Titlebook: Language Development and Disorders in Spanish-speaking Children; Alejandra Auza Benavides,Richard G. Schwartz Book 2017 Springer Internati

朝圣者

Connections Among Language Knowledge, Language Processing, and Nonlinguistic Cognitive Processing inpeed and working memory; such weaknesses appear on both nonlinguistic tasks such as shape detection and on language processing tasks such as nonword repetition and rapid automatic naming. The relationship between processing weaknesses and the impaired linguistic performance that characterizes childr

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Sentence Repetition in Typical and Atypical Spanish-Speaking Preschoolers Who Are English Language Ln and sentence repetition have been evaluated in bilingual children exposed to a variety of language pairs. Nonword repetition tasks assist in the identification of bilingual Spanish-English children with language disorders when both languages are considered. This study investigates the clinical dia

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Self-Repair Timing of Lexical Problem Sources: A Window into Primary Language Impairment Online Procwhen PLI children experience lexical access and production problems, and display successive attempts to solve them by self-repair processes. This chapter focuses on the problem sources, repair strategies, delay markers, and time PLI children take in giving a repair solution at a lexical level compar

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Narrative Comprehension and Language Skills in Chilean Children with Specific Language Impairmentuction. Moreover, their narrative skills may also be affected. Narrative skills are relevant to study in children with SLI as they are tightly linked to reading comprehension. As for comprehension, theoretical models emphasize the importance of vocabulary and grammar, thus these components may affec

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Morphological Profile of Williams Syndrome: Typical or Atypical?ild to moderate level of intellectual disability. Despite a certain degree of heterogeneity, WS is always associated with initial developmental language delay, but on reaching school age, the linguistic abilities of children with WS develop rapidly and they generally manage to achieve a good level o