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2021-05-18
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info:eu-repo/semantics/openAccess
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WILEY
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14 citas en 
Resumen
Background
Phonological difficulties in children with developmental language disorder (DLD) are well documented. However, abilities regarding prosody, the rhythmic and melodic characteristics of language, have been less widely studied, particularly in Spanish. Moreover, the scant research findings that have been reported are contradictory. These considerations justify our new research into the question, focusing on Spanish-speaking children with DLD.
Aims
To examine a wide range of prosodic skills among Spanish-speaking children with DLD. To analyse the relationships between prosody and other language measurements.
Methods & Procedures
Prosodic skills were assessed through the Spanish version of the Profiling Elements of Prosody in Speech-Communication (PEPS-C) battery. The performance of 19 children aged 5–11 years with DLD was compared with that of a chronological age-matched control group of 19 typically developing children. Language skills were also assessed.
Outcomes & Results
There were significant differences between the group with DLD and the control group in terms of skills involving prosody functions and forms: turn-end and chunking signalling, contrastive focus and affect expression and understanding, discriminating and the imitation of prosodic patterns in both words and phrases.
Conclusions & Implications
Spanish-speaking children with DLD present impairments not only when prosody interacts with language but also in the processing of prosody alone. The study results suggest that prosody is related to lexicon and grammar in children with DLD. The prosodic impairments of Spanish-speaking children with DLD could produce a negative impact on their language functioning and could also relate to their emotional and social difficulties. Consideration should therefore be given to focusing future interventions on prosodic skills in Spanish-speaking children with DLD.
Descripción
This is the Accepted Manuscript of an article published by MDPI in International Journal of Language and Communication Disorders, 56, 2021, available online: https://doi.org/10.1111/1460-6984.12627
Este es el manuscrito aceptado de un artículo publicado por MDPI en International Journal of Language and Communication Disorders, 56, 2021, disponible en línea: https://doi.org/10.1111/1460-6984.12627
Financiación: The manuscript was proofread using funds from PPJI2017-02 and PP2017-PIP05 research projects of the University of Granada.
Este es el manuscrito aceptado de un artículo publicado por MDPI en International Journal of Language and Communication Disorders, 56, 2021, disponible en línea: https://doi.org/10.1111/1460-6984.12627
Financiación: The manuscript was proofread using funds from PPJI2017-02 and PP2017-PIP05 research projects of the University of Granada.
Categorías UNESCO
Palabras clave
prosodic skill, developmental language disorder, specific language impairment, suprasegmental phonology, assessment, Spanish language
Citación
Calet, N., Martín-Peregrina, M., Jiménez-Fernández, G., y Martínez-Castilla, M. (2021). Prosodic skills of Spanish-speaking children with developmental language disorder. International Journal of Language and Communication Disorders, 56(4), 784–796. https://doi.org/10.1111/1460-6984.12627
Centro
Facultad de Psicología
Departamento
Psicología Evolutiva y de la Educación