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Introduction to Language Development in Children: Description to Detect and Prevent Language Difficulties
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In: Children, 2022, vol. 9, núm. 3, p. 412 ; Articles publicats (D-PS) (2022)
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Introduction to Language Development in Children: Description to Detect and Prevent Language Difficulties
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In: Children (Basel) (2022)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children (Basel) (2021)
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Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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| 5 |
Sociodemographic and Pre-Linguistic Factors in Early Vocabulary Acquisition
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In: Children, 2021, vol. 8, núm. 3, p. 206 ; Articles publicats (D-PS) (2021)
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| 6 |
Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula
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Impact of the Use of Media Devices within the Family Context on the Language of Preteens
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In: Children (Basel) (2020)
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Behavioral, Emotional and School Adjustment in Adolescents with and without Developmental Language Disorder (DLD) Is Related to Family Involvement
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| 9 |
Academic Outcomes in Bilingual Children With Developmental Language Disorder: A Longitudinal Study
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| 10 |
Beliefs and Practices of Speech-Language Therapists in Spain regarding Bilingual clients. ...
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| 11 |
Is bilingualism losing its advantage? A bibliometric approach
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| 12 |
Oral morphosyntactic competence as a predictor of reading comprehension in children with specific language impairment
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Abstract:
Background Children with a diagnosis of specific language impairment (SLI) present impaired oral comprehension. According to the simple view of reading, general amodal linguistic capacity accounts for both oral and reading comprehension. Considering this, we should expect SLI children to display a reading comprehension deficit. However, previous research regarding the association between reading disorders and SLI has yielded inconsistent results. Aims To study the influence of prior oral comprehension competence over reading comprehension during the first years of reading acquisition of bilingual Catalan-Spanish children with SLI (ages 7-8). Methods & Procedures We assessed groups of bilingual Catalan-Spanish SLI and matched control children at ages 7 and 8 with standardized reading comprehension tasks including grammatical structures, sentence and text comprehension. Early oral competence and prior non‐verbal intelligence were also measured and introduced into regression analyses with the participants' reading results in order to state the relation between the comprehension of oral and written material. Outcomes & Results Although we found no significant differences between the scores of our two participant groups in the reading tasks, data regarding their early oral competence, but not non‐verbal intelligence measures, significantly influence their reading outcome. Conclusions & Implications The results extend our knowledge regarding the course of literacy acquisition of children with SLI and provide evidence in support of the theories that assume common linguistic processes to be responsible for both oral and reading comprehension.
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Keyword:
Comprensió de la lectura; Reading comprehension; Speech disorders in children; Trastorns de la parla en els infants
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URL: http://hdl.handle.net/2445/162501
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| 13 |
Reading skills in young adolescents with a history of Specific Language Impairment: The role of early semantic capacity
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| 15 |
The first Spanish version of the NEPSY for the assessment of the neuropsychological development in a sample of Spanish children
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| 16 |
Comparative analysis of the acquisition of syllabic structure and errors in preschool children with SLI
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In: Anuario de Psicología/The UB Journal of Psychology; Vol. 43, No 2 (2013); 237-252 ; 1988-5253 ; 0066-5126 (2013)
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| 17 |
La relación entre el aprendizaje léxico y el desarrollo gramatical
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| 18 |
Valoración del componente articulatorio del bucle fonológico del habla interior mediante una técnica conductual
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