Evaluación de marcadores psicolingüísticos en el diagnóstico de niños con trastorno específico del lenguaje

Navarrete, Joe; Torres, J.A. Adrián; Sanchéz, M. González; Rodríguez-Parra, María José

doi:10.1016/s0214-4603(04)75797-6

Cited by 18 publications

(13 citation statements)

References 52 publications

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“…The tasks of retelling the story and that of generating it constitute an adequate context for evaluation of narrative abilities because it is necessary to coherently organise information in order to retell the story. These tasks have been widely used in the evaluation of narrative abilities in individuals with DLD [12][13][14][15][16][17][18][19]. It has been observed that the production of narratives by those with DLD are shorter, syntactically simpler, with greater frequency of syntactic, semantic, and morphological errors, as well as with less cohesion [11].…”

Section: Discussionmentioning

confidence: 99%

“…However, after the intervention, and after having used both visual and auditory stimuli, the narrative improved. From this, the use of visual support would seem to be an adequate strategy for intervention in these cases [38,39] because not only did the quality of the narrative increase but also the MLUw of the narrative, a very characteristic difficulty in children with DLD [13].…”

Section: Discussionmentioning

confidence: 99%

“…Within this field, difficulties which children with DLD experience in narrating stories stands out [11]. So, children with DLD produce poorer oral narratives on the micro-structural level (limited vocabulary, shorter and grammatically less complex sentences) and, on a macro-structural level, (fewer scenes, events, episodes and characters, fewer grammatical components, less organisation, coherence and general quality) compared with their peers with typical development [11][12][13][14][15][16][17][18][19]. Furthermore, difficulties may be observed in the production of complex syntactic structures, especially in sentences with markers of time, causality, purpose, comparatives and reversibles [20].…”

Section: Introductionmentioning

confidence: 99%

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Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder

Iuliu¹,

Martínez²

2021

Children

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Background: A narrative requires the integration and management of linguistic and cognitive skills. It has been observed that children with Developmental Language Disorder (DLD) have difficulties in narrating stories. This research proposes an intervention in a case of a child 9 years and 2 months old with DLD, with the aim of improving his oral narrative skills through a retelling task via telepractice. Methods: In the evaluation, standardized tests have been used and a ‘remembering a story’ task, with a story titled The Lost Backpack, elaborated by one of the authors. Narratives were elicited in two sessions, and were transcribed, coded, and analysed using the Child Language Data Exchange System CHILDES Project tool. The participant received a total of 10 sessions through the Skype platform, which included intervention-addressed explicit instruction about the narrative structure and the use of discourse markers to improve cohesion in story retelling. Results: Significant changes were observed in the retelling of the story at microstructure and macrostructure levels: an increase of the Mean Length of Utterance (MLU), Types and Tokens, specific vocabulary, discourse markers and the recall of events. Conclusions: These results demonstrate the effectiveness of intervention in narrative skills through the oral retelling of a story with visual support via tele-practice.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder

Iuliu¹,

Martínez²

2021

Children

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“…difficulties affecting phonological, grammatical, lexico-semantic, pragmatic, and discursive elements of language (Buiza et al, 2004). The term DLD has been proposed by many in the scientific community to replace the term Specific Language Impairment (Bishop et al, 2017).…”

Section: Article In Pressmentioning

confidence: 99%

Intervention in the Cohesion of Narrative Discourse in Pupils with Developmental Language Disorder

Delgado-Cruz

Santana

Acosta-Rodríguez

2022

Psicología Educativa

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“…Also, some children with Language Impairments (LIs) might have difficulties dealing with IEs as shown by their diminished ability to use context to understand their non-literal meanings on a task of Idiom comprehension (e.g., Norbury, 2004). Similarly, Spanish-speaking children with LIs aged 5 to 12 scored lower than their peers on a task aimed to assess their comprehension of figurative language (Navarrete et al, 2004). Interestingly, however, children with LIs who do not have a pragmatic disorder and have resolved their linguistic comprehension difficulties might perform like their peers with typical development on such tasks (e.g., van der Merwe and Adendorff, 2012).…”

Section: Introductionmentioning

confidence: 99%

Comprehension of idiomatic expressions by Russian speaking typically developing children

Nadezda¹,

Elena²,

Marini³

2017

Psych. Rus.

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Background. The ability to understand idiomatic expressions begins to develop at an early age. However, such skill is not achieved within the same age and at the same pace in children speaking different languages. Objective. This study assesses comprehension of idiomatic expressions by Russian-speaking monolingual children aged 4 to 12 and monitoring the age dynamics of figurative language understanding. Design. 80 children were split in 4 age groups balanced for gender and level of formal education. The participants were asked to identify the correct non-literal meaning of 10 idioms. For each idiomatic expression, children heard three potential interpretations (one correct, and two incorrect ones of which one was literal while the other was overtly wrong). Results. Age-related differences were analysed by performing a series of univariate ANOVAs. These analyses showed that already at preschool age children begin to understand some kinds of idiomatic expressions and that such ability slowly develops throughout childhood. Interestingly, until the age of 6 children predominantly interpreted idioms literally. By the age of 7 their ability to correctly understand the non-literal meanings of idiomatic expressions enhanced significantly until it reached a plateau around the age of 12. Conclusion. The results of the study are in line with those found for children speaking other languages. The findings are interpreted in light of recent theories of language and cognitive development. Potential limitations of the study are also discussed.

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Evaluación de marcadores psicolingüísticos en el diagnóstico de niños con trastorno específico del lenguaje

Cited by 18 publications

References 52 publications

Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder

Oral Narrative Intervention by Tele-Practice in a Case with Developmental Language Disorder

Intervention in the Cohesion of Narrative Discourse in Pupils with Developmental Language Disorder

Comprehension of idiomatic expressions by Russian speaking typically developing children

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