Procesos de simplificación fonológica en niños de 4, 5 y 6 años con dificultades fonológicas

Se estudia a ninos con dificultades fonologicas (DF) desde la perspectiva de la teoria de la fonologia natural. Segun ella, el desarrollo consiste en la paulatina eliminacion de procesos fonologicos de simplificacion (PSF) que afectan a la produccion de palabras. Los ninos con DF no eliminan adecuadamente los PSF y, por ello, sus emisiones son poco inteligibles y similares a la de ninos de menor edad. Existe informacion en espanol acerca de la eliminacion de PSF en el desarrollo tipico, pero es escasa en menores con DF. Objetivo: comparar el manejo de PSF en ninos con DF de 4, 5 y 6 anos. Metodo: Se trabajo con 34 menores, con DF y diagnostico de TEL, alumnos de escuela de lenguaje, distribuidos en tres grupos: 4.0 a 4.11 anos (n12); 5.0 a 5.11 anos (n11) y 6.0 a 6.11 anos (n11). Fueron evaluados individualmente en su establecimiento educacional con el Test para evaluar procesos de simplificacion fonologica (TEPROSIF-.‐R). Resultados: Se constato que la eliminacion de PSF en los ninos con problemas fonologicos es evidente entre los 4 y 5 anos, pero se lentifica entre los 5 y 6 anos, en especial, en los relacionados con la estructura de la silaba y de la palabra. This paper studies children who have phonological difficulties (PD) from the theoretical principles of natural phonology. This theory holds that the development consists in the gradual loss of the phonological simplification processes (PSP) which affect the production of words. Children with PD do not delete properly the PSP and therefore their speech is unintelligible and similar to that of younger children. Studies on the loss of phonological simplification processes in children with typical language development have been carried out in Spanish. However, far too little attention has been paid to this loss in children with PD. Objective: to compare the management of phonological simplification processes by children aged 4, 5 and 6 years with PD. Method: 34 children with PD and diagnosed with Specific Language Impairment (SLI), students enrolled in a language school, divided into three groups: 4.0 to 4.11 years (n12); 5.0 to 5.11 years (n11) and 6.0 to 6.11 years (n11). Children were assessed individually in their schools using the Test para Evaluar Procesos de Simplificacion Fonologica (TEPROSIF-.‐R). Results: it was observed that the loss of PSP in children with PD is evident between children aged 4 and 5 years, but it is slower between children aged 5 and 6 years, especially, those related to the structure of the syllable and the word.