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PHONOLOGICAL CONSCIOUSNESS AND VERBAL BEHAVIOR IN CHILDREN WITH LEARNING DIFFICULTIES

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Author(s): LUZ ÁNGELA GÓMEZ | ANA MARÍA DUARTE | VILMA MERCHÁN | DANIEL CAMILO AGUIRRE | DAVID A. PINEDA

Journal: Universitas Psychologica
ISSN 1657-9267

Volume: 6;
Issue: 3;
Start page: 571;
Date: 2007;
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Keywords: language development | language behaviour | learning disabilities.

ABSTRACT
Introduction: Phonological awareness has been suggested as the basic problem in learning disabilities (LD). Objective: Toanalyze the characteristics of the phonological awareness and the verbal skills in a sample of children aged 7 to 10 yearswith LD compared with a control group without LD. Material and methods: A nonrandom sample of sixty four - 7-to-10-year-old - children of both genders, which were studying in Medellín city (Colombia), was selected. The sample wasclassified in 2 equal size groups: 1) LD and 2) a control group without LD. A questionnaire of LD for teachers (Spanishabbreviation: CEPA) was used as grouping classification. The cut-off point for the cases was a T-score = 60, and for thecontrols T= 55. The groups were compared in six tasks of phonological awareness and 5 tests of verbal skills. Results:The LD group had a statistically significant lower performance on phonological segmentation than the control group(p = 0,032); and significant lower scores on the verbal skills tests of comprehension (Token Test), narratives and inferences (p = 0.000). Conclusion: LD children presented lower performances on tasks of phonological segmentation,verbal comprehension and narratives.
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