Skip to main content
SpringerLink
Log in

Typical Language Development of Monolingual Spanish-Speaking Children

  • Chapter
  • First Online:
Language Development and Disorders in Spanish-speaking Children

Part of the book series: Literacy Studies ((LITS,volume 14))

Abstract

This chapter aims at reviewing the process of acquisition of Spanish as a first language. Firstly, the main characteristics of Spanish as a Romance Language are explained, so phonological, syntactic and morphological traits of this language are considered and exemplified. Secondly, and taking a constructivist view, early phonological development, lexical acquisition, vocabulary growth and early morphological development are reviewed selecting and making reference to the main empirical studies undertook by different Spanish and South American researchers. Different methodological approaches are also quoted when making reference to empirical data: from Preferential Looking Paradigm, used to study word and morpheme comprehension in children under three years of age, to longitudinal corpora (CHILDES). We also review some production studies, that using elicitation tasks, aim at getting specific linguistic structures or morphemes, as nominal plurals, gender agreement in adjectives, etc. Fast-mapping studies that manipulate linguistic categories (nouns vs. verbs), morphological variants (singular vs. plurals), and imitation tasks (word and pseudoword repetition; sentence repetition) developed (or being developed) for the study of Spanish acquisition by monolingual children are also considered. We aim to present a complete review of Spanish language acquisition that can be used as a reference to those researchers or clinicians that study, evaluate and program intervention with monolingual (and also bilingual) children learning to speak Spanish.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Aguado-Orea, J. & Pine, J. (2015, March). Comparing different models of development of verb inflection in early child Spanish. PLOS one, 1–12. doi:10.1371/journal.pone.0119613.

  • Aguirre, C. (1995). La Adquisición de las categorías gramaticales en español. Doctoral dissertation: Universidad Autónoma de Madrid.

    Google Scholar 

  • Alarcón, L. J., & Auza, A. (2015). Uso y función de nexos en la subordinación y coordinación. Evidencia de dos tareas narrativas de niños mexicanos de primero de primaria. In E. P. Velázquez & I. Rodríguez (Eds.), Estudios de Lingüística Funcional (pp. 223–251). Querétaro: Universidad Autónoma de Querétaro, Colección Academia, Serie Nodos.

    Google Scholar 

  • Alva-Canto, E. A. (Ed.). (2014). Adquisición del lenguaje: Entre las regularidades y las particularidades. Mexico: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Alva-Canto, E. A., Arias-Trejo, N., & Falcón, A. (2014). El género gramatical: las soluciones para su adquisición. In E. A. Alva Canto (Ed.), Adquisición del lenguaje: entre las regularidades y particularidades (pp. 87–102). Mexico: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Arias-Trejo, N., & Alva-Canto, E. A. (2012). Early Spanish grammatical gender boot strapping: Learning nouns through adjectives. Developmental Psychobiology. doi: 10.1037/a0029621.

  • Arias-Trejo, N., Falcón, A., & Alva-Canto, E. A. (2013). The gender puzzle: Toddlers’ use of articles to access noun information. Psicológica, 34, 1–23.

    Google Scholar 

  • Aparici, M., Rosado, E., & Perera, J. (2016). Later development of relative clauses across 46 discourse genres and modalities of production. In J. Perera, M. Aparici, E. Rosado, & N. Salas (Eds.), Written and spoken language development across the lifespan (pp. 201–225). Amsterdam: Springer.

    Chapter  Google Scholar 

  • Arias-Trejo, N., Cantrell, L., Guerrero Ortiz-Hernán, K., Pérez Paz, V., Smith, L., & Alva-Canto, E. A. (2014a). Comprensión temprana del plural en español. In E. A. Alva-Canto (Ed.), Adquisición del lenguaje: entre las regularidades y particularidades (pp. 13–28). México: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Arias-Trejo, N., Barrón Martínez, J. B., & Alva-Canto, E. A. (2014b). Aprendizaje temprano de sustantivos a través de la extracción del género gramatical de adjetivos familiares. In E. A. Alva-Canto (Ed.), Adquisición del lenguaje: entre las regularidades y particularidades (pp. 103–118). Mexico: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Auza, A. (2005). Adquisición morfológica nominal en el niño de 3:7 a 4:0 años: ¿Cuál estrategia se emplea en el aprendizaje de una clase léxica? Lingüística Mexicana, II(1), 105–114.

    Google Scholar 

  • Auza, A. (2006). La transparencia morfológica y conceptual en la adquisición de términos centrales y periféricos. Lenguaje, 34(1), 71–96.

    Google Scholar 

  • Auza, A. (2008). Las sobregeneralizaciones morfológicas derivativas y su relación con el crecimiento del vocabulario infantil. Lenguas en Contexto, 5, 32–41.

