El trastorno del desarrollo del lenguaje (TDL) más allá de las dificultades lingüísticas: memoria y atención / Developmental language disorder beyond language difficulties: Memory and attention

INTRODUCCIÓN: Los niños y niñas con trastorno del desarrollo del lenguaje (TDL) además de las dificultades del lenguaje, también pueden tener afectados otros aspectos cognitivos como la atención y la memoria. Los estudios de estos aspectos supralingüísticos han abierto un debate en la comunidad científica y profesional para cambiar la denominación de trastorno «específico» a «trastorno del desarrollo del lenguaje». Existe un consenso sobre los déficits en la memoria fonológica, aunque hay resultados contradictorios en relación a la memoria visual y la atención. En el presente estudio evaluamos algunos aspectos de la memoria y la atención, así como el nivel de vocabulario en un grupo con TDL y un grupo con DT para conocer diferencias e interacción entre estas variables. MÉTODO: Participaron 39 niños/as con TDL y 39 niños/as con DT (de 5 a 12 años) bilingües del catalán y español, emparejados por edad y sexo. Se administraron baterías de evaluación de memoria visual (inmediata/demorada), repetición de pseudopalabras, atención selectiva sostenida y un reporte familiar para evaluar inatención e hiperactividad. Aplicamos análisis lineales generalizados para comparar el rendimiento entre grupos y correlaciones con el vocabulario. RESULTADOS: El grupo con TDL mostró un rendimiento inferior en todas las tareas de atención y memoria. El rendimiento de estas correlacionó positivamente con el nivel de vocabulario. El reporte familiar mostró que el número de niño/as con TDL con rasgos de inatención fue más elevado que en el grupo con DT. CONCLUSIONES: El diagnóstico, la intervención y la investigación del TDL tienen que considerar que las dificultades de esta población van más allá del lenguaje, y que se relacionan con déficits múltiples y variados en el desarrollo neuropsicológico

INTRODUCTION: Children with developmental language disorder (DLD) have cognitive deficit aspects such as attention and memory in addition to language difficulties. Studies of these supra-linguistic aspects have opened a debate in the scientific and professional community on changing the name of "specific" disorder to "developmental language disorder". There is consensus about phonological memory deficits in this population but there are conflicting results in relation to visual memory and attention. In the present study we evaluated some aspects of memory and attention capacities, as well as vocabulary knowledge in a group of children with and without DLD to find differences and interaction between these variables. METHOD: 39 bilingual Catalan-Spanish children with DLD and 39 typical developing (TD) children (from 5 to 12 years old), matched by age and sex participated in the study. Both groups were evaluated with a test battery of visual memory (immediate/delayed), non-word repetition task, sustained selective attention. A family report was used to assess inattention and hyperactivity. Linear mixed model analyses were used to compare performance between groups and correlations with vocabulary were applied. RESULTS: The group of children with DLD showed a lower performance in all attention and memory tasks. The performance of the tasks correlated positively with the level of vocabulary. The family report showed that the number of children with DLD with inattention features was higher than the number of children in the TD group. CONCLUSIONS: DLD diagnosis, intervention and research have to consider that the difficulties of this population go beyond language, and that they are related to multiple and varied deficits in neuropsychological development

Dificultades morfosintácticas en niños y niñas de 5 a 8 años con trastorno del desarrollo del lenguaje a través de subpruebas del CELF-4 / Morphosyntactic difficulties in children aged 5 to 8 with developmental language disorder through subtests of the CELF-4

