Relación entre las habilidades de lectura y escritura y las dimensiones del lenguaje: Un estudio en alumnado de primaria con implante coclear
Recent research has explored the relationship between linguistic skills and reading competence in children with cochlear implants (CI). However, a notable gap exists within these studies, as many predominantly focus on phonological aspects, neglecting a comprehensive, multidimensional linguistic a...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2025
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=10394673 |
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| Sumario: | Recent research has explored the relationship between linguistic skills and reading competence in
children with cochlear implants (CI). However, a notable gap exists within these studies, as many predominantly
focus on phonological aspects, neglecting a comprehensive, multidimensional linguistic analysis. Also, the
relationship of the different language dimensions with written language skills remains significantly underinvestigated in children with CI. To bridge this knowledge gap, we conducted a study involving 30 primary
school children with CI. Participants underwent evaluations of their linguistic and literacy skills using the
BLOC and TALEC test batteries. Our findings revealed significant associations between reading skills and
all language dimensions. Furthermore, writing skills exhibited significant associations with all language
dimensions, with the exception of pragmatics. Regression analyses demonstrated that semantic and
syntactic skills are key predictors, accounting for substantial variability in both reading and writing abilities.
Finally, we discuss these results and propose implications for educational and clinical interventions |
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