La prosodia en la lectura de niños con trastorno específico del lenguaje

  1. Natalia Jordán 1
  2. Fernando Cuetos 1
  3. Paz Suárez Coalla 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2019

Volumen: 42

Número: 1

Páginas: 87-127

Tipo: Artículo

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Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Resumen

La lectura expresiva se considera uno de los subprocesos involu- crados en la fluidez lectora, los buenos lectores presentan cambios de tono mayores y menos pausas innecesarias. Dada la alta frecuencia de dificultades lectoras en el trastorno específico del lenguaje (TEL) es posible que presenten ciertas diferencias en el uso de la prosodia. El objetivo de este estudio ha sido investigar si la prosodia en lectura de niños con TEL españoles difiere con la de los lectores típicos. Para ello, 44 niños (TEL y controles) leyeron en voz alta un texto que contenía frases declarativas, interrogativas y exclamativas. Se midieron diversos parámetros prosódicos referentes a duración, tono e intensidad. Los resultados mostraron que los niños con TEL leen más despacio, comenten más errores y hacen más pausas innecesarias. Además, se observan menos variaciones tonales en la frase interrogativa y en rasgos finales de la frase. Estos resultados confirman la relación entre decodificación y prosodia, la intervención con estos niños deberá tener en cuenta la práctica de la lectura expresiva durante el aprendizaje de la fluidez lectora

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Información de financiación

This study was financed with project PSI2015-64174P of the Ministry of Economy and Competitiveness of the government of Spain. The authors wish to express their gratitude for the participation of the associations of families of children with SLI and the schools that participated in this study. / Este estudio fue financiado con el proyecto PSI2015-64174P del Ministerio de Economía y Competitividad del Gobierno de España. Los autores agradecen la participación de las asociaciones de familias de niños con TEL y de los colegios que han colaborado en este estudio.

Financiadores

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