Search

El desenvolupament del discurs narratiu constitueix un bon indicador de la competència lingüística i mostra una forta relació amb el desenvolupament lingüístic i acadèmic en la població infantil. Els nens i les nenes amb Trastorn del Desenvolupament del Llenguatge (TDL) presenten múltiples dificultats en la producció i la comprensió narrativa, aspecte que afecta les seves habilitats de comunicació i possiblement afectarà el seu aprenentatge escolar. La implementació de programes d’intervenció enfocats a potenciar les habilitats narratives mostra canvis significatius en l’alumnat amb TDL, per la qual cosa implementar aquests programes resulta útil no només per desenvolupar la competència lingüística sinó també per impulsar el rendiment acadèmic., The development of narrative discourse is a good indicator of children’s linguistic competence and shows a strong correlation with linguistic and academic performance. Children with Developmental Language Disorder (DLD) show multiple difficulties in various aspects of narrative production and comprehension, which affect their communicative skills and may affect their learning in school. The implementation of interventional programs focused on enhancing narrative skills results in significant changes in students with narrative difficulties, in such a way that implementing these programs would be useful not only for developing linguistic proficiency but also for boosting academic performance., El desarrollo del discurso narrativo constituye un buen indicador de la competencia lingüística y muestra una fuerte relación con el desempeño lingüístico y académico en la población infantil. Los niños y niñas con Trastorno del Desarrollo del Lenguaje (TDL) presentan múltiples dificultades en la producción y la comprensión narrativa, lo que afecta a sus habilidades comunicativas y probablemente repercutirá en su aprendizaje escolar. La implementación de programas de intervención centrados en potenciar las habilidades narrativas arroja cambios significativos en alumnado con TDL, por lo que implementar este tipo de programas resultaría útil no solo para desarrollar la competencia lingüística sino también para impulsar el rendimiento académico.

Treball final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic 2016-2017 Aquest treball es centra en la intervenció sobre un alumne de quatre anys diagnosticat com a TEL i integrat en una aula ordinària. L’objectiu és millorar la comunicació mitjançant el sistema de comunicació PECS. Per tal de dur a terme aquesta intervenció es van haver de seguir uns passos d’acord amb el manual d’aquest material. A més, hi ha altres objectius específics als quals s’ha de prestar també molta atenció, com per exemple intentar aconseguir que l’alumne augmente el seu vocabulari, millorar la seva comunicació i també treballar per tal que aquest millore l’atenció. Aquest és un treball de cas únic en el qual s’ha utilitzat una metodologia tant qualitativa com quantitativa. La posada en marxa ha tingut una durada d’un total de dos mesos i mig. Finalment s’ha observat mitjançant registres que l’alumne ha ampliat el vocabulari i també han augmentat el nombre de peticions que realitza de forma autònoma. This work focuses on the intervention on a four-year child diagnosed as SLI and integrated into a regular classroom. The aim is to improve communication through the Picture Exchange Communication System (PECS). In order to carry out this procedure it is necessary to follow a few steps in accordance with the manual of this material. In addition, there are other specific aims to which we should pay a lot of attention as well as, for example try to increase the vocabulary, improve the communication and also work for that improves attention. This is a unique case in which quantitative and qualitative methodology have been used. The intervention has had duration of a total of two months and a half. Finally, it has been observed through the registers that the student has expanded the vocabulary and he has increased the number of requests performed autonomously.

This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5; 8 years) and 12 typically developing children (mean age 5; 6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and Spanish-speaking children with SLI. The comprehension task involved the recording of eye movements during the visual exploration of successive scenes in a story, while listening to the associated narrative. With regard to production, the children were asked to retell the story, while once again looking at the scenes, as their eye movements were monitored. During narrative production, children with SLI look at the most semantically relevant areas of the scenes fewer times than their age-matched controls, but no differences were found in narrative comprehension. Moreover, the analyses of speech productions revealed that children with SLI retained less information and made more semantic and syntactic errors during retelling. Implications for theories that characterize SLI are discussed.

It has been demonstrated that children with specific language impairment (SLI) show difficulties not only with auditory but also with audiovisual speech perception. The goal of this study was to assess whether children with SLI might show reduced attention to the talker's mouth compared to their typically developing (TD) peers. An additional aim was to determine whether the pattern of attention to a talking face would be related to a specific subtype of SLI. We used an eye-tracker methodology and presented a video of a talker speaking the children's native language. Results revealed that children with SLI paid significantly less attention to the mouth than the TD children. More specifically, it was also observed that children with a phonological-syntactic deficit looked less to the mouth as compared to the children with a lexical-syntactic deficit.