Déficits semánticos en niños con retraso del lenguaje

Abstract

Vocabulary acquisition is important to activate other linguistic components and the school progress of studentswith Language Delay (LD). This population has less ability to remember words than their peers, so it is essential to havea list of unknown words if we want to avoid increasing our intervention time by working on known words. The objectiveof this work has been to discover the unknown words by 3,4- and 5-year-old children with LD and to establish thecategories in which they have the most problems. This article presents a list of semantic deficits obtained from a mixedmethodology with the information collection and the Corpus of Spontaneous Children's Speech of Spanish (CHIEDE). Inorder for the intervention to be effective, we showed the images and offered the necessary explanations, we collected theunknown words for each child and, later, we analyzed the words to discard those that are known to all and create thelists. The results show that the number of unknown words is inversely proportional to age since all 3-year-old childrendid not know a total of 59 words, 4-year-old children did not know 32, and 5-year-old children did not know 19. Inconclusion, children with LD show a greater number of unknown words than known; Within these lists, we find that theyshow difficulties in understanding concepts related to Spatio-temporal aspects, in understanding numerical concepts andin understanding some abstract concepts and less frequent words