Acceso usuarios
Paola Paredes Cartes, Inmaculada Moreno García
Se analizan y comparan las habilidades lingüísticas de dos grupos de niños: a) menores con trastorno específico del lenguaje (TEL) y b) niños con sintomatología de TDAH. Se han considerado como variables de estudio los niveles del lenguaje morfológico, sintáctico, semántico y pragmático, respectivamente. Han participado 29 menores, con edades entre 6 y 11 años, 15 menores con trastorno específico del lenguaje TEL (52 %) (M=9,29; SD=1,60) y 14 niños con sintomatología de TDAH (48%) (M=9,54; SD=1,66). Para medir las competencias lingüísticas y el nivel cognitivo, se han empleado pruebas estandarizadas que permiten evaluar el lenguaje. Los resultados revelan diferencias significativas en el lenguaje a nivel morfológico y pragmático. Los menores con sintomatología de TDAH mostraron mejor nivel morfológico, (M=61.11; SD=15.07) que los niños con Trastorno Específico del Lenguaje (M=42.86; SD=13.32) F (1,25) = 12.644, p= .002, aunque, presentaron mayores dificultades en lenguaje pragmático (M=25.75; SD=10.51) (M=53.19; SD= 18.02), F (1,25) = 21,334 p= .000. Sin embargo, ambos grupos comparten aspectos del lenguaje a nivel semántico y sintáctico.
Comparative study of language in children with hyper-attentional symptoms and children with specific language disorder. They analyze and compare the language skills of two groups of children: a) children with language-specific disorder TEL b) children with symptoms of ADHD. They have been considered as variables of study levels morphological, syntactic, semantic and pragmatic language respectively. 29 minors have participated, aged between 6 and 11 years, 15 children with specific language impairment TEL (52%) (M = 9.29; SD = 1.60) and 14 children with symptoms of ADHD (48%) (M = 9.54; SD = 1.66). To measure the language skills and cognitive level, they have been used standardized tests of language, which have allowed us to assess the study variables, like nonverbal IQ. The results reveal significant differences in language morphological and pragmatic level. Children with ADHD symptoms showed better morphological level (M = 61.11; SD = 15.07) than children with Specific Language Impairment (M = 42.86; SD = 13.32) F (1,25) = 12.644, p = .002 although they had higher difficulties in pragmatic language (M = 25.75; SD = 10.51) (M = 53.19; SD = 18.02), F (1,25) = 21,334 p = .000. However, both groups share aspects of language, semantic and syntactic level. Keywords: Language, Specific language impairment (TEL) Symptoms of ADHD.
