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Visually situated spoken words activate phonological, visual, and semantic representations guiding overt attention during visual exploration. We compared the activation of these representations in children with and without developmental language disorder (DLD) across four eye-tracking experiments, with a particular focus on visual (shape) representations. Two types of trials were presented in each experiment. In Experiment 1, participants heard a word while seeing (1) an object visually associated with the spoken word (i.e., shape competitor) together with a phonologically related object (i.e., cohort competitor), or (2) a shape competitor with an unrelated object. In Experiment 2 and 3, participants heard a word while seeing (1) a shape competitor with an object semantically related to the spoken word (i.e., semantic competitor), or (2) a shape competitor with an unrelated object. In Experiment 4, children heard a word while seeing a semantic competitor with (1) the visual referent of the spoken or (2) with an unrelated object. The visual context was previewed for three seconds before the spoken word, except for Experiment 2, where it appeared at the onset of the spoken word (i.e., no preview). The results showed that when a preview was provided both groups were equally attracted by cohort and semantic competitors and preferred the shape competitors over the unrelated objects. However, shape preference disappeared in the DLD group when no preview was provided and when the shape competitor was presented with a semantic competitor. Our results indicate that children with DLD have a less efficient retrieval of shape representation during word recognition compared to typically developing children.

The purpose of this paper is to comprehend the importance that grammar has in the teaching of writing in the Hispanic American countries and Spain. To achieve this, the discussion that has taken place in these countries about the importance of sentence grammar in the teaching of writing is analysed. Three proposals for the contextualised teaching of grammar are systematised from the literature review: those that are focused in the writing process, those focused on metalinguistic reflection and those with a greater emphasis in the grammar of text. Besides, the school curricula of 14 Spanish-speaking countries that were involved in the international assessment of TERCE are examined. This analysis shows an evident attachment to the communicative approach of grammar. This means that in almost all countries grammar is taught linked to the linguistic skills of reading, writing or orality, with an especial emphasis in writing. Also, two tendencies can be observed in the curricula of this countries, that guide the way in which curricula use sentence grammar to have an impact on written communication: (i) from sentence grammar to text grammar and (ii) from text grammar to sentence grammar.

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ius et Praxis (07172877) is the property of Universidad de Talca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)