ANTECEDENTES Y OBJETIVO: El objetivo de este estudio es analizar, a nivel expresivo y receptivo, las dificultades morfosintácticas en niños y niñas con trastorno del desarrollo del lenguaje (TDL) a través de tres subpruebas del CELF-4: estructura de palabras, estructura de oraciones y formulación de oraciones. MÉTODO: Participaron 25 niños/as con TDL y 25 niños/as con desarrollo típico, de entre 5 y 8 años de edad, bilingües del catalán y español, emparejados por edad y sexo. La subprueba estructura de palabras evaluó la producción de palabras, concretamente flexiones nominales y verbales, palabras derivadas, comparaciones y el uso de pronombres. A nivel receptivo se evaluó la comprensión de estructuras sintácticas a través de la subprueba estructura de oraciones, en la cual tuvieron que elegir imágenes que ilustraban el significado de la oración. Finalmente, la producción de oraciones se evaluó con la subprueba de formulación de oraciones, indicando a los participantes la palabra con la debían crear una oración. Se analizaron los resultados obtenidos comparando los tipos de palabras que produjeron en la tarea de estructura de palabras y según el tipo de oración que incluían las pruebas de estructura de oraciones y formulación de oraciones dependiendo del ítem. De este modo se han podido describir las dificultades morfosintácticas de forma más específica. RESULTADOS: Los resultados muestran que los participantes con TDL tienen dificultades gramaticales especialmente en los verbos y oraciones morfosintácticamente más complejas. También se constató que la comprensión de oraciones está más preservada que la producción. CONCLUSIONES: La evaluación según los tipos de marcas morfológicas y los tipos de oraciones es importante para poder hacer una mejor adaptación de las reeducaciones a las necesidades de los niños/as con TDL

BACKGROUND AND OBJECTIVE: The aim of the present study is to analyse the morphosyntactic difficulties (expressive and receptive skills) of children with Developmental Language Disorder (DLD). Three subtests of the CELF-4 were assessed. Firstly expressive language was assessed using the subtest estructura de palabras (word production) and formulación de oraciones (sentence production), secondly receptive language was assessed with the subtest estructura de oraciones (sentence comprehension). METHOD: 25 children with DLD and 25 children with typical development took part of the study, they were 5-8 years old, bilingual Catalan-Spanish, sex and age-matched. The word production subtest assessed the word production, specifically the ability to establish nominal and verbal inflexions, word derivations, comparisons and pronouns. Receptive language was assessed through the sentence comprehension test, considering the syntactic structure comprehension by the selection of the image that showed the oral sentence heard. The sentence production was assessed by giving to the participants a word that they had to use to create a sentence. The results obtained were also analysed to item level considering the type of word and sentence complexity, in order to describe more specifically the morphosyntactic difficulties shown. RESULTS: the results showed that children with DLD had more grammatical difficulties than the typical development group, especially with verbs and in complex sentences. In addition, comprehension was found less impaired than production. CONCLUSIONS: Assessing the morphological cues and different types of sentences is important for boys and girls with DLD in order to establish better interventions to cover their needs

Crime and Inequality in Academic Achievement Across School Districts in the United States.

This study investigates the effect of violent crime on school district-level achievement in English language arts (ELA) and mathematics. The research design exploits variation in achievement and violent crime across 813 school districts in the United States and seven birth cohorts of children born between 1996 and 2002. The identification strategy leverages exogenous shocks to crime rates arising from the availability of federal funds to hire police officers in the local police departments where the school districts operate. Results show that children who entered the school system when the violent crime rate in their school districts was lower score higher in ELA by the end of eighth grade, relative to children attending schools in the same district but who entered the school system when the violent crime rate was higher. A 10% decline in the violent crime rate experienced at ages 0-6 raises eighth-grade ELA achievement in the district by 0.03 standard deviations. Models that estimate effects by race and gender show larger impacts among Black children and boys. The district-wide effect on mathematics achievement is smaller and statistically nonsignificant. These findings extend our understanding of the geography of educational opportunity in the United States and reinforce the idea that understanding inequalities in academic achievement requires evidence on what happens inside as well as outside schools.

Association of Primary Language and Hospitalization for Ambulatory Care Sensitive Conditions.

