The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina
Children with specific language impairment (SLI) are frequently not able to account for what they learn in school as a consequence of the language deficit. However, we attempt to find an access tool which allows them to enhance their school performance. The purpose of our research was to de...
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| Autores principales: | , , , , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología
2019
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| Materias: | |
| Acceso en línea: | https://revistas.unc.edu.ar/index.php/med/article/view/25758 |
| Aporte de: |
| id |
I10-R327-article-25758 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-327 |
| container_title_str |
Revista de la Facultad de Ciencias Médicas de Córdoba |
| language |
Español |
| format |
Artículo revista |
| topic |
pecific Language Impairment reading-writing code school performance pictograms Trastorno Específico del Lenguaje código lecto-escrito actuación escolar pictograma |
| spellingShingle |
pecific Language Impairment reading-writing code school performance pictograms Trastorno Específico del Lenguaje código lecto-escrito actuación escolar pictograma Argüello, J Ciacci, M Zecchín, A Mercado, L Fernández Reuter, C Angiono, V The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| topic_facet |
pecific Language Impairment reading-writing code school performance pictograms Trastorno Específico del Lenguaje código lecto-escrito actuación escolar pictograma |
| author |
Argüello, J Ciacci, M Zecchín, A Mercado, L Fernández Reuter, C Angiono, V |
| author_facet |
Argüello, J Ciacci, M Zecchín, A Mercado, L Fernández Reuter, C Angiono, V |
| author_sort |
Argüello, J |
| title |
The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| title_short |
The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| title_full |
The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| title_fullStr |
The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| title_full_unstemmed |
The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina |
| title_sort |
use of pictograms on children with specific language impairment integrated in regular schools in córdoba, argentina |
| description |
Children with specific language impairment (SLI) are frequently not able to account for what they learn in school as a consequence of the language deficit. However, we attempt to find an access tool which allows them to enhance their school performance. The purpose of our research was to determine how school performance in SLI children varies with the use of pictograms compared to when pictograms are not involved.
This study has an experimental approach in which two forms of intervention are tested (verbal written tasks first, and pictograms one week later) on a sample of twenty SLI children, aged 6 and 7 years old, who are integrated in regular schools in the province of Córdoba. The independent variable selected was the use of pictograms versus the non-use of pictograms; the dependent variable selected was the school performance, measured by the following markers: time for task completion, degree of external assistance, task comprehension, and changes in emotions. The information was analysed through the correlation between both evaluations.
The data collected showed significant changes in three of the four markers included under school performance when pictograms were involved. Regarding task comprehension, the successful completion of the task increased 40% in the three activities (for instance, 55% for verbal tasks compared to 95% for pictograms). Regarding the degree of external assistance, the percentage of children who asked for the task to be read to them dropped in 45% (55% to 10%). The number of children who asked for the task to be repeated fell 25% (30% to 5%). None of the children asked for the task to be segmented when working with pictograms, while 10% of them did so for the verbal written task. The change in time for task completion was slight (60% to 55%).
