El papel de las habilidades prosódicas en el trastorno del desarrollo del lenguaje. Un estudio de caso

  1. Beatriz González-Alba 1
  2. Nuria Calet 1
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Revista:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Año de publicación: 2021

Volumen: 11

Número: 1

Páginas: 63-76

Tipo: Artículo

DOI: 10.5209/RLOG.70609 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de Investigación en Logopedia

Resumen

Diversos estudios señalan que la prosodia, o el subsistema de la fonología que abarca las características rítmicas y melódicas del lenguaje, es un aspecto clave para el procesamiento del lenguaje. De ahí que los últimos estudios se centren en los déficits en éste ámbito en los niños con trastorno del desarrollo del lenguaje (TDL). No obstante, los hallazgos de investigación reportados son contradictorios, y en el caso del español los estudios son muy escasos. El objetivo de este estudio de caso es analizar el perfil de habilidades prosódicas, receptivas y expresivas, a través de una batería completa de prosodia y de una tarea de conciencia del acento léxico de un alumno con TDL. Este alumno tiene 8 años de edad y pertenece a un nivel socio-económico medio. Su rendimiento se comparó con el de un participante control de la misma edad cronológica y nivel socioeconómico, pero sin dificultades. Además, se evaluaron las habilidades de inteligencia verbal y no verbal, diversas habilidades lingüísticas, así como las habilidades lectoras. Los resultados muestran que el participante con TDL presenta dificultades en algunas habilidades prosódicas (Final de turno receptivo, Foco expresivo y en las tareas de Forma a nivel de palabra y de sintagma). Se discuten las implicaciones de los resultados obtenidos de esta investigación cualitativa sobre la importancia de considerar las habilidades prosódicas en la evaluación del TDL. Futuros estudios con una muestra mayor son necesarios para corroborar estos hallazgos y seguir analizando el papel de la prosodia en el TDL en español.