BACKGROUND: Limited English proficiency is associated with decreased access to ambulatory care, however, it is unclear if this disparity leads to increased use of emergency departments (EDs) for low severity ambulatory care sensitive conditions (ACSCs). OBJECTIVE: We sought to determine the association between the patient's preferred language and hospital utilization for ACSCs. RESEARCH DESIGN: We conducted a retrospective cohort study of all ED visits in New Jersey in 2013 and 2014. The primary outcome was hospital admission for acute ACSCs, chronic ACSCs, and fractures (a nonambulatory care sensitive control condition). Secondary outcomes included intensive care unit (ICU) utilization and length of stay. Mixed-effect regression models estimated the association between preferred language (English vs. non-English) and study outcomes, controlling for demographics, comorbidities, and hospital characteristics. RESULTS: We examined 201,351 ED visits for acute ACSCs, 251,193 visits for chronic ACSCs, and 148,428 visits for fractures, of which 13.5%, 11.1%, and 9.9%, respectively, were by non-English speakers. In adjusted analyses, non-English speakers were less likely to be admitted for acute ACSCs [-3.1%; 95% confidence interval (CI), -3.6% to -2.5%] and chronic ACSCs (-2.3%; 95% CI, -2.8% to -1.7%) but not fractures (0.4%; 95% CI, -0.2% to 1.0%). Among hospitalized patients, non-English speakers were less likely to receive ICU services but had no difference in length of stay. CONCLUSIONS: These findings suggest non-English-speaking patients may seek ED care for lower acuity ACSCs than English-speaking patients. Efforts to decrease preventable ED and increase access to ambulatory care use should consider the needs of non-English-speaking patients.

Predicting international students' clinical and academic grades using two language tests (IELTS and C-test): A correlational research study.

Academic English tests are used to ascertain if international English as a Second Language nursing students have sufficient language skills to commence their nursing degrees, and later, if they have sufficient English for nursing registration. However, an academic English test may not be appropriate for clinical contexts. This study examines the relationship between two types of English test and the performance of forty-nine undergraduate international nursing students in both their first year of theory-centred academic topics and practice-centred clinical topics. An academic English test, called the International English Language Testing System (IELTS), and a general English proficiency/processing speed test using a variation of the cloze-test (C-test) format were administered at the commencement of the students' course of study. At the end of one year, grade percentages were collected. It was found that both the IELTS test and the C-test were significantly correlated to both types of topic, albeit with different patterns. The two English tests were also tested for similarities in the constructs they measured, with a significant overlap found. The implications are to rethink the way English tests are applied to entry in university degrees involving a clinical component and, by extension, to direct universities to rethink how nursing students are supported during their degree. The question is also raised about the practice of using academic English tests for professional nursing registration purposes. The benefits of the two testing approaches are also considered, particularly the large differences in monetary outlay and time found between the two tests, given their performance in explaining the variance in grade outcomes.

La Asociación Española de Logopedia, Foniatría y Audiología y la Revista de Logopedia, Foniatría y Audiología / Asociación Española de Logopedia, Foniatría y Audiología and the journal of Logopedia, Foniatría y Audiología

La trayectoria de la Asociación Española de Logopedia, Foniatría y Audiología (AELFA), en los últimos 34 años va muy ligada a la edición de su revista. Se revisa la evolución de la misma desde los primeros números con artículos más de revisión y profesionales, a los de los últimos 15 años con más temas de investigación. La revista se ha consolidado como publicación internacional sobre el tema, con criterios muy rigurosos de edición, con una alta participación de autores de muchas universidades españolas, pero también con un porcentaje de autores muy significativo de habla no hispana. Los temas de investigación son los prioritarios en los últimos 20 años (AU)

The development of the Spanish Association of Logopedics, Phoniatrics and Hearing (Asociación Española de Logopedia, Foniatría y Audiología [AELFA]) in the last 34 years has been closely linked to the publication of its journal. We review the progress of the journal from the first issues, which concentrated mainly on review and professional articles, to those published in the last 15 years, which contain more research articles. The journal has become established as an international publication on the discipline, with highly rigorous publication criteria and wide participation among authors from numerous Spanish universities. In addition, a significant percentage of authors are from non-Spanish-speaking countries. Research articles have been a priority in the last 20 years (AU)

Un modelo estructural de variables cognitivo-motivacionales explicativas del rendimiento académico en Lengua Española y Matemáticas / A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics

