English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

espanolEl presente estudio examino el rendimiento en lectura de los ninos con Trastorno Especifico del Lenguaje (TEL). Treinta ninos con TEL y 32 ninos con desarrollo normal del lenguaje, equilibrados en genero, edad cronologica e inteligencia, fueron evaluados mediante el PROLEC-R. Los resultados de los ANOVAs indicaron que ambos grupos difieren en el rendimiento en lectura. Como grupo, los ninos con TEL tuvieron significativamente un rendimiento inferior, tanto en la exactitud como en el tiempo de la lectura de palabras y pseudopalabras, por lo que tenian una menos eficacia de lectura. En la misma linea, el rendimiento de los ninos con TEL en comprension literal e inferencial tambien fue inferior al de los ninos con desarrollo tipico. Sin embargo, un analisis individualizado indico que algunos ninos con TEL tienen un rendimiento normal en la exactitud y velocidad de lectura de palabras y de pseudopalabras (entre el 50% y el 70%). Sin embargo, en el caso de la comprension lectora, la mayoria de los ninos con TEL tuvieron un rendimiento significativamente inferior (87%), aunque alrededor del 13% tuvieron un rendimiento dentro del rango de normalidad. Ademas, los analisis de regresion jerarquica mostraron que diferentes medidas linguisticas - memoria secuencial auditiva, comprension auditiva y eficacia en la lectura de palabras - tienen un peso predictivo de la comprension lectora. EnglishThe present study examined the reading performance of children with specific language impairment (SLI). Thirty children with SLI and 32 children with normal language development, matched in gender, chronological age and intelligence, were evaluated through PROLEC-R. The results of the ANOVAs indicated that both groups differ in reading performance. As a group, children with SLI had significantly lower performance, both in the accuracy and speed of words and pseudowords reading and, so they had less reading efficiency. Along the same lines, the performance of children with SLI in literal and inferential comprehension was also lower than that of children with typical development. However, an individualized analysis indicated that some children with SLI have a normal performance in the accuracy and speed of reading words and pseudowords (between 50% and 70%). However, in the case of reading comprehension, the majority of children with SLI had a significantly lower performance (87%), although about 13% had a performance within the range of normality. Hierarchical regression analysis showed that different linguistic measures -auditory comprehension, sequential auditory memory and word reading efficacy- played a predictive role in reading comprehension

Dificultades de lectura en niños con Trastorno Específico del Lenguaje