Procesos de simplificación fonológica en alumnado de Educación Infantil: desarrollo típico y trastorno del desarrollo del lenguaje

Atteneri Delgado Cruz; María Ángeles Axpe Caballero; Víctor M. Acosta Rodríguez; María Martel González

doi:10.30827/relieve.v30i2.28737

Autores

Atteneri Delgado Cruz University of La Laguna https://orcid.org/0000-0003-0610-5447
María Ángeles Axpe Caballero University of La Laguna https://orcid.org/0000-0002-2635-3600
Víctor M. Acosta Rodríguez University of La Laguna https://orcid.org/0000-0003-4713-0649
María Martel González University of La Laguna

DOI:

https://doi.org/10.30827/relieve.v30i2.28737

Palavras-chave:

Perturbação do desenvolvimento da linguagem, educação de infância, fala, processos simplificação fonológica

Resumo

O desenvolvimento da fala em algumas crianças não se processa como no desenvolvimento típico, o que pode afetar várias áreas do desenvolvimento e da aprendizagem. Estas crianças produzem palavras fonologicamente simplificadas como resultado da aplicação de estratégias conhecidas como Processos de Simplificação Fonológica (PSF). A aplicação de PSF não é motivada por causas motoras, morfológicas, sensoriais ou neurológicas. É frequente que os PSF sejam progressivamente eliminados ao longo dos anos. No entanto, um grupo que se caracteriza por apresentar PSF até uma idade avançada é o das pessoas diagnosticadas com Perturbação do Desenvolvimento da Linguagem (PDL). O principal objetivo da presente investigação é descrever e comparar os problemas fonológicos de alunos da Educação Pré-Escolar com Perturbação do Desenvolvimento da Linguagem (PDL) e desenvolvimento típico (DT). Com esta finalidade, foram selecionados 96 alunos para cumprir o critério de diagnóstico do grupo de TDL, tendo sido aplicado o teste de linguagem Clinical Evaluation of Language Fundamentals Spanish (CELF-4). As produções fonológicas foram obtidas através da aplicação do teste do Registo Fonológico Induzido (RFI). Os resultados concluem que, nos níveis analisados, tende a haver uma maior presença de erros no grupo com TDL e que estes podem tornar-se mais persistentes, com consequências que podem afetar o desenvolvimento de outras competências de processamento fonológico (por exemplo, a consciência fonológica) e da gramática. É proposta uma resposta educativa através de um Sistema de Apoio de Múltiplos Níveis (SAMN).

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Biografia do Autor

Atteneri Delgado Cruz, University of La Laguna

Assistant Professor in the Department of Didactics and Educational Research (Area of Research Methods and Educational Diagnostics). Researcher in the Acentejo Language Difficulties Research Group and speech therapist specializing in childhood language disorders. Master's degree in Advanced Studies on Communication, Language, and Its Pathologies.

María Ángeles Axpe Caballero, University of La Laguna

Associate Professor in the Department of Didactics and Educational Research (Area of Research Methods and Educational Diagnostics). Researcher in the Acentejo Language Difficulties Research Group, specializing in research methodology. Her publications focus on language intervention with students with Developmental Language Disorders

Víctor M. Acosta Rodríguez, University of La Laguna

University Professor in the Department of Didactics and Educational Research (Area of Didactics and School Organization). Principal Investigator of the Acentejo Language Difficulties Research Group. His most recent publications address issues in oral language, executive functioning, reading, and the educational inclusion of students with Developmental Language Disorder in Early Childhood and Primary Education.

María Martel González, University of La Laguna

Speech therapist and Education Program doctoral student.

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