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Estrategias de lectura dialógica y vocabulario en estudiantes de habla hispana con trastorno del lenguaje en el

M Laura Kuyuk¹, Sandra Combs¹, Jean F Rivera-Perez²

¹Rocky Mountain University of Health Professions, Provo, UT.

Language, speech, and hearing services in schools

|August 22, 2025

Resumen

Las estrategias de lectura dialógica bilingüe (DRS) aumentan efectivamente el vocabulario de los jóvenes bilingües con trastornos del desarrollo del lenguaje (DLD), mejorando tanto las habilidades lingüísticas de primera (L1) como de segunda (L2).

Área de la Ciencia:

Patología del habla y del lenguaje
Psicología del desarrollo
Educación bilingüe

Sus antecedentes:

Los estudiantes bilingües con trastornos del desarrollo del lenguaje requieren intervenciones específicas.
Las estrategias de lectura dialógica (DRS) son efectivas para la adquisición del lenguaje.
Las intervenciones bilingües pueden ofrecer beneficios únicos para las DLL.

Objetivo del estudio:

Para comparar la eficacia del DRS bilingüe (español-inglés) frente al solo inglés.
Evaluar la adquisición de vocabulario en jóvenes DLL con DLD.

Principales métodos:

Diseño de tratamiento alternado adaptado con 5 participantes (de 5 a 8 años) con DLD.
La intervención se llevó a cabo durante 5 semanas, alternando entre el DRS solo en inglés y el bilingüe.
Nombramiento del vocabulario inglés (L2) y español (L1) medido como resultados primarios y secundarios.

Principales resultados:

Todos los participantes mostraron un aumento del vocabulario en inglés con ambas condiciones.
El DRS bilingüe resultó más eficiente, lo que condujo a ganancias tanto en el vocabulario L1 (español) como en el L2 (inglés).

Conclusiones:

El DRS bilingüe es un método práctico y eficiente para mejorar el vocabulario L1 y L2 en jóvenes DLL con DLD.
Se recomienda una mayor investigación para diversas necesidades lingüísticas y académicas.

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