<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000100446</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.14581</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Trastorno específico del lenguaje y retraso de lenguaje: Un estudio sobre matrículas en escuelas de lenguaje en Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Specific Language Impairment and Language Delay: A Study on Enrollment in Language Schools in Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Distúrbio Específico de Linguagem e Atraso de Linguagem: Um Estudo sobre a Matrícula em Escolas de Idiomas no Chile]]></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[Cáceres-Zúñiga]]></surname>
<given-names><![CDATA[Francisca]]></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[Ibáñez-Córdova]]></surname>
<given-names><![CDATA[Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Talca  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>446</fpage>
<lpage>469</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100446&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100446&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100446&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El trastorno específico de lenguaje (TEL) y el retraso de lenguaje (RL) son dos categorías diagnósticas diferentes que presentan similitud en edades tempranas.  Objetivo: Determinar la tendencia y nivel de significancia de la matrícula por género en 14 años, por medio de información estadística publicada por el Ministerio de Educación de Chile.  Metodología: Es un estudio cuantitativo exploratorio, que analiza la matrícula en escuelas de lenguaje (n = 66) de niños y niñas que presentan diagnóstico de trastorno específico de lenguaje (TEL) en el Maule Chile, contrastándola con las evidencias investigativas descritas sobre la prevalencia tanto del TEL como del retraso de lenguaje (RL). Para el análisis estadístico se utiliza el tau de la prueba de Mann-Kendall; además se realiza un análisis de componentes principales (PCA).  Resultados: Se muestra una tendencia significativa (p &lt; 0.05) en la matrícula de los niños, con diagnóstico de TEL, en 22 de las escuelas analizadas, de las cuales 14 son positivas y 8 negativas. Por su parte, en la matrícula de las niñas, se verifican tendencias significativas en 26 escuelas: 23 positivas y 3 negativas en el tiempo.  Discusión: Las tendencias encontradas en la matrícula del estudiantado diagnosticado con TEL indican que se estaría incorporando a niñas con RL en las Escuelas Especiales de Lenguaje y no solo a estudiantes con TEL, lo que tendría implicancia en la identificación, diagnóstico y apoyos psicopedagógicos para niños y niñas que presenten tempranamente dificultades en la adquisición y progresión de sus habilidades lingüísticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Specific language impairment (SLI) and language delay (LD) are two different diagnostic categories presenting similarities at early ages.  Objective:  To determine trends and levels of significance of enrollment by gender over 14 years, using statistical information published by the Ministry of Education of Chile.  Method:  This research is a quantitative, exploratory study that analyzes the enrollment in language schools (n = 66) of boys and girls diagnosed with specific language impairment (SLI) in Maule, Chile. The study compares the enrollment trend with previous evidence described on the prevalence of both SLI and LD. Mann-Kendall&#8217;s tau test is used for the statistical analysis. In addition, a principal component analysis (PCA) is performed.  Results:  A significant trend (p &lt; 0.05) is shown in the enrollment of children diagnosed with SLI in 22 schools analyzed. Fourteen are positive, and eight are negative. Enrollment of girls shows that significant trends are verified in 26 schools, where 23 are positive and 3 are negative over time.  Discussion:  Trends found in the enrollment of students diagnosed with SLI indicate that girls with RL are being incorporated into special language schools, and not only students with SLI. This finding would have implications for the identification, diagnosis, and educational support for students who present early difficulties in acquiring and progressing their language skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O distúrbio específico de linguagem (DEL) e o retardo de linguagem (RL) são duas categorias diagnósticas diferentes que apresentam semelhanças em idades precoces.  Meta:  Determinar a tendência e o nível de significância da matrícula por gênero em 14 anos por meio de informações estatísticas publicadas pelo Ministério da Educação do Chile.  Metodologia:  É um estudo quantitativo exploratório, que analisa a matrícula em escolas de idiomas (n = 66) de meninos e meninas que apresentam diagnóstico de distúrbio específico de linguagem (DEL) no Maule Chile, contrastando-o com as evidências de pesquisa descritas sobre a prevalência de ambos DEL como retardo de linguagem (RL). Para a análise estatística, utiliza-se o &#8216;tau&#8217; do teste de Mann-Kendall. Além disso, uma análise de componentes principais (PCA) foi realizada.  Resultados:  Observa-se uma tendência significativa (p&lt;0,05) na matrícula de crianças com diagnóstico de DEL em 22 das escolas analisadas, sendo 14 positivas e 8 negativas. Por seu lado, na matrícula de meninas verificam-se tendências significativas em 26 escolas, sendo 23 positivas e 3 negativas ao longo do tempo.  Discussão:  As tendências encontradas nas matrículas de alunos com diagnóstico de DEL indicam que meninas com RL estão sendo incorporadas às escolas especiais de línguas e não apenas alunos com DEL, o que teria implicações na identificação, diagnóstico e acompanhamento psicopedagógico de crianças que apresentam dificuldades precoces na aquisição e progressão de suas habilidades linguísticas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Trastornos del lenguaje]]></kwd>
<kwd lng="es"><![CDATA[retraso de lenguaje]]></kwd>
<kwd lng="es"><![CDATA[escuela de párvulos y párvulas]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="en"><![CDATA[Language impairment]]></kwd>
<kwd lng="en"><![CDATA[language delay]]></kwd>
<kwd lng="en"><![CDATA[kindergarten]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="pt"><![CDATA[Distúrbios de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[atraso de linguagem]]></kwd>
<kwd lng="pt"><![CDATA[jardim de infância]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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