PHONOLOGICAL CONSCIOUSNESS AND VERBAL BEHAVIOR IN CHILDREN WITH LEARNING DIFFICULTIES
Introduction: Phonological awareness has been suggested as the basic problem in learning disabilities (LD). Objective: To analyze the characteristics of the phonological awareness and the verbal skills in a sample of children aged 7 to 10 years with LD compared with a control group without LD. Mater...
| Autor Principal: | Gómez, Luz Ángela; Universidad de San Buenaventura, Colombia |
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| Otros Autores: | Duarte, Ana María; Universidad de San Buenaventura, Colombia, Merchán, Vilma; Universidad de San Buenaventura, Colombia, Aguirre, Daniel Camilo; Universidad de Antioquia, Colombia, Pineda, David A; Universidad de Antioquia, Colombia |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Pontificia Universidad Javeriana
2007
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| Materias: | |
| Acceso en línea: |
http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/141 |
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| Sumario: |
Introduction: Phonological awareness has been suggested as the basic problem in learning disabilities (LD). Objective: To analyze the characteristics of the phonological awareness and the verbal skills in a sample of children aged 7 to 10 years with LD compared with a control group without LD. Material and methods: A nonrandom sample of sixty four - 7-to- 10-year-old - children of both genders, which were studying in Medellín city (Colombia), was selected. The sample was classified in 2 equal size groups: 1) LD and 2) a control group without LD. A questionnaire of LD for teachers (Spanish abbreviation: CEPA) was used as grouping classification. The cut-off point for the cases was a T-score = 60, and for the controls T= 55. The groups were compared in six tasks of phonological awareness and 5 tests of verbal skills. Results: The LD group had a statistically significant lower performance on phonological segmentation than the control group (p = 0,032); and significant lower scores on the verbal skills tests of comprehension (Token Test), narratives
and inferences (p = 0.000). Conclusion: LD children presented lower performances on tasks of phonological segmentation, verbal comprehension and narratives. |
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