Abstract

The objective of this study is to analyze the effect of a program, which simultaneously works on phonological awareness and vocabulary, in increasing these skills in preschool children with developmental language disorder (DLD). For this, the program was applied to 20 preschoolers with DLD who were studying NT2. In addition, a control group was made up of 23 children with DLD at the same school level. The results showed that the simultaneous intervention of vocabulary and phonological awareness advantage the development of both skills. However, a greater impact of the program on phonological awareness is observed.