<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982025000102001</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.15057054</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[REVISIÓN SISTEMÁTICA: FUNDAMENTOS Y EVALUACIÓN DE LAS DIFICULTADES DEL LENGUAJE EN NIÑOS]]></article-title>
<article-title xml:lang="en"><![CDATA[SYSTEMATIC REVIEW: RATIONALE AND ASSESSMENT OF LANGUAGE DIFFICULTIES IN CHILDREN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pillpe]]></surname>
<given-names><![CDATA[Guillermo Romani]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo Inca]]></surname>
<given-names><![CDATA[Keila Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ore Choque]]></surname>
<given-names><![CDATA[Marina Kelibe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto Loza]]></surname>
<given-names><![CDATA[Giuliana Edith]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lengua Sotelo]]></surname>
<given-names><![CDATA[María Ysabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Nacional San Luis Gonzaga  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Comprender las dificultades del lenguaje en los niños implica reconocer la naturaleza polifacética de los trastornos del desarrollo del lenguaje (DLD) y la importancia de una evaluación e intervención tempranas. Para ello, se tiene como objetivo realizar una revisión narrativa de las dificultades en el aprendizaje de idiomas; dificultades de lectura; asociaciones conductuales; perfiles neuropsicológicos y prácticas de intervención del lenguaje. Como metodología se realizó una búsqueda sistemática de la literatura en base de datos de Scopus, Scielo y Web of Sciencie y revistas académicas donde se utilizó la siguiente cadena de búsqueda: "Language Learning Difficulties" OR "Reading Difficulties" AND "Behavioral Associations" OR "Neuropsychological Profiles" AND "Language Intervention Practices". Los resultados indicaron que los factores que afectan el aprendizaje de idiomas incluyen diferencias interlingüísticas, comorbilidades como el TDAH, y dificultades auditivas, que requieren intervenciones específicas. La dislexia y los déficits en fonología y memoria de trabajo dificultan el aprendizaje de una segunda lengua, sugiriendo la necesidad de estrategias personalizadas. Las conclusiones demostraron que las investigaciones evidencian los perfiles neuropsicológicos y enfoques de intervención como programas específicos y terapias multisensoriales son cruciales para mejorar la competencia lingüística en niños con dificultades del desarrollo del lenguaje (TDL).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Understanding language difficulties in children involves recognizing the multifaceted nature of developmental language disorders (DLD) and the importance of early assessment and intervention. To this end, the objective is conducting a narrative review of language learning difficulties; reading difficulties; behavioral associations; neuropsychological profiles; and language intervention practices. The methodology was carried out a systematic literature search was conducted in Scopus, Scielo and Web of Sciencie databases and academic journals using the following search string: &#8220;Language Learning Difficulties&#8221; OR &#8220;Reading Difficulties&#8221; AND &#8220;Behavioral Associations&#8221; OR &#8220;Neuropsychological Profiles&#8221; AND &#8220;Language Intervention Practices&#8221;. The results indicated that factors affecting language learning include cross-linguistic differences, comorbidities such as ADHD, and auditory difficulties, which require specific interventions. Dyslexia and deficits in phonology and working memory hinder second language learning, suggesting the need for personalized strategies. The conclusions showed that research evidences neuropsychological profiles and intervention approaches such as specific programs and multisensory therapies are crucial for improving language proficiency in children with developmental language difficulties (DLT).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Intervención]]></kwd>
<kwd lng="es"><![CDATA[temprana]]></kwd>
<kwd lng="es"><![CDATA[dificultades]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[neuropsicológicos]]></kwd>
<kwd lng="en"><![CDATA[Intervention]]></kwd>
<kwd lng="en"><![CDATA[early]]></kwd>
<kwd lng="en"><![CDATA[difficulties]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[neuropsychological]]></kwd>
</kwd-group>
</article-meta>
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