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	1–19
Part I. Preterm children
Neuroconstructivism to understand the effect of very preterm birth on language and literacy AnnaLisa Guarini, Mariagrazia Zuccarini and Alessandra Sansavini	23–35
Prematurity, executive functions and language: A study with low risk preterm children Miguel Pérez-Pereira, Manuel Peralbo and Alberto Veleiro Vidal	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	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 Quijano	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 and Chiharu Murata	93–112
Idiom understanding competence of Spanish children with Specific Language Impairment and Pragmatic Language Impairment Clara Andrés-Roqueta and Rosa Ana Clemente	113–125
Evaluation of narrative skills in language-impaired children: Advantages of a dynamic approach Ingrida Balčiūnienė and Aleksandr N. Kornev	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	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	169–184
Executive functions and eye fixations in children with Cochlear Implant María Fernanda Lara Díaz, Carolina Rivera and Silvia Raquel Rodriguez	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	201–217
Profiles of grammatical morphology in Spanish-speaking adolescents with Williams Syndrome and Down Syndrome Eliseo Diez-Itza, Manuela Miranda, Vanesa Pérez and Verónica Martínez	219–234
Evaluative language and component structure of oral narratives in Williams Syndrome Marta Shiro, Eliseo Diez-Itza and Maite Fernández-Urquiza	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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