Incidencia del vocabulario en la comprensión lectora de estudiantes chilenos con discapacidad intelectual

IF 0.4 Q4 LINGUISTICS Revista de Investigacion en Logopedia Pub Date : 2020-07-10 DOI:10.5209/rlog.64660
J. Ortega, S. Sepúlveda
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引用次数: 1

Abstract

Reading has traditionally attracted the interest of professionals and researchers. However, studies that have explored reading comprehension skills in Spanish-speaking subjects with intellectual disabilities (ID), whose etiology is unknown or diverse are testimonial and research that analyzes the influence of the vocabulary mastery on the reading performance of these school children is non-existent. In this sense, a novel study was set to analyze the relation between vocabulary and reading comprehension in an ID population, based on a descriptive and correlational analysis. A sample of 22 Chilean elementary school children with ID from three urban schools of different administration types participated in the study. Results showed that only in the group of boys there were significant correlations between both variables. These results and their importance for the design of strategies that will allow this group to have a better reading performance are discussed.
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词汇对智利智障学生阅读理解的影响
传统上,阅读吸引了专业人士和研究人员的兴趣。然而,在病因未知或多种多样的西班牙语智力残疾(ID)受试者中探索阅读理解技能的研究是证明性的,而分析词汇掌握对这些学生阅读表现影响的研究是不存在的。从这个意义上说,一项新颖的研究旨在基于描述性和相关性分析,分析ID人群中词汇与阅读理解之间的关系。来自三所不同管理类型的城市学校的22名智利小学生参加了这项研究。结果显示,只有在男孩组中,两个变量之间存在显著相关性。讨论了这些结果及其对策略设计的重要性,这些策略将使这群人有更好的阅读表现。
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来源期刊
CiteScore
0.80
自引率
33.30%
发文量
34
审稿时长
12 weeks
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