PRACA PRZEGLĄDOWA
Przegląd terapii językowych: trening morfosyntaktyki i narracji dla dzieci z zaburzeniem rozwojowym języka (DLD)
1
Instytut Fizjologii i Patologii Słuchu, Światowe Centrum Słuchu, Naukowe Centrum Obrazowania Biomedycznego, Warszawa/Kajetany
Zaznaczeni autorzy mieli równy wkład w przygotowanie tego artykułu
A - Koncepcja i projekt badania; B - Gromadzenie i/lub zestawianie danych; C - Analiza i interpretacja danych; D - Napisanie artykułu; E - Krytyczne zrecenzowanie artykułu; F - Zatwierdzenie ostatecznej wersji artykułu;
Data nadesłania: 03-09-2025
Data ostatniej rewizji: 04-11-2025
Data akceptacji: 05-11-2025
Data publikacji online: 31-07-2026
Data publikacji: 31-07-2026
Autor do korespondencji
Hanna Bronisława Cygan
Naukowe Centrum Obrazowania Biomedycznego, Światowe Centrum Słuchu, Instytut Fizjologii i Patologii Słuchu, ul. Mochnackiego 10, 02-042 Warszawa
Naukowe Centrum Obrazowania Biomedycznego, Światowe Centrum Słuchu, Instytut Fizjologii i Patologii Słuchu, ul. Mochnackiego 10, 02-042 Warszawa
Now Audiofonol 2026;15(2):81-99
SŁOWA KLUCZOWE
terapia narracyjnazaburzenie rozwojowe językaDLDtrudności językoweterapia morfosyntaktycznalogopedia
DZIEDZINY
STRESZCZENIE
Zaburzenie rozwojowe języka (DLD) charakteryzuje się utrzymującymi się trudnościami w nabywaniu i użyciu języka, których nie wyjaśniają niedosłuch, niepełnosprawność intelektualna ani inne zaburzenia neurologiczne. Szczególnie nasilone deficyty dotyczą morfosyntaktyki oraz kompetencji narracyjnych – kluczowych dla funkcjonowania szkolnego i społecznego. Celem artykułu jest przegląd wybranych, opartych na dowodach metod terapeutycznych ukierunkowanych na rozwój gramatyki i narracji u dzieci z DLD. Omówiono trzy programy rozwijające umiejętności gramatyczne łączące jawną instrukcję metajęzykową z wielozmysłowym wsparciem. Przedstawiono także interwencje nakierowane na rozwój umiejętności narracyjnych, wzmacniające organizację dyskursu, różnorodność leksykalną i złożoność składniową. Wyniki przeglądu wskazują na skuteczność tych podejść w poprawie budowy zdań, spójności narracji i przenoszeniu nabytych umiejętności do realizacji zadań szkolnych. Choć żaden z programów nie został dotąd zaadaptowany do języka polskiego, ich zasady – systematyczna ekspozycja, multisensoryczne wsparcie oraz aktywne zaangażowanie – mogą stanowić inspirację w praktyce klinicznej w Polsce. Wnioski podkreślają potrzebę intensywnej, ustrukturyzowanej i angażującej terapii dopasowanej do profilu językowo-poznawczego dziecka oraz dalszych prac nad adaptacją podejść terapeutycznych opartych na dowodach do specyfiki języka polskiego.
FINANSOWANIE
UMO-2018/31/D/HS6/03533
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