In conclusion, children have the opportunity to access the material through the use of pictograms, thus improving their school performance. Likewise, the importance of the intervention of the speech and hearing therapist is made evident since we address the difficulties regarding the access to the code, and not the learning impairment exclusively. |
| publisher |
Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología |
| publishDate |
2019 |
| url |
https://revistas.unc.edu.ar/index.php/med/article/view/25758 |
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I10-R327-article-257582024-08-27T18:26:12Z The use of pictograms on children with Specific Language Impairment integrated in regular schools in Córdoba, Argentina El uso de pictogramas en niños con Trastorno específico del lenguaje integrados en escuelas comunes, en Córdoba, Argentina Argüello, J Ciacci, M Zecchín, A Mercado, L Fernández Reuter, C Angiono, V pecific Language Impairment reading-writing code school performance pictograms Trastorno Específico del Lenguaje código lecto-escrito actuación escolar pictograma Children with specific language impairment (SLI) are frequently not able to account for what they learn in school as a consequence of the language deficit. However, we attempt to find an access tool which allows them to enhance their school performance. The purpose of our research was to determine how school performance in SLI children varies with the use of pictograms compared to when pictograms are not involved. This study has an experimental approach in which two forms of intervention are tested (verbal written tasks first, and pictograms one week later) on a sample of twenty SLI children, aged 6 and 7 years old, who are integrated in regular schools in the province of Córdoba. The independent variable selected was the use of pictograms versus the non-use of pictograms; the dependent variable selected was the school performance, measured by the following markers: time for task completion, degree of external assistance, task comprehension, and changes in emotions. The information was analysed through the correlation between both evaluations. The data collected showed significant changes in three of the four markers included under school performance when pictograms were involved. Regarding task comprehension, the successful completion of the task increased 40% in the three activities (for instance, 55% for verbal tasks compared to 95% for pictograms). Regarding the degree of external assistance, the percentage of children who asked for the task to be read to them dropped in 45% (55% to 10%). The number of children who asked for the task to be repeated fell 25% (30% to 5%). None of the children asked for the task to be segmented when working with pictograms, while 10% of them did so for the verbal written task. The change in time for task completion was slight (60% to 55%). In conclusion, children have the opportunity to access the material through the use of pictograms, thus improving their school performance. Likewise, the importance of the intervention of the speech and hearing therapist is made evident since we address the difficulties regarding the access to the code, and not the learning impairment exclusively. Los niños con trastorno específico del lenguaje (TEL), frecuentemente, no pueden dar cuenta de lo que aprenden dentro del ámbito escolar como consecuencia de un lenguaje que opera deficitariamente. No obstante, pretendemos encontrar una herramienta de acceso que permita mejorar su actuación escolar. El objetivo de la investigación fue determinar cómo varía la actuación escolar con el uso de pictogramas versus el no uso de pictogramas, en niños con TEL. El trabajo es de carácter experimental en el que se prueban dos formas de intervención (primero consignas verbales escritas, y pictogramas una semana después) en una muestra de 20 niños con TEL, de 6 a 7 años, integrados en escuelas comunes en la provincia de Córdoba. Se plantearon como variable independiente el uso de pictogramas versus el no uso de pictogramas; y como variable dependiente la actuación escolar, medida por los siguientes indicadores: tiempo de resolución de tareas, grado de ayuda externa, comprensión de consignas y cambios a nivel emocional. La información se analizó mediante la correlación entre ambas evaluaciones. Los datos arrojaron cambios significativos en tres de los cuatro parámetros que constituyen la actuación escolar en la evaluación con pictogramas. Para comprensión de consignas, se incrementó un 40% la ejecución correcta de la consigna en las tres actividades (por ejemplo, 55% con consignas verbales vs 95% con pictogramas). Para el grado de ayuda externa, disminuyó un 45% el porcentaje de niños que requieren que se les lea la consigna (55% vs 10%). Se redujo un 25% la cantidad de niños que solicitan que sea repetida (30% vs 5%). Ningún niño demandó que la consigna sea segmentada, frente al 10% obtenido en la evaluación sin pictogramas. Algo menor fue el cambio en el tiempo de resolución de tareas (60% vs 55%). En conclusión, el niño tiene la oportunidad de acceder al contenido mediante la implementación de pictogramas, mejorando su actuación escolar. Asimismo, se evidencia la importancia de la intervención del fonoaudiólogo en el ámbito escolar, ya que hacemos referencia a dificultades en el acceso al código y no exclusivamente a un problema de aprendizaje. Universidad Nacional Córdoba. Facultad de Ciencias Médicas. Secretaria de Ciencia y Tecnología 2019-10-15 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/med/article/view/25758 Revista de la Facultad de Ciencias Médicas de Córdoba.; 2019: Suplemento JIC XX Revista de la Facultad de Ciencias Médicas de Córdoba; 2019: Suplemento JIC XX Revista da Faculdade de Ciências Médicas de Córdoba; 2019: Suplemento JIC XX 1853-0605 0014-6722 10.31053/1853.0605.v76.nSuplemento spa https://revistas.unc.edu.ar/index.php/med/article/view/25758/27432 Derechos de autor 2019 Universidad Nacional de Córdoba https://creativecommons.org/licenses/by-nc/4.0 |