Bibliographic citations
Zuñiga, C., (2022). Estudio de caso de una niña de 4 años 3 meses con dificultades en los componentes léxico semántico y morfosintáctico del lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/22687
Zuñiga, C., Estudio de caso de una niña de 4 años 3 meses con dificultades en los componentes léxico semántico y morfosintáctico del lenguaje []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/22687
@misc{renati/24126,
title = "Estudio de caso de una niña de 4 años 3 meses con dificultades en los componentes léxico semántico y morfosintáctico del lenguaje",
author = "Zuñiga Alfaro, Claudia Fernanda",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Language is a faculty of the human being capable of expressing feelings and thoughts through words or linguistic signs; however, currently, it is observed that many children have difficulties in understanding and verbal expression which are not typical of evolutionary development and do not allow them to understand and communicate in the various contexts that surround them. The objective of this case study is to design an assessment and intervention plan according to the evolutionary development of the language of a 4 years and 3 months old girl with difficulties in the semantic and morphosyntactic lexical components. The hybrid intervention model is followed, focused on the specific objectives of the girl and the specialist, who proposes sessions based on playful, directed activities and the manipulation of specific materials to stimulate linguistic behavior spontaneously. The results show an increase in the comprehensive and expressive vocabulary in the semantic categories worked on and advances in the understanding of the headings namely whose? and with what? Likewise, the identification of sentences under the structure: "subject - verb - object"; however, it requires support in the spontaneous verbalization of these sentences in playful and experiential situations. It is concluded that the intervention plan allows the girl to improve her linguistic skills and, in this way, interact in the family and school contexts in an adequate manner.
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