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Family-Based Whole-Exome Analysis of Specific Language Impairment (SLI) Identifies Rare Variants in BUD13, a Component of the Retention and Splicing (RES) Complex
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In: Brain Sciences; Volume 12; Issue 1; Pages: 47 (2021)
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Consistency of a Nonword Repetition Task to Discriminate Children with and without Developmental Language Disorder in Catalan-Spanish and European Portuguese Speaking Children
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Consistency of a nonword repetition task to discriminate children with and without developmental language disorder in catalan-spanish and european portuguese speaking children
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TEL y lectura. Propuesta de intervención neuropsicológica diseñada para estimular la conciencia fonológica en primer curso de Educación Primaria
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Abstract:
Reading is a natural and voluntary process without a genetic basis that requires a learning process based on practice and adapted to the development of its neurological bases and cognitive processes. Many studies relate as a precursor of the reading process to Phonological Awareness, a metalinguistic ability by which the elements of language are manipulated at their different levels. The general objective of this Master’s Final Work, is to improve the reading processes by stimulating the CF in 20 students of first year of Primary Education, among which an infant is diagnosed with Specific Language Impairment (SLI). After a thorough review of the current literature in which the variables mentioned are related to TEL, a proposal for neuropsychological intervention is designed whose contents are based on the three levels of language in which the metalinguistic ability is divided: lexical awareness, syllabic awareness and phonemic awareness. Starting from the simplest to the complex, activities are designed for each of these metaphonological skills, taking into account the gradual difficulty of the cognitive actions of identification, addition and omission, and the initial position, end or centre of the language element. Group sessions are held for each of the three levels, the last being complemented by two individual sessions for the subject with disorder. The methodology used throughout the intervention process is based on Cooperative Learning (AL) and the didactic game, supported by the global model TEACHH and Alternative and Augmentative Communication Systems (SAAC). Finally, it concludes with the review of the pre and post-treatment evaluations carried out through the Linguistic Segmentation Test (LST) and the PROLEC-R that determine if the proposed neuropsychological intervention obtains favorable results in the reading processes. ; La lectura es un proceso natural y voluntario sin base genética que requiere un proceso de aprendizaje basado en la práctica y adaptado al desarrollo de sus bases neurológicas y de sus procesos cognitivos. Multitud de estudios relacionan como precursor del proceso lector a la Conciencia Fonológica (CF), habilidad metalingüística por la que se manipulan los elementos del lenguaje en sus distintos niveles. El objetivo general del presente Trabajo Fin de Master (TFM), consiste en mejorar los procesos lectores mediante la estimulación de la CF en 20 alumnos de primer curso de Educación Primaria, entre los cuales un infante está diagnosticado con Trastorno Específico del Lenguaje (TEL). Tras una revisión minuciosa de la literatura actual en la que se relacionan las variables mencionadas con el TEL, se diseña una propuesta de intervención neuropsicológica cuyos contenidos se fundamentan en los tres niveles del lenguaje en que se divide la habilidad metalingüística: conciencia léxica, conciencia silábica y conciencia fonémica. Partiendo de lo más simple a lo complejo, se diseñan actividades para cada una de estas habilidades metafonológicas atendiendo a la dificultad gradual que suponen las acciones cognitivas de identificación, adición y omisión, y a la posición inicial, final o central del elemento lingüístico. Se realizan sesiones grupales para cada uno de los tres niveles siendo el último complementado por dos sesiones individuales para el sujeto con trastorno. La metodología utilizada a lo largo de todo el proceso de intervención se basa en el Aprendizaje Cooperativo (AC) y el juego didáctico, sustentados por el modelo global TEACHH y Sistemas Alternativos y Aumentativos de Comunicación (SAAC). Finalmente, se concluye con la revisión de las evaluaciones pre y post-tratamiento realizadas mediante la Prueba de Segmentación Lingüística (PSL) y el PROLEC-R que determinan si la propuesta de intervención neuropsicológica obtiene resultados favorables en los procesos lectores.
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Keyword:
conciencia fonológica (CF); habilidades metafonológicas; language skills; lectura; Máster Universitario en Neuropsicología y Educación; phonological awareness; reading; specific language impairment (SLI); trastorno específico del lenguaje (TEL)
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URL: https://reunir.unir.net/handle/123456789/11941
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Les dificultats en la memòria procedimental en nens amb trastorn específic del llenguatge oral
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Using Eye Gaze to Examine Language Production Processes in Children with Language Impairments
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Children with SLI can exhibit reduced attention to a talker's mouth
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| 8 |
Deficits in narrative abilities in child British Sign Language users with specific language impairment
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In: INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS , 49 (3) pp. 343-353. (2014) (2014)
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The messages they send: e-mail use by adolescents with and without a historyof specific language impairment (SLI)
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DCDC2, KIAA0319 and CMIP are associated with reading-related traits
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2011)
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Indirect language therapy for children with persistent language impairment in mainstream primary schools: Outcomes from a cohort intervention
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Narrative comprehension and production in children with SLI: An eye movement study
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Procedural and declarative memory in children with and without specific language impairment
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Genes, cognition, and communication: insights from neurodevelopmental disorders
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Loss of language in early development of autism and specific language impairment
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In: JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY , 50 (7) 843 - 852. (2009) (2009)
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Frequency discrimination deficits in people with specific language impairment : reliability, validity, and linguistic correlates
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Auditory processing in dyslexia and specific language impairment: is there a deficit? What is its nature? Does it explain anything?
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In: JOURNAL OF PHONETICS , 31 (3-4) 509 - 527. (2003) (2003)
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Fluency of School-Aged Children With a History of Specific Expressive Language Impairment: An Exploratory Study
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