Like many companies, PocketBook uses cookie technology to enhance your user experience, for analytics and marketing purposes that are to show you relevant offers, tailored the best to your interests while running this website and third parties websites. PocketBook respects your privacy rights, thus we kindly ask you to take a moment to enjoy Managing Cookie Preferences Please take a note that strictly necessary cookies are always enabled. If you are happy with the use of all cookie files, just click Ok in this pop-up. To learn more about cookie technology, its benefits and how Pocketbook use it, please go to our Cookie Notice
You can change your cookie settings at any time, using your cookie settings. You can use this page through your account. For more information about cookies and how we use them, please see our cookie notice.
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.