- Published on 24 June 2014
A team of specialists has carried out a study of how the processing of early pre-school abilities predicts the consequences for reading in bilingual Spanish-Catalan speaking chidren with language disorders (Specific Language Impairment - SLI). Earlier studies had already shown that this type of population group with SLI suffered from cognitive difficulties, and analysis in this report was focussed on the relation between this problem and the previous phase in the children's schooling. The chosen sample comprised 17 children using both languages and another 17 children as the control group, with different speech processes, attention, and language processing being evaluated at six-years-old, and then reading evaluated at eight-years-old.
Among other conclusions, the researchers found the lowest results in the hearing attention field, but not in visual attention, and the data gathered suggested these children had language acquisition difficulties caused by interdependence between their cognitive processing limitations and their low linguistic level.
Speeches are aimed at getting across the figure of the audiologist and the work they do; the theoretical and practical organisation of the classroom, as well as the figure of the educator as a mediator, all of this related to hearing disability. The Conference also offered practical workshops. Students were encouraged to understand the importance of promoting the plural and interdisciplinary nature of classroom work so as not to damage the evolution of pupils with hearing disabilities.
The study also revealed the importance of relating language and reading, the development of the speech system as the central element for decoding abilities, and text comprehension skills.Source: Elsevier