Dislalia y su influencia en el desarrollo comprensivo y expresivo del lenguaje en niños escolares de 6 – 7 años
Fecha
2011
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Universidad de Guayaquil. Facultad de Ciencias Médicas. Carrera de Tecnología Médica
Resumen
Al realizar este trabajo me enfoque en los niños del centro de práctica al cual pertenecí mientras cursaba el tercer año de Terapia de Lenguaje, ya que note que en ellos se presenciaba una dificultad del lenguaje, la dislalia afecta su desarrollo comprensivo y expresivo del mismo. Pude detectar que en esta escuela había distintas patologías simples del lenguaje. En el trabajo investigativo se plantea que los trastornos específicos del lenguaje corresponden a un grupo heterogéneo de dificultades lingüísticas, que además son capaces de trascender en el tiempo, pudiendo comprometer el desempeño escolar en edades posteriores. De esta forma se plantea la posibilidad de que la dislalia corresponda a una patología de carácter persistente. Por esto, se realiza una investigación cuyo propósito es comparar el rendimiento en evaluaciones del lenguaje oral (Pauta de Evaluación Fonoaudiológica) y habilidades psicolingüísticas (Batería de Evaluación de Trastornos del Aprendizaje) entre niños de 6 – 7 años, con y sin antecedentes de la dislalia en edad escolar. Además, se busca relación estadística entre estos resultados y el rendimiento escolar.
When doing this work, I focused on the children of the practice center to which I belonged while I was in the third year of Language Therapy, and I noticed that they experienced a language difficulty, the dyslalia affects its comprehensive and expressive development. I could detect that in this school there were different simple language pathologies. In the research work, it is suggested that the specific language disorders correspond to a heterogeneous group of linguistic difficulties, which are also capable of transcending over time, being able to compromise school performance at later ages. In this way, the possibility arises that dyslalia corresponds to a pathology of persistent character. Therefore, a research is carried out whose purpose is to compare the performance in evaluations of oral language (Phonoaudiological Assessment Guideline) and psycholinguistic abilities (Battery of Evaluation of Learning Disorders) among children of 6 - 7 years, with and without antecedents of the dislalia in school age. In addition, a statistical relationship between these results and school performance is sought
When doing this work, I focused on the children of the practice center to which I belonged while I was in the third year of Language Therapy, and I noticed that they experienced a language difficulty, the dyslalia affects its comprehensive and expressive development. I could detect that in this school there were different simple language pathologies. In the research work, it is suggested that the specific language disorders correspond to a heterogeneous group of linguistic difficulties, which are also capable of transcending over time, being able to compromise school performance at later ages. In this way, the possibility arises that dyslalia corresponds to a pathology of persistent character. Therefore, a research is carried out whose purpose is to compare the performance in evaluations of oral language (Phonoaudiological Assessment Guideline) and psycholinguistic abilities (Battery of Evaluation of Learning Disorders) among children of 6 - 7 years, with and without antecedents of the dislalia in school age. In addition, a statistical relationship between these results and school performance is sought
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Dislalia, Desarrollo del lenguaje, Pediatría, Escuela Fiscal Mixta No. 336 Gral. Eloy Alfaro, Cantón Guayaquil, Ecuador