Habilidades narrativas orales de niños y adolescentes con síndrome de Down: la macroestructura como una fortaleza relativa

• Sánchez-Gómez, Victoria ^[1] ; Zampini, Laura ^[2] ; Muñoz-Montes, María Magdalena ^[3] ; Palomero-Sierra, Blanca ^[1] ; Alvarado Torres, Natalia ^[1] ; Verdugo Alonso, Miguel Ángel ^[1]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  2. [2] University of Milano-Bicocca

     University of Milano-Bicocca

     Milán, Italia

     
  3. [3] Pontificia Universidad Católica de Chile

     Pontificia Universidad Católica de Chile

     Santiago, Chile

     

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• Localización: Siglo Cero: Revista Española sobre Discapacidad Intelectual, ISSN 2530-0350, Vol. 56, Nº 4, 2025, págs. 31-48
• Idioma: español
• DOI: 10.14201/scero.32669
• Títulos paralelos:
  • Oral Narrative Abilities of Children and Adolescents with Down Syndrome: Macrostructure as a Relative Strength
• Enlaces
  • Texto completo
• Resumen
  • español

    Las narraciones orales cumplen una función central en el desarrollo cognitivo, lingüístico y social, al permitir organizar experiencias, construir identidad y participar en la vida cultural. En niños y adolescentes con síndrome de Down, estas habilidades son especialmente relevantes para favorecer su inclusión educativa y social. A pesar de las dificultades lingüísticas que caracterizan a esta población, la literatura suele indicar que la macroestructura narrativa —referida a la coherencia global y organización del relato— podría representar una fortaleza relativa, en contraste con las limitaciones observadas en la microestructura. Este artículo, de revisión, profundiza en las evidencias recientes en torno a esta noción de la macroestructura como una fortaleza relativa. El artículo se organiza en tres secciones: 1) las formas de evaluación de la macroestructura narrativa utilizadas en este grupo; 2) las evidencias más relevantes sobre la concepción de la macroestructura como una fortaleza relativa, organizadas en torno a tres argumentos centrales; y 3) las variables asociadas al desempeño macroestructural en esta población. Todo ello, poniendo especial énfasis en estudios realizados en diversos contextos lingüísticos, ampliando la perspectiva más allá del contexto angloparlante. Finalmente, se discuten las principales implicaciones para la investigación y la práctica.

  • English

    Oral narratives play a central role in cognitive, linguistic, and social development by allowing individuals to organize experiences, build identity, and participate in cultural life. In children and adolescents with Down syndrome, these skills are especially relevant to support their educational and social inclusion. Despite the linguistic difficulties that characterize this population, the literature often indicates that narrative macrostructure —related to the overall coherence and organization of the story— may represent a relative strength, in contrast to the limitations observed in microstructure. This review article delves into recent evidence surrounding the notion of macrostructure as a relative strength. The article is organized into three sections: 1) the methods used for assessing narrative macrostructure in this group; 2) the most relevant evidence on the conception of macrostructure as a relative strength, organized around three key ideas; and 3) the variables associated with macrostructural performance in this population. Special emphasis is placed on studies conducted in diverse linguistic contexts, broadening the perspective beyond the English-speaking context. Finally, the main implications for research and practice are discussed.

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