REVISTA DE HUMANIDADES Y CIENCIAS SOCIALES

MEASUREMENT OF PASSIVE VOCABULARY IN THIRD-YEAR STUDENTS OF BASIC EDUCATION WITH SPECIAL EDUCATIONAL NEEDS COMPARED TO STUDENTS OF THE SAME LEVEL

Authors

  • Karina Vásquez Burgos
  • María Gajardo Morales
  • Amanda Plaza Valdés
  • Daniel Riquelme Matamala
  • Dámariz Sandoval Soto

Keywords:

Passive vocabular, Special Educational Needs, School Integration program, Test of Vocabulary in Images, Revised

Abstract

In the next study, a passive vocabulary level was measured in a sample of students from the third year of the Coyam School in the city of Chillán. This was measured through the TEVI-R test, which allowed the identification of words according to the images presented to the student, then a comparison was made at the level of passive vocabulary of students belonging to the School Integration Program (PIE) and those that do not belong to said program. The students that do not belong to the PIE, that is to say, that do not present diagnosed special educational needs, obtained on average a better score on the test than the students that do belong to the PIE.

Published

28-03-2018

How to Cite

Vásquez Burgos , Karina, María Gajardo Morales, Amanda Plaza Valdés, Daniel Riquelme Matamala, and Dámariz Sandoval Soto. 2018. “MEASUREMENT OF PASSIVE VOCABULARY IN THIRD-YEAR STUDENTS OF BASIC EDUCATION WITH SPECIAL EDUCATIONAL NEEDS COMPARED TO STUDENTS OF THE SAME LEVEL”. Revista Inclusiones, March, 109-31. https://revistainclusiones.org/index.php/inclu/article/view/756.

Issue

Vol. 5 Num Esp. Abril-Junio 2018 Homenaje Maura de la Caridad Salabarría Roig y José Sergio Puig Espinosa

Section

Artículos

Copyright (c) 2018 Mg. Karina Vásquez Burgos , Lic. María Gabriela Gajardo Morales , Lic. Amanda Macarena Plaza Valdés , Lic. Daniel Alejandro Riquelme Matamala , Lic. Dámariz Shalomm Sandoval Soto

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