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    Reading comprehension in Spanish by Quechua-Spanish bilingual children
    (Taylor & Francis, 2020-11-12)
    This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables – focusing on the latter – on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary – followed by listening comprehension and reading accuracy – played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined.
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    Dialogic analysis of five patients with fluent aphasia
    (Academia Peruana de la Lengua, 2024-07-01)
    This paper is qualitative research which analyzes and compares the discursive characteristics of five patients with fluent aphasia in a hospital in El Callao, Peru. An adapted version of the Boston test was applied, and spontaneous conversations were recorded or filmed. It was concluded that patients with fluent aphasia showed difficulty in naming objects. Although all of them showed communicative intention, those with Wernicke’s aphasia are more monologic. This group does not retain the ability to repeat; they understand simple and concrete logical-semantic relations, but not within narratives, and their linguistic production also shows alterations in this last aspect, since they present agrammatism. In contrast, patients with sensory transcortical aphasia do achieve repetitions; they understand only logical-semantic relations within short stories, and produce many neologisms and little agrammatism. Finally, Quechua-Spanish bilingual patients with aphasia of different types are more diverse in their speech acts than monolingual patients.