Análisis de las dificultades en el discurso narrativo en alumnado con Trastorno Específico del Lenguaje

Adaptação cultural do Test of Narrative Language (TNL) para o Português Brasileiro

“…The test includes access to the information from the main typical elements of the Story Grammar (21) (e.g., characters, scenery, complication, outcome and ending of the story) and it also subsidizes other quantitative proposals, however informal, in order to investigate the oral narration (8,11,22,23) . The most general organization of the narrative at macrostructural level comes from more general cognitive skills, of an executive nature (24) , including information related to consistency and logical and causal relation between events and actions developed by the characters, which are contemplated at the TNL scoring system.…”

“…The information which meet the microstructural dimension of the narrative at the TNL are focused on internal linguistic aspects of the narrative, mainly the syntactic and semantic ones, carrying information related to the grammatical structure of the terms, the vocabulary and the cohesive elements used by the children at the narration. Such elements are cited by the researchers in the area (8,9,22,25) as a fundamental part of the analysis criteria of language samples related to the linguistic aspects of the narrative.…”

“…Researchers have showed over the years that the performance of preschool children at the oral narrative can predict future problems in the literacy process (5) , as well as predict the textual competence at preschool age (6) . Thereby, the use of quantitative and qualitative methods in order to investigate the oral narrative has been valued among the formal and informal procedures of language evaluation (7)(8)(9)(10)(11) .…”

Revisión de programas de intervención dirigidos a alumnos de infantil y primaria con trastorno específico del lenguaje

“…Finalmente es importante decir, que un gran número de programas encontrados se basa en el desarrollo narrativo (Acosta et al, 2012;Soriano y Contreras, 2012). Dicho desarrollo constituye un área en la que las debilidades parecen persistir durante muchos años en los niños con trastornos del lenguaje, en general, y en los TEL, en particular (Acosta, Moreno y Axpe, 2013).…”

“Y camién te tengo que contar algo más”. Análisis de dos relatos de una niña con Trastorno Específico del Lenguaje (TEL)

“…En cuanto a los aspectos discursivos, se ha constatado que los niños con TEL presentan dificultades en sus habilidades narrativas (Acosta, Moreno y Axpe, 2013;Codesio, 2006;Coloma, 2013;Contreras González y Soriano Ferrer, 2004;Fresneda, 2004;Pavez, Coloma y Maggiolo, 2008;Pérez, 1997;Serra, 1997). Por este motivo, las actividades vinculadas con la narración se consideran un indicador poderoso de TEL.…”