En los últimos años se vienen desarrollando diversos modelos explicativos que tratan de analizar el valor predictivo de distintos factores en relación al rendimiento escolar, así como los efectos directos e indirectos que se producen entre ellos. Nuestro objetivo es contrastar un modelo estructural que integra algunas variables de tipo cognitivo y motivacional que influyen en el rendimiento de los alumnos en las dos áreas instrumentales básicas de nuestro curriculo: Lengua Española y Matemáticas. Entre estas variables incluimos las aptitudes diferenciales, el autoconcepto específico, las orientaciones de meta, el esfuerzo y las estrategias de aprendizaje. La muestra está compuesta por 341 alumnos españoles de primer curso de Educación Secundaria Obligatoria. Empleamos distintas pruebas y cuestionarios para la evaluación cada una de ellas y aplicamos SEM para contrastar las relaciones del modelo inicial. El modelo propuesto obtiene un ajuste satisfactorio en las dos áreas estudiadas, siendo significativas la totalidad de las relaciones hipotetizadas. La aptitud matemática y verbal es la variable con mayor poder explicativo sobre el rendimiento académico. También destaca la influencia directa del autoconcepto específico sobre el rendimiento, las orientaciones de meta y el esfuerzo, así como la capacidad mediadora del esfuerzo y de las estrategias de aprendizaje entre las metas académicas y el rendimiento final (AU)

In recent years, several explanatory models have been developed which attempt to analyse the predictive worth of various factors in relation to academic achievement, as well as the direct and indirect effects that they produce. The aim of this study was to examine a structural model incorporating various cognitive and motivational variables which influence student achievement in the two basic core skills in the Spanish curriculum: Spanish Language and Mathematics. These variables included differential aptitudes, specific self-concept, goal orientations, effort and learning strategies. The sample comprised 341 Spanish students in their first year of Compulsory Secondary Education. Various tests and questionnaires were used to assess each student, and Structural Equation Modelling (SEM) was employed to study the relationships in the initial model. The proposed model obtained a satisfactory fit for the two subjects studied, and all the relationships hypothesised were significant. The variable with the most explanatory power regarding academic achievement was mathematical and verbal aptitude. Also notable was the direct influence of specific self-concept on achievement, goal-orientation and effort, as was the mediatory effect that effort and learning strategies had between academic goals and final achievement (AU)

The relationship between early lexical and grammatical development in Spanish: evidence in children with different linguistic levels

This study analyzes the relationship between lexical and grammatical development in Spanish children. The (European) Spanish version of the MacArthur-Bates CDI was used and administered to 593 Spanish-speaking children between the ages of 16 and 30-months-old. Regression analysis was applied to evaluate the relationship between age, vocabulary (total vocabulary, nouns, and verbs) and grammatical scores on two subsections of the Grammar Part. Total vocabulary explained a significantly greater proportion of variance in grammatical outcomes than age did. However, noun and verb vocabularies did not explain a greater proportion of variance in their respective morphologies than total vocabulary did. Additionally, the predictive relationship between vocabulary and grammar was found to be weaker for children whose scores were below the 10th percentile, although this could be due to the minor variability in this group and to extreme cases. We discuss the implications of these results in relation to the question of continuity between early vocabulary and grammar development in children (AU)

En este estudio se analiza la relación entre el desarrollo léxico y gramatical en niños españoles. La versión española de los Inventarios MacArthur-Bates fue administrada a 593 niños de 16 a 30 meses de edad. Se aplicaron análisis de regresión para evaluar la relación entre la edad, el vocabulario (total, nominal y verbal) y las puntuaciones en dos sub-secciones del apartado gramatical. El vocabulario total explica una proporción significativamente mayor de la varianza de las puntuaciones gramaticales que la edad. Sin embargo, los vocabularios parciales, nominal y verbal, no explican proporciones significativamente mayores de la varianza de sus puntuaciones en morfología, que la edad. Por otro lado, la capacidad de predicción del vocabulario sobre la gramática resulta menor en los niños cuyas puntuaciones los sitúan por debajo del percentil 10; sin embargo, este resultado puede atribuirse a la menor variabilidad y a casos extremos hallados en este grupo. Se discuten las implicaciones de todo este conjunto de resultados en relación a la hipótesis de continuidad entre el vocabulario y la gramática en el desarrollo temprano (AU)

Los errores y autocorrecciones en la narración distinguen el TDAH del TDAH con trastornos del lenguaje / Errors and self-correction in narrative distinguish ADHD from ADHD with language impairments