Referencias bibliográficas

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.
  • Acosta, V., Moreno, A., Axpe, M. y Lorenzo, M. (2010). Apoyo al desarrollo de habilidades narrativas en niños con TEL en contextos inclusivos. Revista de Logopedia, Foniatría y Audiología, 30, 170-184. Doi: https://doi.org/10.1016/S0214-4603(10)70156-X
  • Aguado, G., Coloma, C. J., Martínez, A. B., Mendoza, E., y Montes, A., Navarro, R. y Serra, M., (2015). Documento de consenso elaborado por el comité de expertos en TEL sobre el diagnóstico. Revista de logopedia, foniatría y audiología, 35(4), 147-149. Doi: https://doi.org/10.1016/j.rlfa.2015.06.004.
  • Bishop, D.V.M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, (4), 381-415. Doi: https://doi.org/10.1111/1460-6984.12101.
  • Bishop, D. V. M. y Snowling, M. J. (2004). Developmental dyslexia and specific language impairment. Psychological Bulletin, 130, 858–886. Doi: https://doi.org/10.1037/0033-2909.130.6.858.
  • Bishop, D. V. M., Snowling, M. J., Thomposon, P. A., Greenhalgh, T. y the Catalise-2 Consortium, (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi Consensus Study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58, 1068–1080. Doi: https://doi.org/10.1111/jcpp.12721.
  • Caccia, M., y Lorusso, M. L., (2019). When prosody meets syntax: the processing of the syntax-prosody interface in children with developmental dyslexia and developmental language disorder. Lingua, 224, 16-33. Doi: https://doi.org/10.1016/j.lingua.2019.03.008.
  • Calet, N., Flores, M., Jiménez-Fernández, G., y Defior, S. (2016). Habilidades fonológicas suprasegmentales y desarrollo lector en niños de Educación Primaria. Anales de psicología, 32(1), 72-79. Doi: https://doi.org/10.6018/analesps.32.1.216221
  • Calet, N., Gutiérrez-Palma, N., y Defior, S. (2015). A cross-sectional study of fluency and reading comprehension in Spanish primary school children. Journal of Research in Reading, 38, 272-285. Doi: https://doi.org/10.1111/1467-9817.12019.
  • Calet, N., Gutiérrez-Palma, N., Defior, S., y Jiménez-Fernández, G. (2019). Linguistic and non-linguistic prosodic skills in Spanish children with developmental dyslexia. Research in Developmental Disabilities, 90, 92-100. Doi: https://doi.org/10.1016/j.ridd.2019.04.013.
  • Calet, N., Gutiérrez-Palma, N., Simpson, I., González-Trujillo., MC., y Defior, S. (2015). Suprasegmental Phonology Development and Literacy Acquisition: A Longitudinal Study. Scientific Studies of Reading, 19, 57–71. Doi: https://doi.org/10.1080/10888438.2014.976342.
  • Calet, N., Mendoza, E., Carballo, G., Fresneda, MD., y Muñoz, J. (2010). CEG 2-4 (test de comprensión de estructuras gramaticales de 2 a 4 años): estudio piloto. Revista de Logopedia, foniatría y audiología, 30, 62-72. Doi: https://doi.org/10.1016/S0214-4603(10)70118-2.
  • Carballo, G. (2012). Guía para la evaluación del TEL: algunas consideraciones. Revista de Logopedia, Foniatría y Audiología, 32, 87-93. Doi: https://doi.org/10.1016/j.rlfa.2012.03.004
  • Carballo, G. y Fresneda, M. (2005). Evaluación e intervención logopédica en el trastorno específico del lenguaje. Revista de Neurología, 41, 73-82. Doi: https://doi.org/10.33588/rn.41S01.2005332.
  • Catalá, M., Català, G., Monclús, R., y Molina, E. (2001). Pruebas ACL para la evaluación de la comprensión lectora. In Evaluación de la comprensión lectora (pp. 41-74). Barcelona: Graó.
  • Coloma, C.J y De Barbieri, Z. (2007). Phonological disorder and phonological awareness in pre-school with specific language impairments. Revista de Logopedia, Foniatría y Audiología, 27 (2), 67-73. Doi: https://doi.org/10.1016/S0214-4603(07)70075-X.
  • Coloma, C.J., Sotomayor, C., De Barbieri, Z. y Silva, M. (2015). Comprensión lectora, habilidades lingüísticas y decodificación en escolares con TEL. Revista de Investigación en Logopedia, 1, 1-17. Recuperado a partir de https://revistas.ucm.es/index.php/RLOG/article/view/58617
