De Las Heras Gema, Simón Teresa, Domínguez Ana B, González Virginia
Faculty of Health Sciences, University of Castilla La Mancha, 45600 Talavera de la Reina, Spain.
Faculty of Psychology, Complutense University of Madrid, 28223 Madrid, Spain.
Children (Basel). 2022 Nov 4;9(11):1694. doi: 10.3390/children9111694.
Developmental language disorder (DLD) is considered a neurodevelopmental disorder that compromises language comprehension and/or expression and constitutes a risk factor for learning to read. The aim of the present study was to analyse the reading strategies used by students with DLD to read sentences. There is evidence in the literature that, when linguistic resources are insufficient, the keyword strategy (identifying some of the words in the sentence with their own semantic content, with barely no processing of the function words) is used to read sentences. A total of 31 primary and secondary school students diagnosed with DLD were evaluated using the PEALE battery. The results reveal that students with DLD present heterogeneous profiles that are below the established reading level for their age. In addition, children with DLD and better reading skills use the keyword strategy to read sentences. In conclusion, clinical and educational implications for reading intervention in individuals with DLD are discussed.
发育性语言障碍（DLD）被认为是一种神经发育障碍，它会损害语言理解和/或表达能力，并构成阅读学习的一个风险因素。本研究的目的是分析患有发育性语言障碍的学生在阅读句子时所使用的阅读策略。文献中有证据表明，当语言资源不足时，关键词策略（识别句子中一些具有自身语义内容的单词，而几乎不处理功能词）被用于阅读句子。使用PEALE测试组对总共31名被诊断患有发育性语言障碍的中小学生进行了评估。结果显示，患有发育性语言障碍的学生呈现出低于其年龄既定阅读水平的异质特征。此外，阅读技能较好的患有发育性语言障碍的儿童使用关键词策略来阅读句子。总之，文中讨论了对患有发育性语言障碍的个体进行阅读干预的临床和教育意义。