Este estudio examinó los errores y autocorrecciones en habilidades narrativas de los niños con déficit de atención e hiperactividad (TDAH) y TDAH más trastornos de lenguaje (TL). Cuarenta y cinco sujetos comprendidos en tres grupos de 15 (TDAH, TDAH + TL y un grupo de comparación [GC]) generaron una narración apoyada en un libro de imágenes sin palabras. El grupo con TDAH mostró menos producción verbal y tardó más en detectar los errores que los otros dos grupos. El grupo con TDAH tuvo menos errores que el grupo con TDAH+TL, que tenía una mayor tasa de errores gramaticales. El grupo con TDAH también tuvo menos expresiones asociadas a las imágenes que representan la narración central. Los resultados indican que las dificultades del grupo con TDAH+TL se limitan al lenguaje y son distintos de las del TDAH, en contra de la teoría de un doble déficit (AU)

This study examined the errors and self-corrections in narrative abilities of children with Attention Deficit Hyperactivity Disorder (ADHD) and ADHD plus Language Impairments (LI). Forty-five subjects comprising three groups of 15 (ADHD, ADHD +LI and Comparison Group [CG]) generated a narrative based on a wordless picture-book. The ADHD group showed a lower verbal output and detected errors later than the other two groups. The ADHD group had fewer errors than the ADHD+LI group, who had a higher rate of grammatical errors. The ADHD group also had fewer utterances associated with the pictures depicting the central narrative. Findings indicate that the ADHD+LI group's difficulties are confined to language and are distinct from those of ADHD, contrary to the theory of a double-deficit (AU)

Prueba de Competencia Lectora para Educación Secundaria (CompLEC) / The Reading Literacy test for Secondary Education (CompLEC)

Este artículo presenta una nueva prueba de evaluación de la competencia lectora, la Prueba de Competencia Lectora para Educación Secundaria (CompLEC). CompLEC ha sido elaborada desde el marco teórico propuesto por el Informe PISA y las nuevas definiciones de competencia lectora. Esta prueba, de fácil aplicación y corrección, evalúa el nivel de competencia lectora de escolares de entre 11 y 14 años en diversas situaciones de lectura (i.e., públicas, educativas, personales y ocupacionales) y con diferentes tipos de textos (i.e., continuos y no continuos). El test ha sido baremado con una muestra de 1.854 estudiantes pertenecientes a cinco comunidades autónomas. Los resultados muestran que consta de propiedades psicométricas de fiabilidad, homogeneidad y validez satisfactorias (AU)

The Reading Literacy test for Secondary Education (CompLEC). A new test to evaluate reading literacy, the Test of Reading Literacy for Secondary Education (CompLEC) is presented. CompLEC is based on the PISA assessment framework and new definitions of reading literacy. The test, easy to apply and score, assesses the level of reading literacy of children between 11 and 14 years of age in several reading situations (i.e., public, educational, personal and occupational) and with different types of texts (i.e., continuous and non-continuous). The scale has been standardized with a sample of 1,854 students from five different Spanish regions. Empirical results show that CompLEC is a homogeneous, reliable and valid instrument (AU)

La conciencia morfológica: tendencias de desarrollo y patrón evolutivo en Educación Infantil y Primaria / Morphological awareness: development trends and patterns of evolution in kindergarten and primary education

Se presenta un estudio en el que se indaga sobre la evolución en la adquisición y desarrollo de la conciencia morfológica en niños de 5 a 7 años. Se trata de una investigación llevada a cabo en tres momentos distintos a lo largo de dos cursos académicos, en los que se evaluó conciencia morfológica en función de dos planos. Los datos indican un incremento en el desarrollo de la conciencia morfológica desde finales de la Educación Infantil a primeros de Educación Primaria, constatándose la adquisición en un primer momento del plano de juicio morfológico, y del plano de producción morfológica en segundo lugar. Además, se genera un patrón de adquisición de los distintos parámetros que integran la morfología (AU)

We present a study that investigates changes in the acquisition and development of morphological awareness in children from 5 to 7 years old. This investigation was carried out on three separate occasions over two academic years, in which morphological awareness was assessed according to two levels. The data indicate an increase in the morphological awareness development from the kindergarten to primary education, verifying the acquisition in the first instance of the morphological judgment level and secondly, of morphological production level. It also generates a pattern of acquisition of the various parameters that make up morphology (AU)

