El léxico en el trastorno específico del lenguaje. principios de intervención desde el aula
Have we ever thought about how do we learn a new word? What do we need? The learning of the lexicon occurs incidentally, in any situation of life and at any time, but also in an explicit way, on which we will vertebrate the most appropriate guidelines in this article In students with Specific Langua...
| Autor Principal: | Martínez Lietos, Ana Belén |
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| Formato: | Artículo |
| Idioma: | Español |
| Publicado: |
Universidad Tecnológica de Panamá
2020
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| Acceso en línea: |
https://revistas.utp.ac.pa/index.php/retoxxi/article/view/2789 https://ridda2.utp.ac.pa/handle/123456789/12697 |
| Sumario: |
Have we ever thought about how do we learn a new word? What do we need? The learning of the lexicon occurs incidentally, in any situation of life and at any time, but also in an explicit way, on which we will vertebrate the most appropriate guidelines in this article In students with Specific Language Disorder, the deficit they present at the lexical level, cause difficulties in social interaction, in understanding , in academic life... because there is a framework of mutual inter-relations between semantics, pragmatics, morphosytaxis.... that disadvantage these students, aspects that will analyze the relationships from the neuropsycholinguistic model of Chevrie – Muller, 1996. Under evidence-based research, all research will be joined, allowing us to establish a new word in the lexicon, children need to analyze the available phonological, semantic and syntactic information, and all of them must be present, especially in students with Specific Language Disorder. The principles of intervention are detailed, from the ordinary classroom in collaboration with the specialists in the care of this student, under a joint model of intervention called my dictionary. |
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