Language Development and Disorders in Spanish speaking Children 1st Edition by Alejandra Auza Benavides, Richard G. Schwartz 3319536460 9783319536460

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ISBN-10 :  3319536460 

ISBN-13 :  9783319536460

Author:  Alejandra Auza Benavides, Richard G. Schwartz 

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.

Language Development and Disorders in Spanish speaking Children 1st Table of contents:

Part I: Typical Language Development in Monolingual and Bilingual Children
Typical Language Development of Monolingual Spanish-Speaking Children
1 Acquiring Spanish as a First Language: The Problem-Space
2 Phonological, Syntactic and Morphological Properties of the Spanish Language
2.1 Word Order and Pronoun Dropping
2.2 Noun Morphology and Agreement
2.3 Sentence Type Constructions
2.4 Verb System
3 Spanish Language Acquisition
3.1 Early Phonological Development
3.2 Early Lexical Development
3.3 Vocabulary Growth After First Words and Early Morphological Development
3.4 Comprehending Words and Morphemes in Spanish
3.5 Acquisition of Spanish Morphology: Production Studies
3.6 The Acquisition Process for Spanish Gender Agreement
3.7 The Nominal Plural and its Development
3.8 Acquisition of Verb Morphology
3.9 Other Linguistic Categories
3.10 Syntactic Development
3.10.1 Word Order
3.10.2 Complex Syntax
3.10.3 Latest Morphosyntactic Acquisition
References
Language Development in Bilingual Spanish-Catalan Children with and Without Specific Language Imp
1 Specific Characteristics of Typical Language Development in Bilingual Children
1.1 Bilingual Language Acquisition
1.1.1 Similarities Between Monolingual and Bilingual Language Acquisition
1.1.2 Differences Between Monolingual and Bilingual Language Acquisition
1.2 Variables That Modulate Language Acquisition in Bilinguals
1.3 Cognitive Differences Associated with Bilingualism
2 Language Development in Bilingual Children with Specific Language Impairment
2.1 Core Difficulties in Bilingual Children with SLI
2.2 SLI in Bilingual Children: Different Languages at Play
2.3 Longitudinal Perspectives in Bilingual Children with SLI
2.4 Development in Bilingual Spanish-Catalan Children with SLI
2.4.1 Phonological Development in Bilingual Spanish-Catalan Children with SLI
2.4.2 Morphosyntactic Development in Bilingual Spanish-Catalan Children with SLI
2.4.3 Lexical-Semantic Development in Bilingual Spanish-Catalan Children with SLI
2.4.4 Pragmatic Development in Bilingual Spanish-Catalan Children with SLI
2.4.5 Executive Functions in Bilingual Spanish-Catalan Children with SLI
2.4.6 Reading in Bilingual Spanish-Catalan Children with SLI
2.4.7 Social Development in Bilingual Spanish-Catalan Children with SLI
3 Conclusions
References
Bilingual and Monolingual Children’s Patterns of Syntactic Variation: Variable Clitic Placement
1 Introduction
2 Previous Research
2.1 Variable Clitic Placement in Monolingual Adult Spanish
2.2 Acquisition of Variable Clitic Placement: Monolingual Children
2.3 Bilinguals and Variable Clitic Placement
3 Methods
3.1 Participants
3.2 Data Compilation and Coding
4 Results
4.1 Rate of Enclisis/Proclisis
4.2 Rate of Enclisis with Particular Verb Lexemes
5 Discussion
5.1 Do Bilingual Children Differ from Monolingual Children in Their Rate of Enclisis?
5.2 Do Bilingual Children Differ from Monolingual Children in Their Use of Enclisis with Particu
5.3 Does Children’s Use of Enclisis Match That of the Adults in Their Community?
5.4 Implications for Bilingual Language Development and Language Impairment
References
Part II: Children at Risk of Language Disorders
Executive Functions and Language Development in Pre-Term and Full-Term Children
1 Introduction
2 Method
2.1 Participants
3 Instruments
4 Procedure
5 Results
6 Discussion
7 Conclusions
References
Processing Speed of Infants with High and Low Communicative Skills
1 Processing Speed and Language Development
2 Measuring Processing Speed in Infants
3 The Study of Individual Differences- Processing Speed and Vocabulary
4 Evidence from Learners of Spanish with Typical Development
5 Processing Speed in Children with Specific Language Impairment (SLI)
6 Conclusion
References
Relevance of Family Psychosocial Environment in the Language Development of Mexican Children
1 Introduction
2 Categories
3 Method
3.1 Analysis
4 Results
4.1 Perceptual Process
4.2 Cognitive Process
4.3 Social Interaction
4.4 Communication Abilities
4.5 Linguistic Production
4.6 Language Development and Home Environment
4.6.1 Perception
4.6.2 Cognition
4.6.3 Interactive Social Process
4.6.4 Communicative Abilities
4.6.5 Linguistic Production Development
5 Discussion
6 Conclusion
References
Language Delay and Amount of Exposure to the Language: Two (Un)Related Phenomena in Early Spani
1 Introduction
2 The Study
2.1 The Basque CDI-2 Instrument
3 Results
3.1 Input, Vocabulary and Grammar (16–30 Months)
3.2 Input, Vocabulary and Grammar (26–30 Months)
