<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000100126</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i22.866</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Evaluación del lenguaje en preescolares del norte de la ciudad de Durango, Durango, México]]></article-title>
<article-title xml:lang="en"><![CDATA[Language evaluation in preschoolers in the north of the city of Durango, Durango., Mexico]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação da linguagem em pré-escolares no norte da cidade de Durango, Durango, México]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes-Verdín]]></surname>
<given-names><![CDATA[Flor Dayana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos-Valles]]></surname>
<given-names><![CDATA[José Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salas-Name]]></surname>
<given-names><![CDATA[Sagrario Lizeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto-Rivera]]></surname>
<given-names><![CDATA[Jesús Abraham]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Vargas]]></surname>
<given-names><![CDATA[Isela Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Juárez del Estado de Durango  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>22</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000100126&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000100126&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El porcentaje de niños latinoamericanos en edad preescolar con deficiencia en el desarrollo del lenguaje oscila entre 10 % y 80 %. Objetivo: Conocer el porcentaje de deficiencia en el lenguaje de niños preescolares del norte de la ciudad de Durango, Durango (México), para lo cual se empleó el cuestionario de madurez neuropsicológica infantil. Metodología: El estudio fue no experimental, observacional, transeccional y descriptivo, en un universo de trabajo de 833 niños, para lo que se consideró 95 % de confiabilidad en una muestra estadísticamente significativa de 214 participantes; sin embargo, debido a la culminación del ciclo escolar, solo fue posible evaluar a 148 participantes en el periodo de noviembre de 2017 a junio de 2018. El grupo estudiado fue dividido en 4 subgrupos: 55-60 meses de edad, 61-66 meses de edad, 67-72 meses de edad y 73-78 meses de edad. Resultados: El alfa de Cronbach de las variables estudiadas fue 0.618. Se observaron deficiencias en las dos áreas del lenguaje evaluadas: lenguaje verbal y lenguaje no verbal. En los cuatro grupos estudiados, la mayor deficiencia se observó en el área del lenguaje verbal con porcentajes que oscilaron entre -80.5 % y -95.9 % en fluidez verbal; lenguaje expresivo con -27.5 % al -55.2 %; lenguaje comprensivo con -15.7 % al -31.1 % y lenguaje articulatorio con -14.1 % al -19.3 %. Las demás variables del grupo de lenguaje no verbal -estructuración espacial, psicomotricidad, visopercepción y memoria icónica- presentaron porcentajes de deficiencia menores a los observados en las variables de lenguaje verbal, aunque se destacan atención con -39.5 % al -43.2 %, ritmo con -2.9 % al -34.5 %, visopercepción con -10.6 % al -25.7 %, estructuración espacial con -3.5 % al -11.1 %, memoria icónica con -6.8 %, psicomotricidad con -3.6 %. Todos los grupos de edad estudiados presentaron deficiencia en seis o más variables del instrumento de evaluación empleado. Las variables del lenguaje no verbal que presentaron resultados satisfactorios por grupo de meses de edad fueron las siguientes: estructuración espacial en el grupo de 55-60 y en el de 67-72; psicomotricidad en el grupo de 55-60, 61-66 y 67-72; visopercepción en el grupo de 55-60; memoria icónica en los grupos de 55-60 y 67-72. Conclusión: De las áreas de lenguaje evaluadas, la de mayor afectación fue lenguaje verbal, lo cual permite considerar la necesidad de implementar la evaluación del desarrollo del lenguaje en la población infantil preescolar para considerar la oportunidad de optimizarlo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The percentage of Latin American children of preschool age, with deficiencies in language development, ranges from 10% to 80%. Objective: To know the percentage of deficiency in the language of preschool children in the north of the city of Durango, Dgo., Mexico, using the child neuropsychological maturity questionnaire. Methodology: The study was non-experimental, observational, transectional and descriptive in a work universe of 833 children, considering a statistically significant sample of 214 participants with 95% reliability, but due to the completion of the school year it was only possible to evaluate 148 participants in a period from November 2017 to June 2018. The studied group was divided into four subgroups: a group of 55-60 months of