  • Conti-Ramsden, G. (2013). Commentary: Increased risk of later emotional and behavioural problems in children with SLI – reflections on Yew and O’Kearney. Journal of Child Psychology and Psychiatry, 54, 525-526. Doi: https://doi.org/10.1111/jcpp.12027.
  • Corrales-Astorgano, M., Martínez-Castilla, P., Escudero-Mancebo, D., Aguilar, L., González-Ferreras, C., Cardenoso-Payo. V. (2019). Automatic Assessment of Prosodic Quality in Down Syndrome: Analysis of the Impact of Speaker Heterogeneity. Applied sciences, 9, 1-17. Doi: https://doi.org/10.3390/app9071440.
  • Corriveau, K. H., y Goswami, U. (2009). Rhythmic motor entrainment in children with speech and language impairments: Tapping to the beat. Cortex, 45(1), 119-130. Doi: https://doi.org/10.1016/j.cortex.2007.09.008.
  • Christophe, A., Guasti, T., Nespor, M., Dupoux, E. and Van Ooyen, B. (1997). Reflections on phonological bootstrapping: Its role for lexical and syntactic acquisition. Language and Cognitive Processes, 12, 585–612. Doi: https://doi.org/10.1080/016909697386637.
  • Cuetos, F., Rodríguez, B., Ruano, E., y Arribas, D. (2007). Batería de evaluación de los procesos lectores. Revisada (PROLEC-R). Madrid: TEA.
  • Cumming, R., Wilson, A., Leong, V., Colling, L.J. y Goswami, U. (2015). Awareness of Rhythm Patterns in Speech and Music in Children with Specific Language Impairments. Frontiers in human neuroscience, 9(672), 1-21. Doi: https://doi.org/10.3339/fnhum.2015.00672.
  • Dauer, R.M. (1983). Stress-timing and syllable-timing reanalyzed. Journal of Phonetics, 11, 51–62. Doi: https://doi.org/10.1016/S0095-4470(19)30776-4.
  • Defior, S., Fonseca, L., Gottheil, B., Aldrey, A., Jiménez-Fernández, G., Pujals, M., et al. (2006). Test LEE: Lectura y Escritura en Español. Buenos Aires: Paidós.
  • Defior, S., Jiménez-Fernández, G., Calet, N. y Serrano, F. (2015). Learning to read and write in Spanish: phonology in addition to which other processes? Estudios de Psicología, 36, 571-591. Doi: https://doi.org/10.1080/02109395.2015.1078552.
  • Demuth, K., y Tomas, E. (2016). Understanding the contributions of prosodic phonology to morphological development: Implications for children with Specific Language Impairment. First Language, 36(3), 265–278. Doi: https://doi.org/10.1177/0142723715626066
  • Dunn, L. M., Dunn, L. M. y Arribas, D. (2010). PEABODY-III. Test de vocabulario en imágenes. Madrid: TEA.
  • Fisher, J., Plante, E., Vance, R., Gerken, L. y Glattke, T. J. (2007). Do children and adults with language impairment recognize prosodic cues? Journal of Speech, Language, and Hearing Research, 50, 746-758. Doi: https://doi.org/10.1044/1092-4388(2007/052).
  • Frazier, L., Carlson, K., y Clifton, C. Jr. (2006). Prosodic phrasing is central to language comprehension. Trends in Cognitive Science, 10, 244–249. Doi: https://doi.org/10.1016/j.tics.2006.04.002.
  • Fujiki, M., Spackman, M., Brinton, B. y Illigt, T. (2008). Ability of children with language impairment to understand emotion conveyed by prosody in a narrative passage. International Journal of Language & Communication Disorders, 43, 330-345. Doi: https://doi.org/10.1080/13682820701507377.
  • Goswami, U., Mead, N., Fosker, T., Huss, M., Barnes, L., y Leong, V. (2013). Impaired perception of syllable stress in children with dyslexia: A longitudinal study. Journal
  • of Memory and Language, 69(1), 1–17. Doi: https://doi.org/10.1016/j.jml.2013.03.001.
  • Gutiérrez-Palma, N., Raya, M., y Palma, A. (2009). Detecting stress patterns is related to children’s performance on reading tasks. Applied Psycholinguistics, 30, 1–21. Doi: https://doi.org/10.1017/S0142716408090012.
  • Holliman, A., Wood, C., y Sheehy, K. (2008). Sensitivity to speech rhythm explains individual differences in reading ability independently of phonological awareness. British Journal of Developmental Psychology, 26, 357–367. Doi: https://doi.org/10.1348/026151007x241623
