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Linguistic, cognitive and auditory performance of a group of school children with specific language impairment

Authors

  • Sandra Palma M. Fonoaudióloga, Lic. en Fonoaudiología, Universidad de Chile
  • Daniela Valdés I. Fonoaudióloga, Lic. en Fonoaudiología, Universidad de Chile
  • Carmen Julia Coloma T. Académico, Escuela de Fonoaudiología, Universidad de Chile
Vol. 10 (2011): Octubre
https://doi.org/10.5354/0719-4692.2011.17354
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Abstract

Specific language impairment (SLI) is defined as a significant limitation in linguistic abilities that cannot be explained by brain damage, cognitive or motor disabilities. In our context, school children with SLI have not been fully investigated. The aim of this study is to obtain information about linguistic, cognitive and auditory aspects in 25 children with SLI attending year 1 of primary school and in 23 control children without SLI. The evaluation procedures included the Test para evaluar la Gramática Española de A. Toronto, the Evaluación del Discurso Narrativo (EDNA), the Raven's coloured progressive matrices and an audiometric screening. The results indicate that most of the children with SLI show deficits in the linguistic aspects assessed, specially in narrative speech. On the other hand, a few number of children with SLI presented with difficulties in non-verbal cognitive abilities and/or with hearing deficits.

Keywords:

specific language impairment , narrative speech , school aged children

Author Biography

Carmen Julia Coloma T., Académico, Escuela de Fonoaudiología, Universidad de Chile

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How to Cite
Palma M., S., Valdés I., D., & Coloma T., C. J. (2011). Linguistic, cognitive and auditory performance of a group of school children with specific language impairment. Revista Chilena De Fonoaudiología, 10, Pág. 45–55. https://doi.org/10.5354/0719-4692.2011.17354
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Revista Chilena de Fonoaudiología
Facultad de Medicina
Universidad de Chile
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