SUBTLEX-ESP: Spanish word frequencies based on film subtitles

Estudios recientes han mostrado que las estimaciones de frecuencia de las palabras obtenidas de los subtítulos de películas y series de televisión predicen mejor los resultados de los experimentos de reconocimiento de palabras que la tradicional estimación de frecuencia basada en libros y periódicos. En este estudio presentamos una lista de frecuencias de las palabras basada en los subtítulos para el español, uno de los idiomas más extendidos en el mundo. La frecuencia de los subtítulos fue obtenida a partir de un corpus de 41 millones de palabras tomadas de películas y series de televisión (de entre los años 1990 y 2009). Además, las frecuencias fueron validadas al correlacionarlas con los tiempos de reacción de dos megaestudios realizados sobre 2764 palabras cada uno (con las tareas de decisión léxica y lectura en voz alta). La frecuencia de los subtítulos explicaban un 6% más de la varianza que las frecuencias escritas en la tarea de decisión léxica y un 2% extra en lectura en voz alta(AU)

Recent studies have shown that word frequency estimates obtained from films and television subtitles are better to predict performance in word recognition experiments than the traditional word frequency estimates based on books and newspapers. In this study, we present a subtitle-based word frequency list for Spanish, one of the most widely spoken languages. The subtitle frequencies are based on a corpus of 41M words taken from contemporary movies and TV series (screened between 1990 and 2009). In addition, the frequencies have been validated by correlating them with the RTs from two megastudies involving 2,764 words each (lexical decision and word naming tasks). The subtitle frequencies explained 6% more of the variance than the existing written frequencies in lexical decision, and 2% extra in word naming(AU)

Obsolescencia e idiomática de las referencias bibliográfi cas de la Revista de la Sociedad Española de Enfermería Nefrológica: años 1998,1999, 2003, 2006 y 2008 / Obsolescence and language use in bibliographical references in the magazines of the Spanish Nephrology Nursing Society: years 1998,1999, 2003, 2006 and 2008

Objetivo: llevar a cabo un análisis bibliométrico para conocer y evaluar la obsolescencia e idiomática de las referencias bibliográfi cas de los artículos publicados en la Revista de la Sociedad Española de Enfermería Nefrológica. Material y método: se ha realizado un estudio descriptivo longitudinal retrospectivo. Se han utilizado los cuatro números de los volúmenes 1, 2, 6, 9 y 11 de la Revista de la Sociedad Española de Enfermería Nefrológica. Los indicadores bibliométricos analizados han sido la obsolescencia e idiomática. Resultado: se han revisado 168 artículos, con un total de 1166 referencias bibliográfi cas, con una mediana de 5, una desviación estándar ± 6,54, un máximo de 39 y un mínimo de 0 referencias bibliográficas por artículo. El índice total de referencias por artículo ha alcanzado las 6,94 referencias bibliográfi cas por artículo. El Índice de Obsolescencia ha sido de 6,1 años, el Índice de Price ha sido del 41,62 % y el Índice de Inmediatez ha alcanzado el 3,4%. En cuanto al idioma manejado por los autores en el ámbito de la enfermería nefrología, han sido el español (54,87%; 95%IC 51,98-57,7) y el inglés (44,13% 95 %IC 41,29-47,07) los más utilizados. Conclusión: el análisis de las referencias bibliográficas de los artículos publicados en la Revista ha presentado parámetros similares a otras revistas sobre ciencias de la salud. Ahora bien, se aprecian unos buenos datos de obsolescencia, situación que revela la buena vigencia de la mayoría de las referencias estudiadas (AU)

Aim: to carry out a bibliometric analysis to determine and evaluate the obsolescence and language use in the bibliographical references of the articles published in the Magazine of the Spanish Nephrology Nursing Society. Material and method: a retrospective longitudinal descriptive study was carried out. The four issues of volumes 1, 2, 6, 9 and 11 of the Magazine of the Spanish Nephrology Nursing Society were used. The bibliometric indicators analysed were obsolescence and language. Result: 168 articles were reviewed, with a total of 1166 bibliographical references, with a median of 5, a standard deviation of ± 6.54, a maximum of 39 and a minimum of 0 bibliographical references per article. The total index of references per article was 6.94 bibliographical references per article. The Obsolescence Index was 6.1 years, the Price Index was 41.2 % and the Immediacy Index was 3.4%. As regards the language used by the authors in the sphere of nephrology nursing, Spanish (54.87%; 95%CI 51.98-57.7) and English (44.13% 95%CI 41.29-47.07) were the most used. Conclusion: The analysis of the bibliographical references in the articles published in the magazines showed similar parameters to other magazines on health sciences. However, good obsolescence data were obtained, which shows the relevance of most of the references studied (AU)

