Change in textual understanding and production after speech therapy in children third grade school in 2010 – 2011 Variación en comprensión y producción textual después de intervención fonoaudiológica en niños de tercer grado escolar entre 2010- 2011

Abstract

The objective of this paper is to show the performance in text comprehension and production, after a speech therapy intervention in children with difficulties in the third grade at a school in the city of Popayan. The design was descriptive and longitudinal population was 37 third graders, the selection of the population was not random based on inclusion and exclusion criteria. Children who had difficulties in text comprehension and production received a therapeutic intervention for 15 sessions , which was structured from a guide to activities at various levels of complexity based on narrative, expository and informative readings, following the guidelines of MEN for this grade level. The results showed that after the intervention, 71.8 % of children had reduced levels of difficulties in reading comprehension and most satisfactory level reached in the inferential and critical level, according to age and grade. In textual output, after the intervention children showed satisfactory performance in super aspects and macrostructure as articulate and develop both the conflict of the story as the final recognition of the central axis of the story, the narrator and characters. Errors in written productions were reduced, with responses “satisfactory” level concludes with changes in text comprehension and production, from the initial assessment and subsequent to the implementation of intervention activities.