Trastornos fonológicos y su influencia en el aprendizaje.

Abstract

Phonological disorders are one of the most frequent language disorders in children of early ages, during their linguistic stage, because it affects their cognitive, social, affective and learning development respectively, this condition resides in problems of oral and expressive communication. The present study aims to analyze the types of phonological disorders that exist and the influence they have on the learning of children in school ages from 6 to 8 years. This research is of a non-experimental qualitative type, the data obtained are not statistically quantifiable therefore they are expressed narratively, it is of an exploratory type, under a systematic review of scientific articles and documents on websites in the languages: English, Spanish and Portuguese, on research that addresses phonological disorders and their influence on learning in children in school ages, from their detection to speech therapy intervention. For a good development of this technique, the systematic review of various scientific articles considered within the inclusion and exclusion criteria is evident to meet the objectives set. The results obtained with each of the objectives set out within the proposed topic were able to determine that within the phonological disorders the most frequently detected influences are: tsh (organic, functional, audiogenic) phonological awareness, among others. In conclusion, the systematic review of scientific articles based on the proposed topic has the purpose of: identifying, determining and establishing appropriate techniques for their detection and adequate speech therapy to promote oral communication skills.