Perfil sintáctico de niños con y sin Trastornos del Desarrollo del Lenguaje: Un análisis descriptivo

Development of Clause Complexity in Children with Specific Language Impairment/Language Development Disorder. A Longitudinal Study

“…In relation to the first aspect, previous research has noted that the development pattern of the SLI/DLD group is similar to that of the control group, although there is a gap in each of the measures analyzed. This finding is consistent with other studies that have reported lower competence and slower development in children with SLI/DLD compared to typically developing children [37,41,71]. The "tracking hypothesis" proposed by Law, Tomblin, and Zhang [40] posits that children with SLI/DLD may experience delayed language development compared to their typically developing peers, but that their language development follows a similar trajectory, at least during the school years.…”

“…This finding coincides with the position that, although these children would be delayed, they would not be qualitatively different from children with TD [42]. In this regard, it has also been suggested that children with TD and SLI/DLD would follow a similar path, although children with SLI/DLD obtain lower results [41]. However, it is necessary to emphasize, at this point, that the competence and speed of development in children with SLI/DLD is lower than in children with typical development with respect to the emergence of syntactic complexity at the beginning of these trajectories [27,37], and that the specific characteristics of this starting point provides evidence that widespread vulnerabilities in complex syntax acquisition could typify SLI/DLD [20].…”

“…Describing the development of language longitudinally allows, on the one hand, to determine different growth patterns or trajectories that could define characteristics of -typical and atypicallanguage [20,39,40] and, on the other, to investigate in greater depth the issue of the persistence of SLI/DLD difficulties over time [41]. Law and Tomblin [40] mention three hypotheses that explain the possible development patterns of language skills in children with SLI/DLD: 1) they coincide at the same starting point and diverge over time ("deterioration hypothesis"); 2) they develop at the same speed, but stop at a certain point, without further development ("plateau hypothesis"); and 3) they take off later, but their language development, although delayed, parallels that of typical development ("tracking hypothesis").…”

Procedural Memory Deficits in Preschool Children with Developmental Language Disorder in a Spanish-Speaking Population

“…As DLD is a universally recognized diagnosis, it shares commonalities across languages, including grammatical errors [ 4 ]. In the case of Spanish, one of its grammatical characteristics is the type of conjugation characterized by irregular and regular patterns, as well as grammatical moods, aspects, and tenses, with specific morphological features [ 5 ].…”

Análisis del Programa de Estimulación Lingüística de Expresión Oral (PELEO) y de su utilización con niños con trastorno del lenguaje

“…Existen multitud de estudios que muestran diferentes enfoques para el tratamiento de los niños con RL o TDL con dificultades en su sintaxis, y todos ellos ponen de manifiesto la dificultad de los niños con trastorno del lenguaje en su expresión oral, ya que realizan frases más cortas y simples (Zwitserlood et al, 2015). Crespo-Allende et al (2020) afirman que los niños con TDL tienen un mayor número de errores en su sintaxis, pero que su perfil de adquisición es similar al de los niños con desarrollo típico del lenguaje y que la mayoría de las desviaciones y de las dificultades en la sintaxis no son exclusivas del grupo TDL, sino más abundantes. Estos errores son muy variados, algunas investigaciones como la de Sanz-Torrent et al (2011) señalan la dificultad en el uso de los complementos del verbo, como pueden ser los complementos directos o indirectos, cuando en algunas ocasiones su utilización es obligatoria, y se observa que estos niños suelen omitir estos complementos; además, el estudio de Aguilar-Mediavilla et al (2007) afirma que los niños con TDL tienen dificultades y suelen omitir palabras función, estas palabras función son preposiciones y conjunciones entre otras.…”