RT info:eu-repo/semantics/article
T1 Intervention in Syntactic Skills in Pupils with Developmental Language Disorder.
T2 Intervención en Habilidades Sintácticas en Alumnos con Trastorno del Desarrollo del Lenguaje.
A1 Acosta Rodríguez, Víctor Manuel
A1 Ramírez Santana, Gustavo M.
A1 Hernández Expósito, Sergio
A1 Axpe Caballero, Ángeles
K1 Early intervention
K1 developmental language disorder
K1 program effects
K1 inclusive classroom
K1 intervención temprana
K1 trastorno del desarrollo del lenguaje
K1 efectos del programa
K1 aula inclusiva
AB The main objective of this research has been to verify the effectiveness of an intervention program on syntactic skills of pupils with typical development and with developmental language disorder. Method: A total of 99 fi ve-year-old pupils from schools of Tenerife (Spain) participated. The CELF-4 Recalling Sentences, Formulated Sentences, and Sentence Structure subtests were used. The intervention program consisted of 40 sessions implemented by teachers and speech language therapists. Three levels of practice were organized: in the ordinary classroom (large group and small group) and in the support classroom. Results: Pupils diagnosed with developmental language disorder initially performed worse on syntax than those with typical development. In addition, the goodness of an intervention program was verifi ed especially for Recalling sentences, and, to a lesser extent, for Sentences Structure, which improves in the experimental group with typical development as well as in the control and experimental groups with language development disorder. Conclusions: A collaborative and inclusive intervention program that uses implicit techniques favors the improvement of certain aspects of the syntactic processing of pupils with developmental language disorder.
YR 2020
FD 2020
LK http://riull.ull.es/xmlui/handle/915/39037
UL http://riull.ull.es/xmlui/handle/915/39037
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 23-dic-2024