS EN NIÑOS CON TRASTORNO ESPECÍFICO DEL LENGUAJE EN CONTEXTOS EDUCATIVOS 1

This study presents some of the results of a research study on Specific Language Impairment (SLI) pupils. Our aim was to design an intervention programme based on inclusive education principles, which could support both language development and access to reading of a sample. The sample used was made up of six SLI children who had been diagnosed with the help of language and cognitive tests. Implementation was carried out in the pupils´ schools during regular classroom hours as well during remedial classes. In this study we show the effects of the programme on lexical development and phonological processes. The contrast between pre and post-tests was analysed for variables such as lexis, phonological processing and length of utterances. The results show significant improvements in all variables under study.Efectos de un programa de intervención en el lenguaje sobre el desarrollo del léxico y del procesamiento… RIE, vol. 30-1 (2012)

The aim of this research has been to test the efficacy of an intervention programme on lexical-semantic problems in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with typical language development, all enrolled in different schools on the island of Tenerife (Canary Islands, Spain). For the selection of the sample, CELF-3, Peabody, ITPA Auditory Association and Visual Association subtests and the K-BIT IQ tests were used. The intervention programme consisted of 72 sessions of 30 minutes each, using noun and action naming activities along with conversation and categorization tasks in order to increase vocabulary and improve lexical semantic competence. Significant results were achieved in aspects related to the acquisition of vocabulary as well as in lexical semantics or related terms. The educational implications are clear insofar as lexical-semantic aspects are key in terms of activating other linguistic components and in improving the academic progress of SLI students.