4 Discussion
5 Conclusions
References
Part III: Children with Specific Language Impairment
Neurocognitive and Psycholinguistic Profile of Specific Language Impairment: A Research Study on
1 Neurocognitive and Psycholinguistic Profile of Spanish-­Speaking Children with SLI
1.1 Introduction
1.2 Specific Language Impairment With/Without Reading Disabilities
1.3 Psycholinguistic Assessment of Spanish-Speaking Children
1.4 Spanish-Speaking Students with SLI in the Bilingual/Monolingual School Setting
1.5 Language Processing in Spanish-Speaking Children with SLI
1.6 Neuroscience Studies of Spanish-Speaking Children with SLI
2 Phonological Working Memory in Children with SLI with/without Reading Disabilities: A Research
2.1 Purpose of the Study
2.2 Method
2.2.1 Participant Recruitment and Testing
2.2.2 Non-word Repetition Task
2.2.3 Procedure
2.3 Results
2.4 Discussion
References
Connections Among Language Knowledge, Language Processing, and Nonlinguistic Cognitive Processing i
1 Introduction
2 Populations
3 Constructs
4 Language Knowledge: General Definition and Key Skills of Interest
5 Language Processing
6 Nonlinguistic Cognitive Processing
7 Study
8 Participants
9 Research Questions
10 Assessment Tasks
11 Results
12 How Do Language Knowledge, Language Processing, and Nonlinguistic Cognitive Processing Relate in
13 Treatment-Induced Change
14 Can Targeting One Language Influence the Other Language in Terms of Knowledge and Processing?
15 Can Targeting Nonlinguistic Cognitive Processing Influence Language?
16 Can Targeting Language Influence Cognitive Processing?
17 Conclusions
References
Sentence Repetition in Typical and Atypical Spanish-Speaking Preschoolers Who Are English Language
1 Introduction
2 Research Questions
3 Participants
4 Procedures
5 Results
6 Discussion
7 Conclusions
Appendix A
References
The Role of Verb Semantic Representation in Sentence Processing in Children with SLI
1 Introduction
1.1 Verb Semantic Representation
2 Verb Semantic Representation in Children with SLI
3 The Present Studies
4 Conclusions
References
Self-Repair Timing of Lexical Problem Sources: A Window into Primary Language Impairment Online Pr
1 Introduction
2 The Problem
2.1 PLI and Lexical Processing
2.2 Opening a Window into Exploring PLI Lexical Processing in Spontaneous Interaction
2.2.1 Background Information on Timing in Spontaneous Interaction
2.2.2 Timing and Repair
3 Methodology
3.1 Participants
3.2 Data Collection and Transcription
4 Analysis
4.1 Qualitative
4.2 Quantitative Analysis
5 Results
5.1 Self-Repair Characteristics That Influence Repair Solution Time
5.1.1 Some Interactions
5.2 Repair Solution Time Contrasts in Self-Repair
5.3 Repair Solution Time and Problem Sources
6 Discussion and Conclusions
6.1 Features Involved in Repair Solution Time
6.2 Repair Solution Time in Groups
6.3 Repair Solution Time and Lexical Processing
References
Narrative Comprehension and Language Skills in Chilean Children with Specific Language Impairment
1 Introduction
1.1 Discourse Comprehension and Narrative Comprehension
1.2 Children with Specific Language Impairment: Language and Narrative Difficulties
2 Method
2.1 Participants
2.2 Materials
2.3 Procedure
3 Results
3.1 Narrative Comprehension
3.2 Comparison Between Linguistic Abilities in Children with SLI and Children with TLD
3.3 Relationship Between Narrative Comprehension and Linguistic Skills in Both Groups of Childre
4 Discussion
4.1 Characteristics of Narrative Comprehension by Children with SLI
4.2 Language Abilities in Children with SLI and Their Relationship with Narrative Comprehension
4.3 Limitations and Future Directions
Appendix
La Ardillita Glotona
El Sapito Saltarín
El Lobo Friolento
The Greedy Squirrel
The Jumping Frog
The Chilly Wolf
���References
Working Memory and Morphosyntax in Children with Specific (Primary) Language Impairment
1 Introduction
2 Working Memory and Its Relation to SLI
3 Non-word Repetition Task
4 Functional WM in Children with SLI
5 Our Study
6 Research Questions
7 Method
7.1 Participants
7.2 Selection Criteria
7.3 Stimuli
7.3.1 Syntactically Complex Sentences
7.3.2 Characteristics of Non-Words
7.3.3 Morphologically Complex Sentences
7.3.4 Syntactically Complex Sentences
7.4 Procedures
7.5 Scoring
7.6 Analyses
8 Results
8.1 Group Comparisons
9 Discussion
References
Part IV: Children with Syndromes and other Language Disorders
Morphological Profile of Williams Syndrome: Typical or Atypical?
1 Introduction
2 Method
3 Results
4 Discussion
5 Conclusion
References
Language Skills in Down Syndrome
1 Introduction
1.1 Lexical Comprehension and Production in Down Syndrome Population
1.2 Morphosyntactic Abilities
References
Vocabulary and Cognitive Flexibility in People with Down Syndrome
1 Introduction
2 Cognitive Flexibility
3 Receptive Vocabulary
4 Relationship Between Cognitive Flexibility and Receptive Vocabulary
5 Conclusions

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