    Google Scholar 

  • Auza, A. & Hernández, A. (2005). El procesamiento dinámico en la adquisición de la morfología derivativa. In M. A. Mayor, B. Zubiauz, & E. Díez (Eds.), Estudios sobre la adquisición del Lenguaje (pp. 189–203). Ediciones Universidad de Salamanca (Colección Aquilafuente, 90).

    Google Scholar 

  • Auza, A. (2011). La función del rol social en frases nominales producidas por niños de edad preescolar. In C. Rojas & D. Jackson-Maldonado (Eds.), Interacción y uso lingüístico en el desarrollo de la lengua materna (pp. 259–284). México: UNAM.

    Google Scholar 

  • Bassano, D. (2000). Early development of nouns and verbs in French: Exploring the interface between lexicon and grammar. Journal of Child Language, 27, 521–559.

    Article  Google Scholar 

  • Bates, E., & Goodman, J. C. (1997). On the inseparability of grammar and the lexic on: Evidence from acquisition, aphasia, and real-time processing. Language & Cognitive Processes, 12, 507–584.

    Article  Google Scholar 

  • Bates, E., Marchmann, V., Thal, D., Fenson, L., Dale, P., Reznick, S., & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21, 85–124.

    Article  Google Scholar 

  • Bel, A. (1996). Early negation in Catalan and Spanish. CatWPL, 5(1), 5–28.

    Google Scholar 

  • Bleses, D., Vach, W., Slott, M., Wehberg, S., Thomsen, P., Madsen, T. O., & Basbøll, H. (2008). Early vocabulary development in Danish and other languages: A CDI-based comparison. Journal of Child Language, 35, 619–650.

    Google Scholar 

  • Bloom, L. (1970). Language development: Form and function in emerging grammars. Cambridge, MA: MIT Press.

    Google Scholar 

  • Bosch, L. (2004). Evaluación fonológica del habla infantil. Barcelona: Masson.

    Google Scholar 

  • Bosch, L., & Sebastián-Gallés, N. (2001). Evidence of early discrimination abilities in infants from bilingual environments. Infancy, 2, 29–49.

    Article  Google Scholar 

  • Bosch, L., Figueras, M., Teixidó, M., & Ramón-Casas, M. (2013). Rapid gains in segmenting fluent speech when words match the rhythmic unit: Evidence from infants acquiring syllable-timed languages. Frontiers in Psychology, 4, 1–11. doi:10.3389/fpsyg.2013.00106.

    Article  Google Scholar 

  • Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments. Child Language Teaching and Therapy, 18(1), 1–21.

    Article  Google Scholar 

  • Brown, R. (1973). Development of the first language in the human species. American Psychologist, 28(2), 97.

    Article  Google Scholar 

  • Caselli, C., Casadio, P., & Bates, E. (1999). A comparison of the transition from first words to grammar in English and Italian. Journal of Child Language, 26, 69–111.

    Article  Google Scholar 

  • Casla, M., Aguado-Orea, J. & Pine, J. (2005, July). Eliciting frequent and infrequent verb forms in Spanish: An experimental study of the acquisition of inflectional morphology in Spanish. X International Congress for the Study of Child Language, Berlín.

    Google Scholar 

  • Casla, M., Rujas, I., Murillo, E. & Mariscal, S. (2015, July). Simultaneous influence of linguistic variables, vocabulary levels and experience on early word learning: Fast-mapping in Spanish typically developing and late-talking children. Child Language Symposium, University of Warwick.

    Google Scholar 

  • Clark, E. (1985). The acquisition of Romance, with special reference to French. In D. Slobin (Ed.), The crosslinguistic study of language acquisition. Vol. I. The data. Hillsdale: Lawrence Erlbaum Associates.

    Google Scholar 

  • Clark, E. (1993). The lexicon in acquisition. New York: Cambridge University Press (Cambridge studies in linguistics, 65).

    Google Scholar 

  • Clark, E. (1997). Conceptual perspective and vocabulary choice in acquisition. Cognition, 64, 1–37.

    Article  Google Scholar 

  • Dale, P., Bates, E., Reznick, J., & Morisset, C. (1989). The validity of a parent report instrument of child language at 20 months. Journal of Child Language, 16, 239–249.

    Article  Google Scholar 

  • Devescovi, A., Caselli, C., Marchione, D., Pasqualetti, P., Reilly, J., & Bates, E. (2005). A cross linguistic study of the relationship between grammar and lexicon development. Journal of Child Language, 32, 759–786.