age, second group of 61-66 months of age, third group of 67-72 months of age and the fourth group 73-78 months of age. Results: Cronbach's Alpha of the studied variables was 0.618, observing deficiencies in the two evaluated language areas, verbal language and non-verbal language. In the four groups studied, the greatest deficiency was observed in the area of verbal language, with percentages that ranged from -80.5% to -95.9% in verbal fluency; expressive language with -27.5% to -55.2%; comprehensive language with -15.7% to -31.1% and articulatory language with -14.1% to -19.3%. The other variables of the non-verbal language group, which are spatial structuring, psychomotor skills, visual perception and iconic memory, presented lower percentages of deficiency than those observed in the verbal language variables, highlighting attention with -39.5% to -43.2%, rhythm with - 2.9% to -34.5%, visoperception with -10.6% to -25.7%, spatial structuring with -3.5% to -11.1%, iconic memory with -6.8%, psychomotor skills with -3.6%. All the age groups studied showed deficiency in six or more variables of the evaluation instrument used. The non-verbal language variables that presented satisfactory results, by age group were: spatial structuring in the 55-60 group and in the 67-72 group; psychomotor skills in the 55-60, 61-66 and 67-72 group; visoperception in the 55-60 group; iconic memory in groups 55-60 and 67-72. Conclusion: The language area most affected was verbal language, which allows considering the need to implement the evaluation of language development in the preschool child population to consider the opportunity to improve the development of children's language.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A porcentagem de crianças pré-escolares latino-americanas com deficiências no desenvolvimento da linguagem varia de 10% a 80%. Objetivo: Conhecer a porcentagem de deficiência de linguagem em crianças pré-escolares do norte da cidade de Durango, Durango (México), para as quais foi utilizado o questionário de maturidade neuropsicológica infantil. Metodologia: O estudo foi não experimental, observacional, transversal e descritivo, em um universo de trabalho de 833 crianças, para o qual foi considerada confiabilidade de 95% em uma amostra estatisticamente significativa de 214 participantes; Porém, devido ao término do ano letivo, só foi possível avaliar 148 participantes no período de novembro de 2017 a junho de 2018. O grupo estudado foi dividido em 4 subgrupos: 55-60 meses de idade, 61-66 meses , 67-72 meses de idade e 73-78 meses de idade. Resultados: o alfa de Cronbach das variáveis estudadas foi de 0,618. Foram observadas deficiências nas duas áreas de linguagem avaliadas: linguagem verbal e linguagem não verbal. Nos quatro grupos estudados, a maior deficiência foi observada na área de linguagem verbal com percentuais que variaram entre -80,5% e -95,9% na fluência verbal; linguagem expressiva com -27,5% a -55,2%; linguagem abrangente com -15,7% a -31,1% e linguagem articulatória com -14,1% a -19,3%. As demais variáveis do grupo linguagem não verbal - estruturação espacial, habilidades psicomotoras, percepção visual e memória icônica - apresentaram percentuais de deficiência inferiores aos observados nas variáveis de linguagem verbal, embora atenção se destaque com -39,5% a -43,2%, ritmo com -2,9% a -34,5%, percepção visual com -10,6% a -25,7%, estruturação espacial com -3,5% a -11,1%, memória icônica com -6,8%, habilidades psicomotoras com -3,6%. Todas as faixas etárias estudadas apresentaram deficiência em seis ou mais variáveis do instrumento de avaliação utilizado. As variáveis de linguagem não verbal que apresentaram resultados satisfatórios por faixa etária foram: estruturação espacial no grupo 55-60 e no grupo 67-72; habilidades psicomotoras no grupo 55-60, 61-66 e 67-72; visopercepção no grupo 55-60; memória icônica nos grupos 55-60 e 67-72. Conclusão: Das áreas de linguagem avaliadas, a mais afetada foi a linguagem verbal, o que permite considerar a necessidade de implementar a avaliação do desenvolvimento da linguagem na população pré-escolar para considerar a oportunidade de otimizá-la.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[lenguaje no verbal]]></kwd>
<kwd lng="es"><![CDATA[lenguaje verbal]]></kwd>
<kwd lng="es"><![CDATA[retraso del lenguaje]]></kwd>
<kwd lng="en"><![CDATA[non-verbal language]]></kwd>
<kwd lng="en"><![CDATA[verbal language]]></kwd>
<kwd lng="en"><![CDATA[language delay]]></kwd>
<kwd lng="pt"><![CDATA[linguagem não verbal]]></kwd>
<kwd lng="pt"><![CDATA[linguagem verbal]]></kwd>
<kwd lng="pt"><![CDATA[atraso de linguagem]]></kwd>
</kwd-group>
</article-meta>
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