Relaciones entre las dificultades del lenguaje oral a los 5 y 6 años y los procesos de lectura a los 8 y 9 años

Publicado

2010-07-01

Relaciones entre las dificultades del lenguaje oral a los 5 y 6 años y los procesos de lectura a los 8 y 9 años

Relationships between difficulties of oral language at 5 and 6 years old and reading processes at 8 and 9 years old

Palabras clave:

trastornos del desarrollo del lenguaje, pruebas del lenguaje, dislexia, aprendizaje. (es)
language development disorders, language tests, dyslexia, learning. (en)

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Autores/as

María Fernanda Lara Díaz Profesor Asistente Departamento de Comunicación Humana. Facultad de Medicina. Universidad Nacional de Colombia.
Ángela María Gómez-Fonseca Facultad de Ciencias Humanas. Universidad Nacional de Colombia.
Milena García Facultad de Medicina. Universidad Nacional de Colombia.
Lina Niño Facultad de Medicina. Universidad Nacional de Colombia.
Yeison Guerrero Facultad de Medicina. Universidad Nacional de Colombia.

Resumen (es)
Resumen (en)

Antecedentes. Diferentes estudios relacionan las dificultades del lenguaje oral con las dificultades de lectura. La mayoría de estas investigaciones se han realizado en lenguas con ortografías opacas como el inglés y sus resultados no pueden ser completamente generalizables al español. Objetivo. Describir la relación entre las dificultades del lenguaje oral y la adquisición de lectura en el español como lengua de ortografía transparente, en una muestra de niños escolarizados.

Material y métodos. Participaron 58 niños en dos momentos diferentes, una evaluación inicial, realizada entre los cinco y seis años de edad y otra final realizada tres años después. La evaluación inicial del lenguaje oral se realizó mediante la aplicación de la prueba Preeschool Language Scale (PSL-3) y en un segundo tiempo se evaluó la lectura utilizando la prueba Evaluación de los Procesos Lectores PROLEC.

Resultados. Se observó una relación entre la evaluación del lenguaje oral (comprensión auditiva y comunicación expresiva) y la lectura (decodificación y comprensión). La lectura de los niños identificados con retraso de lenguaje presenta diferencias clínica y estadísticamente significativas con respecto a los niños sin retraso, especialmente en el proceso de decodificación. Se observa igualmente un ritmo evolutivo diferente entre los dos grupos coincidiendo con la hipótesis de la recuperación ilusoria.

Conclusiones. Los resultados de este estudio sugieren que las dificultades del lenguaje oral en español repercuten tanto en los procesos de decodificación como en los de comprensión. La relevancia de este estudio, radica en que se aproxima a la relación entre los componentes del lenguaje oral y la lectura, favoreciendo los procesos de promoción, prevención, diagnóstico e intervención fonoaudiológica en contextos tanto clínicos como educativos.

Background. Different studies report co-existence among oral language impairments and reading difficulties. Most of these investigations have been conducted in languages with opaque orthographies such as English and their results cannot be completely extended to Spanish.

Objective. To describes the relationship between oral language difficulties and reading process in Spanish as a language of shallow orthography in a sample of school children.

Materials and methods. 58 children participated in two different measurement times: an initial oral language assessment was performed by applying the Preschool Language Scale (PSL-3) when the children were five to six years old, The second one was carried out three years later, using the Reading Processes Evaluation- PROLEC.

Results. A causal relationship was observed between the assessed oral language variables (auditory comprehension and expressive communication) and the reading variables (decoding and comprehension). Reading performance in children identified as with presence of language delay differs significantly from the children without any delay, especially in regards to the decoding process. In the same way, a differential developmental rhythm was observed between those two groups coherently with the illusory recovery hypothesis.

Conclusions. The results of this study suggest that oral language delay in Spanish can impact not only the decoding process but also the comprehension processes too. The relevance of this study consists on allowing new ways to explaining and linking components of oral language and reading, which favors the processes of diagnosis and intervention in speech and language therapy in both clinical and educational contexts.

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