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array:19 [ "pii" => "13153276" "issn" => "02144603" "doi" => "10.1016/S0214-4603(06)70114-0" "estado" => "S300" "fechaPublicacion" => "2006-10-01" "documento" => "article" "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2006;26:204-14" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 3690 "formatos" => array:3 [ "EPUB" => 6 "HTML" => 2624 "PDF" => 1060 ] ] "itemSiguiente" => array:15 [ "pii" => "13153277" "issn" => "02144603" "doi" => "10.1016/S0214-4603(06)70115-2" "estado" => "S300" "fechaPublicacion" => "2006-10-01" "documento" => "article" "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2006;26:215-30" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 1283 "formatos" => array:3 [ "EPUB" => 5 "HTML" => 875 "PDF" => 403 ] ] "es" => array:10 [ "idiomaDefecto" => true "titulo" => "Las divergencias fonológicas entre el habla adulta y el de los niños en el español hablado en Lima (Perú)" "tienePdf" => "es" "tieneTextoCompleto" => 0 "tieneResumen" => array:2 [ 0 => "es" 1 => "en" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "215" "paginaFinal" => "230" ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Phonological divergences between adult´s speech and children´s in the Spanish of Lima (Peru)" ] ] "contieneResumen" => array:2 [ "es" => true "en" => true ] "contienePdf" => array:1 [ "es" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "C. Ciccia Gabillo, O. Montezuma del Castillo, J. Elías-Ulloa, G. Gabillo Ciccia, M. Echenique Herrera, G. Raffo Castro, A. Seminario Olórtigue" "autores" => array:7 [ 0 => array:2 [ "Iniciales" => "C." "apellidos" => "Ciccia Gabillo" ] 1 => array:2 [ "Iniciales" => "O." "apellidos" => "Montezuma del Castillo" ] 2 => array:2 [ "Iniciales" => "J." "apellidos" => "Elías-Ulloa" ] 3 => array:2 [ "Iniciales" => "G." "apellidos" => "Gabillo Ciccia" ] 4 => array:2 [ "Iniciales" => "M." "apellidos" => "Echenique Herrera" ] 5 => array:2 [ "Iniciales" => "G." "apellidos" => "Raffo Castro" ] 6 => array:2 [ "Iniciales" => "A." "apellidos" => "Seminario Olórtigue" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/13153277?idApp=UINPBA00004N" "url" => "/02144603/0000002600000004/v0_201607111258/13153277/v0_201607111258/es/main.assets" ] "itemAnterior" => array:15 [ "pii" => "13153275" "issn" => "02144603" "doi" => "10.1016/S0214-4603(06)70113-9" "estado" => "S300" "fechaPublicacion" => "2006-10-01" "documento" => "article" "subdocumento" => "fla" "cita" => "Rev Logop Fon Audiol. 2006;26:188-203" "abierto" => array:3 [ "ES" => false "ES2" => false "LATM" => false ] "gratuito" => false "lecturas" => array:2 [ "total" => 2245 "formatos" => array:3 [ "EPUB" => 6 "HTML" => 1193 "PDF" => 1046 ] ] "es" => array:10 [ "idiomaDefecto" => true "titulo" => "Evolución de la pragmática en un caso de afasia de Broca severa" "tienePdf" => "es" "tieneTextoCompleto" => 0 "tieneResumen" => array:2 [ 0 => "es" 1 => "en" ] "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "188" "paginaFinal" => "203" ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Pragmatic evolution in a case of severe Broca´s aphasia" ] ] "contieneResumen" => array:2 [ "es" => true "en" => true ] "contienePdf" => array:1 [ "es" => true ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "B. Gallardo-Paúls, V. Moreno-Campos" "autores" => array:2 [ 0 => array:2 [ "Iniciales" => "B." "apellidos" => "Gallardo-Paúls" ] 1 => array:2 [ "Iniciales" => "V." "apellidos" => "Moreno-Campos" ] ] ] ] ] "idiomaDefecto" => "es" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/13153275?idApp=UINPBA00004N" "url" => "/02144603/0000002600000004/v0_201607111258/13153275/v0_201607111258/es/main.assets" ] "es" => array:11 [ "idiomaDefecto" => true "titulo" => "Enseñanza-aprendizaje del lenguaje escrito y desarrollo del lenguaje oral en Educación Infantil y Primaria: un estudio longitudinal" "tieneTextoCompleto" => 0 "paginas" => array:1 [ 0 => array:2 [ "paginaInicial" => "204" "paginaFinal" => "214" ] ] "autores" => array:1 [ 0 => array:2 [ "autoresLista" => "M. J. González Valenzuela, M. Delgado Ríos" "autores" => array:2 [ 0 => array:2 [ "Iniciales" => "M. J." "apellidos" => "González Valenzuela" ] 1 => array:2 [ "Iniciales" => "M." "apellidos" => "Delgado Ríos" ] ] ] ] "titulosAlternativos" => array:1 [ "en" => array:1 [ "titulo" => "Instruction-learning of written language and development of oral language in Preschool and Primary Education: a longitudinal study" ] ] "pdfFichero" => "309v26n04a13153276pdf001.pdf" "tienePdf" => true "PalabrasClave" => array:2 [ "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec690301" "palabras" => array:1 [ 0 => "Educación Infantil y Primaria, lenguaje escrito, lenguaje oral" ] ] ] "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec690302" "palabras" => array:1 [ 0 => "Preschool and Primary Education, written language, oral language" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "es" => array:1 [ "resumen" => "El objetivo de este estudio es comprobar y analizar la influencia del proceso de enseñanza-aprendizaje del lenguaje escrito en el desarrollo del lenguaje oral a través de un programa de intervención psicoeducativa, cuya finalidad es fomentar sistemáticamente el desarrollo psicolingüístico y priorizar el acto lectoescritor en el currículum escolar desde edades tempranas. La muestra esta formada por 106 alumnos pertenecientes a zonas socioculturales medio-bajas, con inteligencia normal y sin handicaps físicos, psíquicos y/o sensoriales, que son evaluados desde que comienzan 2.º curso de Educación Infantil (4 años) hasta que terminan el primer curso de Educación Primaria (6-7 años). El diseño es longitudinal con medidas pretest-postest (cuatro evaluaciones) y fases de intervención (tres fases), con una variable de estudio (lenguaje oral) y dos grupos de sujetos (grupo experimental y control). Los resultados obtenidos muestran, por un lado, mejores puntuaciones en lenguaje oral a lo largo de todas las evaluaciones en el grupo entrenado con el programa de intervención en el lenguaje escrito que en el grupo de sujetos al que se le aplicó los objetivos curriculares oficiales. Y por otro lado, se comprueba un mayor avance en el grupo experimental que en el grupo control y que este avance es mayor cuanto más períodos de intervención hayan recibido los sujetos. Estos resultados demuestran la eficacia a corto y largo plazo de instruir en lenguaje escrito desde edades tempranas, ya que con ello se mejora el desarrollo del lenguaje oral." ] "en" => array:1 [ "resumen" => "The objective of this study is verify and analyze the influence of the instruction-learning of the written language in the oral language development through the program of psychoeducational intervention, with the purpose of fomenting systematically the psycholinguistic development and prioritizing the act reader and writer in the school curriculum from early ages. The sample is formed by 106 students belonging half-low sociocultural zones, with normal intelligence and without handicaps physical, psychic and/or sensorial, who are evaluating from beginning 2º level of preschool (four year old) to finish of first level of primary education (six-seven years old). The design is longitudinal with measured pretest-postest (four testing) and intervention phases (three phases), with a study variable (oral language) and two groups of subjects (experimental and control group). The obtained results show, in the one hand, better scores in the oral language to long it of all evaluations in the trained group with the intervention program of the written language what in the group that was applied the official curricular objectives. And the other hand, a greater advance in the experimental group is verified and that this advance is greater whatever more periods of intervention have received the subjects. These results demonstrate the effectiveness to short and long term of the instruction in written language from early ages, already that with it improve the oral language development." ] ] ] "idiomaDefecto" => "es" "url" => "/02144603/0000002600000004/v0_201607111258/13153276/v0_201607111258/es/main.assets" "Apartado" => array:4 [ "identificador" => "17678" "tipo" => "SECCION" "es" => array:2 [ "titulo" => "ORIGINALES" "idiomaDefecto" => true ] "idiomaDefecto" => "es" ] "PDF" => "https://static.elsevier.es/multimedia/02144603/0000002600000004/v0_201607111258/13153276/v0_201607111258/es/309v26n04a13153276pdf001.pdf?idApp=UINPBA00004N&text.app=https://www.elsevier.es/" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/13153276?idApp=UINPBA00004N" ]
