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Language Development and Disorders in Spanish-speaking Children

  • Book
  • © 2017

Overview

Editors:
  1. Alejandra Auza Benavides

    1. Hospital General “Dr. Manuel Gea González”, Mexico City, Mexico

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  2. Richard G. Schwartz

    1. Program in Speech and Hearing, CUNY Graduate Center, New York, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Offers original empirical studies in children's acquisition of Spanish as a first or second language
  • Covers information from children who develop typically, children at risk, and children with language disorders
  • Brings together contributions from different theoretical and clinical perspectives

Part of the book series: Literacy Studies (LITS, volume 14)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-xvii
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  2. Typical Language Development in Monolingual and Bilingual Children

    1. Front Matter

      Pages 1-1
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    2. Typical Language Development of Monolingual Spanish-Speaking Children

      • Sonia Mariscal, Alejandra Auza Benavides
      Pages 3-36

    3. Language Development in Bilingual Spanish-Catalan Children with and Without Specific Language Impairment: A Longitudinal Perspective

      • Eva Aguilar-Mediavilla, Lucia Buil-Legaz, Raül López-Penadés, Daniel Adrover-Roig
      Pages 37-62

    4. Bilingual and Monolingual Children’s Patterns of Syntactic Variation: Variable Clitic Placement in Spanish

      • Naomi L. Shin, Pablo E. Requena, Anita Kemp
      Pages 63-88

  3. Children at Risk of Language Disorders

    1. Front Matter

      Pages 89-89
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    2. Executive Functions and Language Development in Pre-Term and Full-Term Children

      • Miguel Pérez-Pereira, Manuel Peralbo, Alberto Veleiro
      Pages 91-112

    3. Processing Speed of Infants with High and Low Communicative Skills

      • Elda Alicia Alva Canto, Paloma Suárez Brito
      Pages 113-128

    4. Relevance of Family Psychosocial Environment in the Language Development of Mexican Children

      • Silvia Izazola-Ezquerro, Mario Mandujano-Valdés, Rolando Rivera-González, Antonio Sierra-Cedillo, Miriam Figueroa-Olea, Karla Soler-Limón et al.
      Pages 129-146

    5. Language Delay and Amount of Exposure to the Language: Two (Un)Related Phenomena in Early Spanish-Basque Bilingualism

      • Maria-Jose Ezeizabarrena, Iñaki García Fernández
      Pages 147-164

  4. Children with Specific Language Impairment

    1. Front Matter

      Pages 165-165
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    2. Neurocognitive and Psycholinguistic Profile of Specific Language Impairment: A Research Study on Comorbidity of SLI With/Without Reading Disabilities

      • Dolors Girbau
      Pages 167-188

    3. Connections Among Language Knowledge, Language Processing, and Nonlinguistic Cognitive Processing in Bilingual Children with Language Impairment

      • Kerry Danahy Ebert, Giang Pham
      Pages 189-204

    4. Sentence Repetition in Typical and Atypical Spanish-Speaking Preschoolers Who Are English Language Learners

      • Gabriela Simón-Cereijido
      Pages 205-215

    5. The Role of Verb Semantic Representation in Sentence Processing in Children with SLI

      • Llorenç Andreu, Mònica Sanz-Torrent
      Pages 217-233

    6. Self-Repair Timing of Lexical Problem Sources: A Window into Primary Language Impairment Online Processing

      • Wendy Fabiola Lara Galindo, Cecilia Rojas-Nieto
      Pages 235-260

    7. Narrative Comprehension and Language Skills in Chilean Children with Specific Language Impairment

      • Carmen Julia Coloma, María Mercedes Pavez
      Pages 261-287

    8. Working Memory and Morphosyntax in Children with Specific (Primary) Language Impairment

      • Andrea Chávez, Alejandra Auza Benavides
      Pages 289-307

  5. Children with Syndromes and other Language Disorders

    1. Front Matter

      Pages 309-309
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    2. Morphological Profile of Williams Syndrome: Typical or Atypical?

      • Eliseo Diez-Itza, Verónica Martínez, Maite Fernández-Urquiza, Aránzazu Antón
      Pages 311-327
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Keywords

About this book

Prominent researchers from the US, Mexico, Chile, Colombia and Spain contribute experimental reports on language development of children who are acquiring Spanish. The chapters cover a wide range of dimensions in acquisition: comprehension and production; monolingualism and bilingualism; typical development, children who are at risk and children with language disorders, phonology, semantics, and morphosyntax. These studies will inform linguistic theory development in clinical linguistics as well as offer insights on how language works in relation to cognitive functions that are associated with when children understand or use language. The unique data from child language offer perspectives that cannot be drawn from adult language. The first part is dedicated to the acquisition of Spanish as a first or second language by typically-developing children, the second part offers studies on children who are at risk of language delays, and the third part focuses on children with specific language impairment, disorders and syndromes.

Editors and Affiliations

  • Hospital General “Dr. Manuel Gea González”, Mexico City, Mexico

    Alejandra Auza Benavides

  • Program in Speech and Hearing, CUNY Graduate Center, New York, USA

    Richard G. Schwartz

Bibliographic Information

  • Book Title: Language Development and Disorders in Spanish-speaking Children

  • Editors: Alejandra Auza Benavides, Richard G. Schwartz

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-3-319-53646-0

  • Publisher: Springer Cham

  • eBook Packages: Social Sciences, Social Sciences (R0)

  • Copyright Information: Springer International Publishing AG 2017

  • Hardcover ISBN: 978-3-319-53645-3Published: 22 June 2017

  • Softcover ISBN: 978-3-319-85205-8Published: 12 August 2018

  • eBook ISBN: 978-3-319-53646-0Published: 13 June 2017

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: XVII, 355

  • Number of Illustrations: 36 b/w illustrations

  • Topics: Psycholinguistics, Developmental Psychology, Early Childhood Education, Cognitive Linguistics

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