Intervención fonoaudiológica de lenguaje en aula común: una revisión panorámica
- Francisca Pozo Tapia Pontificia Universidad Católica de Chile https://orcid.org/0000-0001-9667-3063
- Susana Mendive Criado Pontificia Universidad Católica de Chile y Centro de Estudio de Políticas y Prácticas en Educación (CEPPE UC) https://orcid.org/0000-0002-9436-3974
Resumen
La intervención fonoaudiológica en el aula común es crucial para apoyar a niños con habilidades lingüísticas descendidas, pues previene dificultades mayores, permite una mayor generalización de habilidades y colaboración con profesores. Sin embargo, la falta de información sistematizada sobre la evidencia disponible de estas prácticas dificulta su implementación efectiva y la creación de directrices claras. El objetivo de esta revisión es sintetizar la evidencia sobre la efectividad de las intervenciones fonoaudiológicas en el aula común para niños entre 3 y 12 años. Se buscaron artículos publicados entre 2000 y 2020 en inglés o español en WoS y Scopus. Los resultados arrojaron 19 estudios que cumplieron los criterios. Estas intervenciones se caracterizaron según su nivel de evidencia, habilidad de lenguaje abordada, modelo de entrega de servicios, dosis y edad de los niños. La evidencia indica que el trabajo en aula de habilidades de conciencia fonológica, vocabulario, comprensión y expresión gramatical simple y producción narrativa es efectivo. Estudios de alto nivel de calidad lo respaldan, pero aún existe necesidad de mayor investigación en intervenciones que apoyen otras habilidades relevantes. Esta revisión identifica evidencia disponible y guía la práctica para implementar estrategias efectivas para habilidades lingüísticas en el aula común.
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