<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382023000100306</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702023v29e0219</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[DISCURSO NARRATIVO Y LECTURA DE CUENTOS EN EL HOGAR POR PADRES A PREESCOLARES QUE PRESENTAN TRASTORNO DEL LENGUAJE]]></article-title>
<article-title xml:lang="en"><![CDATA[NARRATIVE DISCOURSE AND PARENTS&#8217; STORY TELLING AT HOME TO PRESCHOOL CHILDREN WHO PRESENT LANGUAGE IMPAIRMENT]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GRANADA-AZCÁRRAGA]]></surname>
<given-names><![CDATA[Maribel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[POMÉS-CORREA]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CÁCERES-ZÚÑIGA]]></surname>
<given-names><![CDATA[Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Diversidad e Inclusividad Educativa ]]></institution>
<addr-line><![CDATA[Talca Maule]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Diversidad e Inclusividad Educativa ]]></institution>
<addr-line><![CDATA[Talca Maule]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Maule Departamento de Diversidad e Inclusividad Educativa ]]></institution>
<addr-line><![CDATA[Talca Maule]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382023000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382023000100306&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382023000100306&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo del estudio es analizar el discurso narrativo productivo de estudiantes de kínder en escuelas de lenguaje de Chile, considerando Trastorno Específico del Lenguaje (TEL) expresivo y mixto junto a la periodicidad de la lectura de cuentos en el hogar. Ambientes naturales enriquecidos en la familia aportan mayores oportunidades de desarrollo favoreciendo la literacidad, las habilidades lingüísticas y sociales. Los niños y niñas con TEL pueden mostrar dificultades en la narración, afectando el desempeño académico, social y en su calidad de vida. El discurso narrativo en una muestra de 150 preescolares es evaluado, utilizando un instrumento formal a través del recontado de 3 cuentos originales. Se examina la etapa del desarrollo narrativo y la lectura de cuentos realizada por padres en el hogar. Se aplica una ficha para recoger información demográfica de las familias. A través de un estudio descriptivo comparativo, se aplica estadística descriptiva e inferencial (ANOVA de dos factores) para analizar las variables. Los resultados muestran que ni el tipo de TEL, ni la frecuencia de lectura o la interacción de ambas, provocan cambios estadísticamente significativos en el discurso narrativo. Sin embargo, se observan hallazgos cualitativos en la cantidad de narración, en función de la lectura de cuentos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study aimed to analyze the productive narrative discourse of students who attended kindergarten in special language schools in Chile, considering the expressive and mixed Specific Language Impairment (SLI) with the periodicity of reading stories at home. Enriched natural environments into the family provide better opportunities to develop early literacy, linguistic and social skills. Children with SLI may show difficulties in narration, affecting academic, social performance, and generally affecting their quality of life. The narrative discourse in a sample of 150 preschoolers was evaluated using a formal instrument that included the retelling of three original stories. The performance of narrative development and reading stories by parents at home were examined. A form was applied to collect demographic information from families. Through a comparative-descriptive study, descriptive and inferential statistics (two-way ANOVA) were used to analyze the variables. The results show that type of SLI, frequency of reading and the interaction of both variables did not cause statistically significant effects in the narrative discourse. However, qualitative findings were observed, in the quantity of oral discourse related to storytelling.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Discurso narrativo]]></kwd>
<kwd lng="es"><![CDATA[Trastorno de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[Preescolar]]></kwd>
<kwd lng="es"><![CDATA[Lectura de cuentos]]></kwd>
<kwd lng="en"><![CDATA[Narrative discourse]]></kwd>
<kwd lng="en"><![CDATA[Language impairment]]></kwd>
<kwd lng="en"><![CDATA[Preschooler]]></kwd>
<kwd lng="en"><![CDATA[Story telling]]></kwd>
</kwd-group>
</article-meta>
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