Análisis de la producción científica en la REVISTA DE LOGOPEDIA, FONIATRÍA Y AUDIOLOGÍA en el último decenio frente a 30 años de publicaciones / Analysis of the scientific production in the REVISTA DE LOGOPEDIA, FONIATRIA Y AUDIOLOGÍA in the last decade versus 30 years of publications

Se revisan algunos parámetros de la producción de la REVISTA DE LOGOPEDIA, FONIATRÍA Y AUDIOLOGÍA desde el año 2000, pero con especial incidencia en los 2 últimos años. Los datos obtenidos se han analizado en relación a tipo de publicaciones, universidad de origen del artículo, departamento universitario, procedencia del artículo nacional o internacional, así como a parámetros de calidad definidos por las agencias nacionales y en especial del Social Sciences Citation Index. La progresión de la revista en el último decenio en el ranking de calidad puede explicarse en parte teniendo en cuenta la calidad de las colaboraciones y autores así como el seguimiento estricto de las normas internacionales (AU)

We are reviewing some parameters related to the production of the REVISTA DE LOGOPEDIA, FONIATRÍA Y AUDIOLOGÍA since 2000, especially from the last two years. The obtained data have been analyzed in relation to type of publications, university of origin from the article, university department, national or international origin of the article and quality parameters defined by the national agencies and specially from the Social Sciences Citation Index. The progression of the journal during the last decade into the quality ranking could be explained, in part, considering the quality of collaborations and authors, as well as the strict monitoring of the international rules (AU)

El proceso lector en niños con antecedentes de retraso y trastorno específico del lenguaje / The reading process of children with a history of language delay and specific language impairment

Este estudio explora las relaciones entre el retraso y el trastorno específico del lenguaje y el desarrollo de la lectura. Con este fin, se evaluó la lectura de ocho niños de 11 años que inicialmente a los 3 años habían sido diagnosticados con retraso del lenguaje y que a los 5 años fueron clasificados, según su nivel de lenguaje, entre niños con retraso (4 niños) y niños con trastorno específico del lenguaje (TEL) (4 niños). A estos niños se les aplicaron dos pruebas para describir su perfil lector. Los resultados no muestran diferencias entre ambos grupos pero tanto los niños con historia de TEL como con retraso del lenguaje presentan dificultades en los procesos lectores: siete de los ocho niños (87,5%) estudiados manifiestan un nivel lector inferior del que les correspondería en relación a su edad. Además, el grupo TEL presenta, en todos los casos, importantes dificultades tanto en los procesos léxicos como en los procesos semánticos y los sintácticos implicados en el proceso lector (AU)

This study explores how the delay in oral language development and specific language impairment affects the reading development in 11-year-old children. For this reason, we assessed the reading of eight 11 years-old children that all of them had initially been diagnosed as language delay (at 3 years-old) and at 5 years-old were classified according to their level of language, between children with language delay (4 children) and children with specific language impairment (4 children). These children were applied two tests to analyze reader profile. The results indicate no differences between the groups, but both groups (children with a history of SLI as with LD) show difficulties in reading processes: seven of the eight (87.5%) children studied, have a level below their expected level in relation their age. In addition, the SLI group presents, in all cases, significant challenges both processes in lexical and semantic and syntactic processes involved in the reading process (AU)

Actividad electrofisiológica durante el procesamiento de sílabas y prefijos / Electrophysiological activity during the processing of syllables and prefixes

Muchos prefijos coinciden con la primera sílaba de la palabra en español. En esta investigación se llevó a cabo un experimento con la técnica de ERPs (Potenciales evento-relacionados) para comparar un priming de prefijo (ej. infeliz–I"CAPAZ) con un priming silábico (ej. caliza-CACHETE). Los resultados mostraron una activación temprana (100-200ms) para las palabras prefijadas, mientras que el priming silábico no llegó a alcanzar diferencias significativas en esta ventana. Entre los 400 y los 600 ms la activación morfológica produjo valores más positivos que la línea base como resultado de una más fácil integración entre prime y target. Por el contrario, en esta ventana, se observó un pico más negativo que la línea base en la condición silábica. En definitiva, los resultados de este experimento parecen mostrar un curso de procesamiento distinto dependiendo de la relación morfológica o fonolólgico-silábica existente entre el prime y target(AU)

