Atypical Language Development in Romance Languages

Editors

Eva Aguilar-Mediavilla | University of Balearic Islands

Lucía Buil-Legaz | University of Balearic Islands

Raúl López-Penadés | University of Balearic Islands

Victor A. Sanchez-Azanza | University of Balearic Islands

Daniel Adrover-Roig | University of Balearic Islands

Hardbound – Available

ISBN 9789027203212 | EUR 95.00 | USD 143.00

e-Book – Open Access Download from our e-platform

ISBN 9789027262493

This book presents a range of ongoing studies on atypical language development in Romance languages. Despite the steady increase in the number of studies on typical language development, there is still little research about atypical language development, especially in Romance languages. This book covers four main conditions causing atypical language development. Part I explores the linguistic and communicative characteristics of preterm children learning Romance languages. The focus of Part II centers on children with Specific Language Impairment. Hearing Loss in Part III is another relevant factor leading to atypical language development. The final part IV zeroes in on genetic syndromes coupled to cognitive impairment with special attention to language development. This book presents a much needed overview of the most recent findings in all relevant fields dealing with atypical language development in children speaking Romance languages.

[Not in series, 223] 2019. vi, 257 pp.

Publishing status: Available

Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

https://doi.org/10.1075/z.223

Table of Contents

Introduction to atypical language development in romance languages

Eva Aguilar-Mediavilla, Lucía Buil-Legaz, Raúl López-Penadés, Victor A. Sanchez-Azanza and Daniel Adrover-Roig | pp. 1–20

Part I. Preterm children

Neuroconstructivism to understand the effect of very preterm birth on language and literacy

Annalisa Guarini, Mariagrazia Zuccarini and Alessandra Sansavini | pp. 23–36

Prematurity, executive functions and language: A study with low risk preterm children

Miguel Pérez-Pereira, Manuel Peralbo and Alberto Veleiro | pp. 37–56

Risk for language delay in healthy preterm and full-term children: A longitudinal study from 22 to 60 months

Mariela Resches, Miguel Pérez-Pereira, Raquel Cruz Guerrero and Montse Fernández Prieto | pp. 57–74

Word segmentation and mapping in early word learning: Differences between full term and moderately preterm infants

Laura Bosch, Maria Teixidó and Thais Agut | pp. 75–90

Part II. Specific Language Impairment

The influence of maternal education on the linguistic abilities of monolingual Spanish-speaking children with and without Specific Language Impairment

Alejandra Auza-Benavides, Christian Peñaloza C. and Chiharu Murata | pp. 93–112

Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment

Clara Andrés-Roqueta and Rosa Ana Clemente | pp. 113–126

Evaluation of narrative skills in language-impaired children: Advantages of a dynamic approach

Ingrida Balčiūnienė and Aleksandr N. Kornev | pp. 127–141

Real-time comprehension of sentences in children with SLI: Evidence from eye movements

Llorenç Andreu, Nadia Ahufinger, Laura Ferinu, Fernanda Pacheco, Roser Colomé and Mònica Sanz Torrent | pp. 143–166

Part III. Deafness

Emotion recognition skills in children with hearing loss: What is the role of language?

Francesc Sidera, Elisabet Serrat, Anna Amadó and Gary Morgan | pp. 169–184

Executive functions and eye fixations in children with Cochlear Implant

María Fernanda Lara Díaz, Carolina Rivera and Silvia Raquel Rodriguez | pp. 185–198

Part IV. Genetic syndromes with intellectual disabilities

The relationship between the lexicon and grammar in Spanish-speaking children with Down syndrome

Donna Jackson-Maldonado, Miguel Galeote and María Fernanda Flores Guerrero | pp. 201–217

Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome

Eliseo Díez-Itza, Manuela Miranda, Vanesa Pérez and Verónica Martínez | pp. 219–234

Evaluative language and component structure of oral narratives in Williams Syndrome

Martha Shiro, Eliseo Díez-Itza and Maite Fernández-Urquiza | pp. 235–252

Index

Cited by

Cited by 1 other publications

Andrés-Roqueta, Clara, Irene Garcia-Molina & Raquel Flores-Buils

2021. Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder. Children 8:2 ► pp. 123 ff.

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