Citas bibligráficas
Lau, V., (2022). Estudio de caso de un niño de 5 años 10 meses con dificultades en la forma y contenido del lenguaje [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/22629
Lau, V., Estudio de caso de un niño de 5 años 10 meses con dificultades en la forma y contenido del lenguaje []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/22629
@misc{renati/530264,
title = "Estudio de caso de un niño de 5 años 10 meses con dificultades en la forma y contenido del lenguaje",
author = "Lau Lara de Su, Vanessa Paola",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
Language is the base of human communication, it allows us to express ourselves and understand others; however, nowadays, it is common to find children with language difficulties that affect some aspects of their lives. The objective of this case study is to design an assessment and intervention plan according to the needs of a child aged 5 years 10 months, in the lexical-semantic, morphosyntactic, phonetic-phonological components, impacting on the pragmatic component, evidencing a linguistic profile with difficulties in the mentioned components. Strategies are used under the models centered on the adult and the child, making use at first of indirect strategies and gradually of interactive strategies in order to relate the programmed contents. The results achieved allow us to conclude that the child managed to increase the comprehensive and expressive vocabulary referred to the programmed categories; it also managed to increase the verbal response capacity under questions with the heading “Where?“ He managed to establish word relationships associated with a semantic category; follow simple directions of one action + two objects; identify simple sentences of the type Subject + Verb + Object (SVO), as well as, identify and emit words of 3 syllables respecting their metrics. It is concluded that the intervention plan applied allowed the child to show progress in the lexical-semantic, morphosyntactic and phonetic-phonological components.
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