Intervention in the coherence of narrative discourse in students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico)

IF 1 4区 教育学 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal for the Study of Education and Development Pub Date : 2022-08-08 DOI:10.1080/02103702.2022.2096279
Atteneri Delgado-Cruz, Víctor M Acosta-Rodríguez, Gustavo M Ramírez-Santana
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Abstract

ABSTRACT The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention.
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发展性语言障碍与典型发展学生叙事话语一致性的干预(语言发展障碍与典型发展学生叙事话语一致性的干预)
摘要本研究的主要目的是确定一个干预方案对典型发展性语言障碍(TD)和发展性语言障碍(DLD)学生叙事连贯性的有效性。参与者是来自特内里费岛学校的99名5岁学生。以复述故事为任务进行叙事分析,研究主题统一性、因果语义关系和时间语义关系。干预计划共55次,每次20分钟,分为不同的练习级别,并得到教师和言语治疗师的合作。设2个试验组(DLD和TD)和2个对照组(DLD和TD)。结果表明,DLD学生在连贯性方面的表现比TD学生差。在课程结束后,接受干预的学生不仅提高了他们的成绩,而且在主题统一性和心理状态-因果关系方面表现出最大的进步。所使用的工作模型可作为早期干预的指导。
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来源期刊
CiteScore
2.30
自引率
12.50%
发文量
25
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