Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article is a bibliographical review, respect of the most recent studies on the cerebral regions implied in the comprehension and production of the language of signs compared with the speech language. This review presents the research that groups different of investigation worldwide have developed to explore the relations complex between language and brain.

We designed a differentiated theoretical-practical class (CTP) after analyzing questionnaires (Qs) answered by Speech-therapy students that attended the course “Sensory Systems”. The Qs showed difficulties related with understanding the practical histology of the sensory systems, as well as problems to correlate it with the learning of the anatomy. We therefore established the to implement an auxiliary didactic activity (CTP). We used a three-dimensional model (3D) AS-001, of the University Extension Project (3D Museum). AS-001, is an enlarged anatomical replica of the human ear which is much more efficient for exploratory manipulation much than anatomical modeling. The assessment of CTP included a questionnaire and a notebook of activities. The CTP was implemented in both semesters during the year 2014. Results showed improvements when compared to 2013’s data, when this type of theoretical-practical contents were not implemented. We conclude that the association of the three - dimensional model along with histological analysis of the parts of the ear effectively improved students’ understanding of the subject. We therefore consider that CTP is a suitable methodology for the teaching-learning process of a complex, important subject for the academic training of Speech-therapy undergraduate students. Our experience allowed us to determine how important the personal and professional relationship between teachers and students is to improve academic work.

Children with Specific Language Impairment (SLI) are deemed to be a group at risk in learning written language. Their linguistic deficit may impact on their reading comprehension performance, although this not the case for all children with SLI. The aim of this study is to observe the possible differences in linguistic and decoding skills in children with SLI with and without reading comprehension problems. The sample consisted of 60 first grade children with SLI, of which 42 are poor comprehenders and 18 are good comprehenders. Reading skills (decoding and reading comprehension) and linguistic skills (phonological awareness, vocabulary as well as expressive and comprehensive narrative speech) were assessed. Results show that there are no statistically significant differences in linguistic skills between good comprehenders and poor comprehender. Significant differences were found for decoding, with children with reading comprehension problems performing significantly lower than good comprehenders. In the group of children with reading comprehension problems, phonological awareness and decoding highly correlate with reading comprehension, while the very same variables have no correlation among children with good reading comprehension.

The aim of the study was to characterize the professional profile of speech therapists who work with elderly adults in Colombia. Methodology: The study was descriptive; participants were 30 speech and language pathologists who answered a survey including items related with sociodemographic profiles, professional profiles, speech and language pathology tasks, and perceptions about the elder adults. Results: The approach to speech and language pathology practice with this population is focused on the health setting, is mainly centered on assisting patients on areas such as swallowing, language, and communication. Conclusions: The results allowed characterizing the professional profile and the speech and language pathologist’s practice with the elderly adult population. They also showed the importance of working with elderly persons based on their abilities and their communicative well-being. Also, it is necessary to conduct further studies to understand communication among elderly adults with and without disorders.

This study was conducted to describe the reading performance of schoolers with Specific Language Impairment (SLI), observing their decoding skills and reading comprehension. A sample of 58 children of a second-grade primary school was studied, evenly grouped in two conditions: SLI and TLD (Typical Language Development). General results show that children with SLI perform lower than children with TLD on decoding and reading comprehension. Results for decoding skills showed that SLI children were able to decode trisyllabic words and common words. As for reading comprehension abilities, children were able to understand phrases, complete sentences, and give a proper title to the texts they read.