Evaluación del potencial de aprendizaje en niños con trastorno específico del lenguaje

  1. Robles Bello, María Auxiliadora
  2. Sánchez Teruel, David
  3. Valencia Naranjo, Nieves
Revista:
Revista de Psicología Clínica con Niños y Adolescentes

ISSN: 2340-8340

Año de publicación: 2015

Volumen: 2

Número: 1

Páginas: 19-24

Tipo: Artículo

Otras publicaciones en: Revista de Psicología Clínica con Niños y Adolescentes

Resumen

Aunque el término Trastorno Específico del Lenguaje (TEL) ha sido cuestionado, sobre todo por el componente de específico, la realidad es que su uso está muy generalizado, si bien en ocasiones se recurre a otras denominaciones, como Trastorno del Desarrollo del Lenguaje. El objetivo principal de este trabajo es determinar el perfil de partida de dos grupos de niños con TEL y estudiar su potencial de aprendizaje. Se describe una investigación en la que se utiliza una escala de evaluación del potencial de aprendizaje que se aplica a 20 niños preescolares con TEL identificados por sus maestros, utilizados como grupo control, y 32 con TEL que reciben el procedimiento de evaluación del potencial de aprendizaje (grupo experimental). Los resultados mostraron que no existían diferencias significativas en la situación pretest entre ambos grupos para todas las subescalas, y con respecto al segundo objetivo se observó que en el caso del experimental hubo ganancias significativas en memoria visual, series, planificación verbal y toma de perspectiva, sin embargo en el grupo control no existían diferencias significativas.

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