Compreensão literal e inferencial em crianças com distúrbio específico de linguagem / Literal and inferential comprehension in children with specific language impairment

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

Early identification of comprehension deficits is of extreme importance for effective intervention. However, assessing comprehension is challenging. Comprehension problems may be not entirely obvious due to compensatory strategies. Seeing that appropriate instruments are crucial, this study compared schoolchildren with SLI to age-matched peers in a comprehension task. Two groups participated in this research: SLI (n=21, age range: 8:0 8:9 years) and Control (n=26, age range: 7:10 8:11 years). Subjects with SLI were recruited from a language unit affiliated to University of São Paulo, whereas age-matched peers, from public schools. Both groups answered to literal and inferential questions about two digitally recorded narratives. Material and procedure were based on criteria proposed by Bishop and Adams (1992), Norbury and Bishop (2002). Spontaneous responses were encouraged. In case of no response, children were helped. The researcher provided them with either encouragement or multiple choices. The responses were scored according to a 3-point scoring system. Correct and fully adequate responses received two points. Partial responses received one. No response or incorrect ones received no point. Wrong responses were classified into six typologies: (1) Incorrect Alternative; (2) Failure of Literal Comprehension; (3) Wrong inference; (4) Odd Response I; (5) Odd Response II and (6) Scope of Question Misunderstood. According to Wilcoxon Test, the SLI group performed poorly in literal and inferential comprehension of discourse. Both groups produced mostly spontaneous responses. However, ANOVA revealed that children with SLI needed alternatives more often. This analysis also confirmed that there were different error patterns. In both groups, Wrong Inference was the predominant error. Nevertheless, the SLI group used these typologies more often: Incorrect Alternative, Failure of Literal Comprehension and Odd Response I. The Poisson Regression was carried out in order to verify whether age, intervention time and level of education affected performance of children with SLI. This model showed that performance was directly related to intervention time and inversely connected with age. Concluding, the group with SLI performed quantitative and qualitatively worse than age-matched peers in the comprehension task. The results support the necessity of early identification of comprehension deficits in schoolchildren with SLI

ASSUNTO(S)

child language language tests language development testes de linguagem language development disorders linguagem infantil transtornos do desenvolvimento da linguagem compreensão comprehension desenvolvimento da linguagem

ACESSO AO ARTIGO

Documentos Relacionados