Citas bibligráficas
Infante, J., (2022). Estudio de caso de un niño de 4 años 5 meses con dificultades en los componentes léxico semántico, morfosintáctico y fonético fonológico [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/22626
Infante, J., Estudio de caso de un niño de 4 años 5 meses con dificultades en los componentes léxico semántico, morfosintáctico y fonético fonológico []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/22626
@misc{renati/528816,
title = "Estudio de caso de un niño de 4 años 5 meses con dificultades en los componentes léxico semántico, morfosintáctico y fonético fonológico",
author = "Infante Azcarate, Julliana del Socorro",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Language is the primary tool for access to social life and learning. At the educational level, language is an elementary instrument for children's cognitive and social development. However, it is common to find schoolage children with language difficulties nowadays. These difficulties do not allow children to communicate and develop adequately in the social and school environment, in some cases conditioning their levels of success or failure in school learning and their social relationships. The purpose of this case study is to design an assessment and intervention plan according to the needs of a 4-year-old boy with difficulties in the semantic lexical, morphosyntactic and phonetic-phonological components. The child reflects a heterogeneous linguistic profile. The hybrid intervention model is followed to stimulate the child to use specific linguistic behaviors spontaneously. The results show an increase in comprehensive and expressive vocabulary in terms of the programmed categories such as: fruits. Clothing and stocks, in following instructions of one action + two items, as well as simple sentences of the type Subject + verb + object and the identification of requested words in pairs of words/pseudowords that differ in the phonemes /k/ and /t/. It is concluded that the intervention plan benefited the child's interaction with his family, school, and social environment. Showing progress in language components.
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