Many prefixes in Spanish agree with the first syllable boundary of the words. This research carried out a ERPs (Event Related Potentials) experiment comparing a prefix priming (e.g. infeliz-I"CAPAZ –unhappyunable) with a syllabic priming (e.g. caliza-CACHETE –limestone-slap). The results showed an early activation (100-200ms) for prefixed words category. However, the syllabic priming did not reach significant differences at this component. Between 400 and 600ms morphologically related pairs evoked more positive values than the base-line as a consequence of an easier integration between prime and target. On the contrary, syllabically related pairs showed a larger negativity at this window. These contrasting results show a different course of processing depending on the relationship: morphological or phonological, existing between prime and target(AU)

Household language use and health care access, unmet need, and family impact among CSHCN.

OBJECTIVES: We examined the association of household language use and access to care among children with special health care needs (CSHCN). From this study we describe the demographics of children and the prevalence of selected access characteristics according to their primary household language and examine the independent effects of household language on health care access, unmet needs, and family impact while controlling for confounding variables. METHODS: Data from the 2005-2006 National Survey of Children With Special Health Care Needs, a nationally representative telephone survey of 40,723 CSHCN, were analyzed. Bivariate and multivariable analyses were used to examine disparities and estimate adjusted odds ratios of health care access, satisfaction, and family-impact measures for CSHCN from non-English-primary-language (NEPL) versus English-primary-language (EPL) households. RESULTS: Nearly 14% of all US children live in NEPL households. NEPL CSHCN were significantly more likely to be Hispanic or other race, be poor, have less educated parents, and reside in metropolitan areas and larger households and yet were less likely to be on cash assistance from welfare. Logistic regression showed that NEPL CSHCN were twice as likely to lack access to a medical home, a usual source of care, and family-centered care. They were 4 times as likely to lack health insurance, and their family members were also more likely to lack adequate insurance. Family members of NEPL children were almost twice as likely to have to stop employment as a result of their child's condition. CONCLUSIONS: Although limited by program eligibility contingent on immigrant status and state policies, increased referrals to programs such as the State Children's Health Insurance Program and Medicaid can improve access while utilization can be improved by the availability of interpreters, community health workers, linguistically concordant providers, and outreach education efforts of NEPL parents.

Analysis of compositional data in communication disorders research.

UNLABELLED: The study of communication and its disorders often involves coding several behaviors and examining the proportions with which individual behaviors are produced within data sets. Problems are encountered when studying multiple behaviors between data sets, because of the interdependence of the proportions: as one coded behavior increases, at least one other must decrease. The interdependence of data means that traditional statistical techniques can be used to analyse differences in the proportion of only one behavior over time or between clinical groups. We describe a statistical technique, previously used in geological and biomedical research, which can be used to analyse all behaviors in compositional data sets, and give examples of its use with interaction data. The technique allows, for the first time, full comparison of entire patterns of multiple communication behaviors, both over time and between clinical groups. The technique will aid both basic and applied communication research. LEARNING OUTCOMES: Readers will understand the advantages and limitations of frequency counts and proportions for the analysis of multiple behaviors. Readers will be able to analyze change in proportions of multiple behaviors within a data set between groups and across time.

Scientist-friendly policies for non-native English-speaking authors: timely and welcome.

That English is the lingua franca of today's science is an indisputable fact. Publication in English in international journals is a pre-requisite for a research paper to gain visibility in academia. However, English proficiency appears to be taken for granted in the scientific community, though this language can be a hurdle for a number of authors, particularly from non-native English-speaking countries. The influence of English proficiency on the publication output of Brazilian authors has never been assessed. We report our preliminary data on the relationship between the English proficiency of 51,223 researchers registered in the CNPq database and their publication output in international journals. We have found that publication rates are higher for those authors with good command of English, particularly written English. Although our research is still underway and our results are preliminary, they suggest that the correlation between written English proficiency and research productivity should not be underestimated. We also present the comments of some Brazilian scientists with high publication records on the relevance of communication skills to the scientific enterprise.