Habilidades matemáticas tempranas en niños chilenos con Trastorno del Desarrollo del Lenguaje: Un estudio comparativo

  1. Daniela Iturra-Osorio 1
  2. Laura Espinoza Pastén 2
  3. Fabián Vásquez 1
  4. Amparo Ygual Fernández 3
  1. 1 Universidad Católica Silva Henríquez
    info

    Universidad Católica Silva Henríquez

    Santiago de Chile, Chile

    ROR https://ror.org/003mpdt17

  2. 2 Universidad de Los Lagos
    info

    Universidad de Los Lagos

    Osorno, Chile

    ROR https://ror.org/05jk8e518

  3. 3 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Revista de Investigación en Logopedia

ISSN: 2174-5218

Año de publicación: 2021

Volumen: 11

Número: 1

Páginas: 89-100

Tipo: Artículo

DOI: 10.5209/RLOG.69580 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista de Investigación en Logopedia

Resumen

En las últimas décadas se ha incrementado el interés de las investigaciones respecto a las dificultades académicas que presentan los niños con Trastorno del Desarrollo del Lenguaje (TDL). No obstante, su relación con las habilidades matemáticas es una de las menos estudiadas. El objetivo de este estudio consistió en determinar si existen diferencias relevantes entre las habilidades matemáticas tempranas de niños con TDL y con desarrollo típico (DT). Participaron 78 niños de 4 a 7 años 11 meses de edad, pertenecientes a colegios con programas de integración escolar de Santiago de Chile. Se conformó un grupo de 44 niños con TDL y un grupo de 34 con DT. Se establecieron comparaciones del rendimiento en tareas matemáticas pertenecientes a la versión en español del Test de Evaluación Matemática Temprana de Utrecht (TEMT-U): subtest relacionales (comparación, clasificación, correspondencia uno a uno y seriación), y subtest numérico (conteo verbal, conteo estructurado, conteo resultante y conocimiento general de los números); hallándose un rendimiento matemático significativamente menor en el grupo con TDL de educación infantil en ambos subtest. Los hallazgos sugieren que las dificultades propias de los niños con TDL impactan el aprendizaje matemático, especialmente en los niños más pequeños, por lo que resulta imperante disminuir las barreras que obstaculizan su proceso de aprendizaje

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