  • Joanisse, M. (2004). Specific language impairments in children: phonology, semantics and the English past tense. Current Directions in Psychological Science, 13, 156–160. Doi: https://doi.org/10.1111/j.0963-7214.2004.00297.x
  • Jordán, N., Cuetos, F. y Suárez-Coalla, P. (2019). Prosody in the reading of children with specific language impairment. Infancia y Aprendizaje, 42, 87-127. Doi: https://doi.org/10.1080/02103702.2018.1550161.
  • Hick, R., Joseph, K., Conti-Ramsden, G., Serratrice, L. y Brian, F. (2002). Vocabulary profiles of children with specific language impairment. Child Language Teaching and Therapy, 18(2):165-180. Doi: https://doi.org/10.1191/0265659002ct233oa.
  • Horner, RH. y Kratochwill, TR. (2012). Synthesizing single-case research to identify evidence-based practices: Some brief reflections. Journal of Behavioral Education , 266–72. Doi: https://doi.org/10.1007/s10864-012-9152-2
  • Kaufman A.S. y Kaufman S.L. (2009). Test breve de inteligencia de Kaufman (K-BIT). Madrid: TEA.
  • Kauschke, C., Renner, L. y Domahs, U., (2013). Prosodic constraints on inflected words: An area of difficulty for German-speaking children with specific language impairment? Clinical Linguistics & Phonetics, 27, 574-593. Doi: https://doi.org/10.3109/02699206.2013.798033.
  • Leonard, L.B. (2014). Children with Specific Language Impairment, MIT Press, Cambridge, Mass, USA, 2014.
  • Lochrin, M., Arciuli, J., y Sharma, M. (2015). Assessing the relationship between prosody and reading outcomes in children using the PEPS-C. Scientific Studies of Reading, 19(1), 72-85. Doi: https://doi.org/10.1080/10888438.2014.976341.
  • Marshall, C. R., Harcourt‐Brown, S., Ramus, F. y Van Der Lely, H. K. J. (2009). The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia. International Journal of Language & Communication Disorders, 44(4), 466-488. Doi: https://doi.org/10.1080/13682820802591643.
  • Martínez-Castilla, P. y Peppé, S. (2008). Developing a test of prosodic ability for speakers of Iberian Spanish. Speech Communication, 50 (11), 900-915. Doi: https://doi.org/10.1016/j.specom.2008.03.002.
  • Martínez-Castilla, P., y Sotillo, M. (2014). Pitch Processing in Children with Williams Syndrome: Relationships between Music and Prosody Skills. Brain sciences, 4, -395. Doi: https://doi.org/10.3390/brainsci4020376.
  • Martínez-Castilla, P., Stojanovik, V., Setter, J., y Sotillo, M. (2012). Prosodic abilities in Spanish and English children with Williams syndrome: A cross-linguistic study. Applied Psycholinguistics, 33(1), 1-22. Doi: https://doi.org/10.1017/S0142716411000385.
  • Mendoza, E., Carballo, G., Muñoz-López, J. y Fresneda, M.D. (2005). Test de Comprensión de Estructuras Gramaticales (CEG). Madrid: TEA.
  • Mendoza, E. (2001). Trastorno Específico del Lenguaje. Madrid: Pirámide.
  • Miller, J. y Schwanenflugel, P.J. (2008). A longitudinal study of the development of reading prosody as a dimension of oral reading fluency in early elementary school children. Reading Research Quarterly, 43(4), 336–354. Doi: https://doi.org/10.1598/RRQ.43.4.2
  • Ramus, F., Nespor, M. y Mehler, J., (1999). Correlates of linguistic rhythm in the speech signal. Cognition, 73, 265–292. Doi: https://doi.org/10.1016/S0010-0277(00)00101-3.
  • Peppé, S. (2009). Why is prosody in speech-language therapy so difficult? Scientific forum on prosody in speech-language pathology. International Journal of Speech-Language Pathology, 11, 258-271. Doi: https://doi.org/10.1080/17549500902906339.
  • Peppé, S. (2018). Prosodic development in atypical populations. In P. Prieto & N. Esteve-Gibert (Eds.), The Develompent of Prosody in First Language Acquistion (pp. 343–362). John Benjamins.
  • Peppé, S., Martínez-Castilla, P., Coene, M., Hesling, I., Moen, I., y Gibbon, F. (2010). Assessing prosodic disorder in five European languages. International Journal of Speech-Language Pathology, 12(1), 1-7. Doi: https://doi.org/10.3109/17549500903093731.
