Desempeños en lectoescritura y competencias comunicativas en los niños sordos colombianos usuarios de lengua de señas
This chapter presents an approach to the current state of deaf children in Colombia, in relation to basic communicative skills, and reading and writing skills. Many studies report a big gap in reading and writing between deaf and hearing students. In the field of deaf studies, the education processe...
| Autor Principal: | Rocha Ruiz, Laura |
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| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de San Buenaventura - Cali
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/3824 |
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| Sumario: |
This chapter presents an approach to the current state of deaf children in Colombia, in relation to basic communicative skills, and reading and writing skills. Many studies report a big gap in reading and writing between deaf and hearing students. In the field of deaf studies, the education processes and the inclusion of deaf students, is a major topic. The socio-cultural psychology is based on the centrality of language, in the develop process. This chapter describes the development in verbal and write language, in a sample of deaf children, students of elementary school, users of Colombian Sign Language (LSC for its Spanish name), from diverse cultural environments. 221 children was assessed with SONAR and VISOR, in the context of the research project “Study of cognitive development in deaf or hard of hearing with psychometric tool VISOR”. The descriptive analysis reveals a higher variation inside scholar groups. The children’s performance reveal two similar groups: 1st and 2nd grades, and 3th, 4th and 5th grades. In the scores of last group appears a “plateau effect”: the scores reach a maximum level, and stops there. The communication system variable affect performances in many others tasks. The multiple regression analysis reveals a predictive relation between language scores, and the scores in basic cognitive process tasks. |
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