Comprensión sintáctica en escolares portadores de trastorno específico de aprendizaje de 8 a 10 años 11 meses
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Fecha
2010
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
La comprensión sintáctica corresponde a la capacidad de entender un mensaje
oral o escrito a través de la relación que se establece entre cada uno de sus
elementos léxicos y su significado, de acuerdo al contexto en el cual se formule el
enunciado. Para tal fin se utilizan distintos tipos de estrategias: estrategias
pragmáticas, proposicionales y morfosintácticas, las que se adquieren en el transcurso
del desarrollo lingüístico y se utilizan de acuerdo a la complejidad morfosintáctica del
enunciado y el contexto en el cual este se da. Sin embargo, cuando el niño en edad
escolar presenta problemas en la comprensión de ciertas estructuras gramaticales es
importante observar la relación que se puede establecer entre las dificultades en la
comprensión sintáctica y los trastornos específicos de aprendizaje (TEA). El TEA es
entendido como una dificultad severa o significativa del aprendizaje de la lectura,
escritura y/o matemáticas en niños que no presentan retardo mental, dificultades
sensoriales o motoras graves (ceguera, sordera, parálisis cerebral, afasia, etc.)
deprivación sociocultural, trastornos emocionales graves.
Un niño con dificultades en el lenguaje, particularmente en la comprensión
sintáctica presentará dificultad para efectuar la codificación y decodificación de las
palabras y para entender plenamente el significado, repercutiendo esto
negativamente en su aprendizaje y éxito escolar.
Syntactic comprehension is the ability to understand both a written or oral message through the relationship that exists among each one of its lexical elements and meanings based on the context in which the statement is made. There are several types of strategies used for this: pragmatic, propositional and morphosyntactic which are acquired through the linguistic development and used according to the morphosyntactic complexity of the statement and its context. However, when a school-age child has difficulties to understand certain grammatical structures, it is crucial to consider the relationship established between the syntactic comprehension problems and the Specific Learning Disabilities (SLD). The SLD is defined as a severe difficulty for learning to read, write and/or learning Mathematics in children without mental retardation, sensory or severe motor difficulties (blindness, deafness, cerebral palsy, aphasia, etc.), socio-cultural deprivation, or severe emotional disorders. lt is in this way how the relationship between language and learning disorders can be exemplified in the sense that talking is encoding ideas (or feelings) into words and reading is decoding words and transforming them into ideas. Therefore, a child with learning disabilities -particularly syntactic comprehension- will have difficulties doing this double process and understanding the entire meaning. Thus, it will have a negative impact on the child's learning and school success.
Syntactic comprehension is the ability to understand both a written or oral message through the relationship that exists among each one of its lexical elements and meanings based on the context in which the statement is made. There are several types of strategies used for this: pragmatic, propositional and morphosyntactic which are acquired through the linguistic development and used according to the morphosyntactic complexity of the statement and its context. However, when a school-age child has difficulties to understand certain grammatical structures, it is crucial to consider the relationship established between the syntactic comprehension problems and the Specific Learning Disabilities (SLD). The SLD is defined as a severe difficulty for learning to read, write and/or learning Mathematics in children without mental retardation, sensory or severe motor difficulties (blindness, deafness, cerebral palsy, aphasia, etc.), socio-cultural deprivation, or severe emotional disorders. lt is in this way how the relationship between language and learning disorders can be exemplified in the sense that talking is encoding ideas (or feelings) into words and reading is decoding words and transforming them into ideas. Therefore, a child with learning disabilities -particularly syntactic comprehension- will have difficulties doing this double process and understanding the entire meaning. Thus, it will have a negative impact on the child's learning and school success.
Notas
Tesis (Fonoaudiólogo)
Palabras clave
Niños con Trastornos del Aprendizaje Investigaciones.