  • Peppé, S., y McCann, J. (2003). Assessing intonation and prosody in children with atypical language development: The PEPS–C test and the revised version. Clinical Linguistics and Phonetics, 17, 345–354. Doi: https://doi.org/10.1080/0269920031000079994.
  • Pierrehumbert, J. y Hirschberg, J. (1990). The meaning of intonational contours in interpretation of discourse. In P. Cohen, J. Morgan, & M. Pollack (Eds.), Intentions in Communication (pp. 271-311). MIT Press: Cambridge.
  • Prieto, P. y Esteve-Gibert, N. (2018). The Development of Prosody in First Language Acquisition. John Benjamins: Amsterdam.
  • Prieto, P. y Roseano, P. (2010). Transcription of Intonation of the Spanish Language. München: Lincom Europa.
  • Richards, S. y Goswami, U. (2015). Auditory processing in specific language impairment (SLI): relations with the perception of lexical and phrasal stress. Journal of Speech, Language, and Hearing Research, 58, 1292-1305. Doi: https://doi.org/10.1044/2015_JSLHR-L-13-0306.
  • Rvachew, S. y Matthews, T. (2017). Demonstrating treatment efficacy using the single subject randomization design: A tutorial and demonstration. Journal of Communication Disorders 67, 1–13. Doi: https://doi.org/10.1016/j.jcomdis.2017.04.003.
  • Samuelsson, C. y Nettelbladt, U., (2004). Prosodic problems in Swedish children with language impairment: towards a classification of subgroups. International Journal of Language & Communication Disorders, 39, 325-343. Doi: https://doi.org/10.1080/13682820410001654874.
  • Samuelsson, C., Reuterskiöld, C., Nettelbladt, U. y Sahlén, B. (2011). Production and perception of metrical patterns in Swedish children with language impairment. Logopedics Phoniatrics Vocology, 36, 1-11. Doi: https://doi.org/10.3109/14015439.2010.506195.
  • Semel, E., Wiig, E.H. y Secord, W.A. (2006). CELF-4. Clinical Evaluation of Language Fundamentals. Madrid: Pearson.
  • Snow, D. (1998). Prosodic markers of syntactic boundaries in the speech of 4-year-old children with normal and disordered language development. Journal of Speech, Language, and Hearing Research, 41, 1158-1170. Doi: https://doi.org/10.1044/jslhr.4105.1158.
  • Snow, D. (2001). Imitation of intonation contours by children with normal and disordered language development. Clinical Linguistics and Phonetics, 15, 567-584. Doi: https://doi.org/10.1080/02699200110078168.
  • Sundström, S., Lyxell, B. y Samuelsson, C. (2019). Prosodic aspects of repetition in Swedish speaking children with developmental language disorder. International Journal of Speech-Language Pathology, 21, 623-634. Doi: https://doi.org/10.1080/17549507.2018.1508500.
  • Tallal, P. (2003). Language learning disabilities: Integrating research approaches. Current Directions in Psychological Science, 12, 206–211. Doi: https://doi.org/10.1046/j.0963-7214.2003.01263.x
  • Van Der Meulen, S., Janssen, P. y Den Os, E. (1997). Prosodic abilities in children with specific language impairment. Journal of Communication Disorders, 30, 155-170. Doi: https://doi.org/10.1016/s0021-9924(96)00059-7.
  • Weinert, S. (2000). Language and short-term memory problems of specifically language impaired children: Are rhythmic prosodic deficits a cause? In K. Mueller & G. Aschersleben (Eds.), Rhythmus. Ein interdisziplinaeres Handbuch (pp. 255–283). Bern, Switzerland: Huber.
  • Wells, B. y Peppé, S. (2003). Intonation abilities of children with speech and language impairments. Journal of Speech, Language and Hearing Research, 46, 5-20. Doi: https://doi.org/10.1044/1092-4388(2003/001).
  • Wells, B., Peppé, S., y Goulandris, N. (2004). Intonation development from five to thirteen. Journal of Child Language, 31, 749–778. Doi: https://doi.org/10.1017/S030500090400652X.
  • Wood, C., Wade-Woolley, L. y Holliman, A. J. (2009). Phonological awareness: Beyond phonemes. In C. Wood, & V. Connelly (Eds.). Contemporary perspectives on reading and spelling (pp. 7–23). London: Routledge.
Fuente de los datos: Dialnet