Estrategias didácticas para desarrollar el discurso narrativo en preescolares con Trastorno Específico del Lenguaje (TEL)

Abstract

Children with Specific Language Impairment (SLI) may present difficulties in the development of their narrative discourse, which may damage their school learning process. There is little information on didactic strategies applied into Chilean classroom to enhance narrative discourse development of students who present this type of language impairment. For that reason, during three months we carried out a quasiexperimental research with pre and post-test administration on a group of 16 preschoolers who present SLI and evident difficulties to tell stories, with the aim of stimulating their narrative skills development through didactic strategies applied into the classroom. These strategies were designed considering students' language characteristics as well as the evolutionary development of the narrative discourse. During the development of this research, most of the pupils showed a significant evolution, reaching some of them an expected level for their chronological ages. However, it was not possible to identify the level of development achieved by each student due to the fact that some of them manifested severe phonetic-phonological difficulties while others showed a disparate performance in didactic activities and formal assessments. From this, it is possible to identify the existence of factors that affect the quality of the students' stories, which should be considered for an effective evaluation and stimulation of their narrative skills.

Intervention in the coherence of narrative discourse in students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico)

“…According to Kupersmitt et al (2014) in their studies on monolingual and bilingual subjects with Typical Development, the identification of emotions is an initial step in constructing the overall coherence of the story and is considered a springboard that promotes the development of more complex causal connections between the actions in the story. Furthermore, causal relationshipsmental state are apparently fostered by the unique features of the stories, especially in those which, like in our programme, have a canonical episodic structure that is clearly interconnected and does not depend on having greater linguistic development, as in the case of other forms of causal relationships (Polo & Acuña, 2018;Trabasso & Nickels, 1992).…”

“…Siguiendo las aportaciones de Kupersmitt et al (2014), en sus estudios con sujetos monolingües y bilingües con desarrollo típico, se sugiere que la identificación de emociones constituye un paso inicial en la construcción de la cohe-rencia global de la historia, considerándose como un trampolín que impulsa el desarrollo de vínculos causales más complejos entre las acciones de la historia. Además, al parecer, las relaciones causales estado mental se favorecen por las características singulares de las narraciones, especialmente en aquellas que, como en nuestro programa, tienen una estructura episódica canónica, es decir, claramente interconectada, no dependiendo, como en el caso de otras formas de relaciones causales, de poseer un mayor desarrollo lingüístico (Polo & Acuña, 2018;Trabasso & Nickels, 1992) En cuanto a las relaciones temporales no se han alcanzado los resultados esperados con la aplicación del programa de intervención, probablemente debido a la corta edad de los participantes, escolarizados en el último año de la Etapa de Educación Infantil.…”

“…Asimismo, se establecen de forma explícita relaciones de significado causales y temporales a través de las proposiciones y la secuencia de proposiciones que el hablante formula, pudiéndose utilizar como indicadores de coherencia (Silva et al, 2014). Entre los cuatro y los cinco años, suele producirse una transición importante en el desarrollo narrativo ya que la mayor parte del alumnado con desarrollo típico comienza a dotar sus narraciones orales de unidad temática, así como de otras propiedades semánticas vinculadas con las relaciones causales y temporales (Polo & Acuña, 2018;Price et al, 2006). Estos recursos ayudan a establecer la coherencia o macroestructura con la participación de diferentes procesos que intervienen a nivel proposicional y que dotan una historia de un mayor nivel de organización entre sus elementos.…”

“…There tends to be an important transition in narrative development between the ages of four and five, as most students with Typical Development begin to give their oral stories thematic unity, as well as other semantic properties associated with causal and temporal relationships (Polo & Acuña, 2018; Price et al, 2006). These resources help them to establish the coherence or macrostructure through the use of different processes which intervene at the propositional level and give the elements of a story a higher level of organization.…”

“…However, as mentioned above, students with DLD experience a noticeable delay in the acquisition of these skills. For all these reasons, there is a long tradition of developing treatment programmes in the English-speaking world (Gillam et al, 2018; Petersen & Spencer, 2016) and, to a lesser extent, in the Spanish-speaking world (Acosta et al, 2014; Borzone, 2005; Pavez et al, 2008; Polo & Acuña, 2018). A considerable number of them have situated narrative stimulation in the preschool stage (Petersen, 2011).…”