Browsing by Author "Julia Coloma, Carmen"

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    Development of grammaticality and sentence complexity in monolingual Spanish-speaking children with specific language impairment: An exploratory study
    (2019) Julia Coloma, Carmen; Araya, Claudia; Quezada, Camilo; Mercedes Pavez, Maria; Alvarez, Carlos; Maggiolo, Mariangela
    This study inspects the development of grammaticality and sentence complexity in Spanish-speaking children with specific language impairment (SLI). Forty-seven children were grouped following age (4-5 and 6-7) and diagnostics (SLI and Typical Language Development, TLD). Children's oral narratives were analyzed considering grammaticality and sentence complexity. Results showed that children with SLI and TLD children follow a similar developmental pattern, both in grammaticality and sentence complexity. However, although the sentence complexity of children with SLI is similar to the sentence complexity of children with TLD, children with SLI are more ungrammatical than children with TLD. Finally, correlation between complex sentences and ungrammatical sentences was found to evolve differently when considering children with SLI and children with TLD.
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    Development of Linguistic and Reading Skills and Their Relationship to the Comprehension of Narrative and Expository Texts in Second and Third Grade Students
    (2023) Quezada, Camilo; Aravena, Soledad; Maldonado, Marcela; Julia Coloma, Carmen
    The aim of the present study was to examine reading comprehension in relation to the linguistic and reading skills commonly observed in the literature: prosody, vocabulary, grammar, listening comprehension, accuracy, and reading speed. Specifically, we sought to 1) determine how the selected language and reading skills influence text comprehension; 2) determine whether this influence varies when comparing second and third grade students; and 3) observe whether the influence of the selected skills differs depending on genre (narrative or expository text). The final sample consisted of 297 second and third graders (136 and 161, respectively) from two private schools in Santiago, Chile. The results showed that the influence of the assessed skills on reading comprehension varied according to school level (smaller effect in second grade) and text type (smaller effect for narrative texts). In general, vocabulary and listening comprehension were the two skills with the greatest influence on reading comprehension. No relevant effect of reading accuracy or speed on comprehension was observed. It is concluded that once a certain level of basic literacy is reached, the skills that most influence reading comprehension are linguistic skills, and that these show a consolidation in the third grade that may be related to cognitive maturation.