Incidencia de los trastornos linguisticos en el desarrollo del lenguaje en los estudiantes de segundo año básico de la escuela fiscal Leopoldo Izquieta Pérez
Fecha
2015
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Universidad de Guayaquil Facultad de Filosofia, Letras y Ciencias de la Educación
Resumen
Los niños con trastornos lingüísticos tienen dificultades en algunas o
todas las dimensiones del lenguaje (fonología, morfología, sintáctica,
semántica y pragmática), cuando están adquiriendo el lenguaje
expresivo presentan dificultades fonético-fonológicas consistentes en
una capacidad fonética restringida, que limita las oportunidades de
practicar y ampliar su repertorio, aquella que se manifiesta desde la
época del balbuceo. También se observa una configuración silábica
restringida junto con un inventario consonántico limitado, producciones
inusuales de sonidos, un sistema fonológico más retrasado y en
definitiva una deficiente inteligibilidad. Los problemas gramaticales de
los niños con trastornos lingüísticos se manifiestan en el desarrollo de
los morfemas flexivos, la organización gramatical de los sintagmas en las
oraciones, así como en la utilización adecuada de la concordancia
gramatical entre las distintas palabras y proposiciones que constituyen
las estructura de las oraciones. El desarrollo de la morfología verbal
guardada relación con la adquisición léxica. A nivel léxico encontramos
dificultades para aprender nuevas palabras de modo incidental,
problemas para almacenar en la memoria a corto plazo, las formas
fonológicas de nuevas palabras y para crear y almacenar
representaciones léxicas elaboradas, así como dificultades de
procesamiento auditivo. Por tanto, las habilidades lingüísticas de los
niños no podemos concebirlas como sistemas autónomos, si no que
todos los niveles están interrelacionados.
The kids with language disorders have many difficulties in some or all dimensions of the language (phonology, morphology, syntax, semantics and pragmatics), when acquiring expressive language present phonetic-phonological difficulties consisting of a restricted capacity phonetics, that limit de opportunities to practice and expand their repertoire, that is manifested since the time of babble. Also observe a syllable setting with a limited inventory, unusual productions the sound, a delayed phonological system and ultimately poor intelligibility. Grammatical problems with language disorders are manifested in the development of inflections, the grammatical organizations of phrases in sentences, as well as the proper use of grammatical agreement between the different words and proposition that constitute the structure the sentences. The development of the relation stored lexical acquisition verbal morphological. A lexical level we find difficulty learning new words incidentally, trouble stored in short-term memory, the phonological forms of new words and to create and stored lexical representations made and auditory processing difficulties. Therefore, the language skills of children cannot conceive of them as autonomous systems, if not all levels are interrelated.
The kids with language disorders have many difficulties in some or all dimensions of the language (phonology, morphology, syntax, semantics and pragmatics), when acquiring expressive language present phonetic-phonological difficulties consisting of a restricted capacity phonetics, that limit de opportunities to practice and expand their repertoire, that is manifested since the time of babble. Also observe a syllable setting with a limited inventory, unusual productions the sound, a delayed phonological system and ultimately poor intelligibility. Grammatical problems with language disorders are manifested in the development of inflections, the grammatical organizations of phrases in sentences, as well as the proper use of grammatical agreement between the different words and proposition that constitute the structure the sentences. The development of the relation stored lexical acquisition verbal morphological. A lexical level we find difficulty learning new words incidentally, trouble stored in short-term memory, the phonological forms of new words and to create and stored lexical representations made and auditory processing difficulties. Therefore, the language skills of children cannot conceive of them as autonomous systems, if not all levels are interrelated.
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DIFICULTADES, LENGUAJE, APRENDIZAJE