    Article  Google Scholar 

  • Dubasik, V. L., & Wilcox, M. J. (2013). Spanish and early English development in young dual language learners: A preliminary study. Speech, Language and Hearing Research, 16(3), 163–175.

    Google Scholar 

  • Ezeizabarrena, M. J. (1997). Morfemas de concordancia con el sujeto y con los objetos en el castellano infantil. In A. T. Pérez-Leroux & W. Glass (Eds.), Contemporary perspectives in the acquisition of Spanish. Sommerville: Cascadilla Press.

    Google Scholar 

  • Falcón, A., & Alva-Canto, E. A. (2007). Un estudio sobre habilidades perceptuales tempranas para la categorización de palabras. En E. A. Alva-Canto (Ed.). Del universo de los sonidos a la palabra: investigaciones sobre el desarrollo del lenguaje en infantes. Mexico: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Fenson, L., Marchman, V. A., Thal, D., Dale, P. S., Reznick, J. S., & Bates, E. (2007). The MacArthur communicative development inventories: User’s guide and technical manual (2nd ed.). Baltimore: Paul H. Brooks.

    Google Scholar 

  • Fernández, A. (1994). El aprendizaje de los morfemas verbales: Datos de un estudio longitudinal. In S. López-Ornat, P. Gallo, A. Fernández, & S. Mariscal (Eds.), Adquisición de la lengua española. Madrid: Siglo XXI.

    Google Scholar 

  • Fernández-García, M. (1999). Patterns of gender agreement in the speech of second language learners. In J. Gutiérrez-Rexach & F. Martínez-Gill (Eds.), Advances in hispanic linguistics (pp. 25–39). Somerville: Cascadilla Press.

    Google Scholar 

  • Gallego, C., & Mariscal, S. (2007). Relaciones entre los desarrollos léxico y gramatical en español. In A. Barreña & E. Serrat (Eds.), Relaciones entre los desarrollos léxico y gramatical en la fase inicial de adquisición del lenguaje: una comparación translingüística. Simposium realizado en el V Congreso de AEAL. Oviedo, Septiembre de 2007.

    Google Scholar 

  • Gallo, P. (1992). Adquisición de las estructuras morfológicas de sujeto. (Doctoral Dissertation) Madrid: Universidad Complutense de Madrid.

    Google Scholar 

  • Gallo, P. (1994). ¿Se adquiere una lengua sin esfuerzo? Las dificultades que plantea una lengua pro-drop. In S. López-Ornat et al. (Eds.), Adquisición de la lengua española. Madrid: Siglo XXI.

    Google Scholar 

  • Gathercole, V., Sebastián, E., & Soto, P. (1999). The early acquisition of Spanish verbal morphology: Across-the-board or piecemeal knowledge? The International Journal of Bilinguialism, 3, 133–182.

    Article  Google Scholar 

  • Gathercole, V., Sebastián, E., & Soto, P. (2002). The emergence of linguistic person in Spanish-speaking children. Language Learning, 52, 679–722.

    Article  Google Scholar 

  • Gerken, L. A. (1996). Phonological and distributional information in syntax acquisition. In J. L. Morgan & K. Demuth (Eds.), Signal to syntax: Bootstrapping from speech to grammar in early acquisition (pp. 42–61). Mahwak: Lawrence Erlbaum Associates.

    Google Scholar 

  • Gillam, R., & Johnston, J. (1992). Spoken and written language relationships in language-learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research, 35, 1303–1315.

    Article  Google Scholar 

  • Golinkoff, R.M., Hirsh-Pasek, K., Bailey, L., & Wenger, N. (1992). Young children and adults use lexical principles to learn new nouns. Developmental Psychology, 28, 99–108.

    Google Scholar 

  • Golinkoff, R. M., Hirsh-Pasek, K. (2006). Action meets word: How children learn verbs. New York: Oxford University Press.

    Google Scholar 

  • Harris, J. (1991). The exponence of gender in Spanish. Linguistic Inquiry, 22(1), 27–62.

    Google Scholar 

  • Hernández-Pina, F. (1984). Teorías psicosociolingüísticas y su aplicación a la adquisición del español como lengua materna. Madrid: Siglo XXI.

    Google Scholar 

  • Hoff, E. (2009). Language Development. Belmont: Wadsworth.

    Google Scholar 

  • Jackson-Maldonado, D., Thal, D., Marchman, V. A., Bates, E., & Gutierrez-Clellen, V. (1993). Early lexical development in Spanish-speaking infants and toddlers. Journal of Child Language, 20(3), 523–549.

    Article  Google Scholar 

  • Jackson-Maldonado, D., Thal, D., Marchman, V., Newton, T., Fenson, L., & Conboy, B. (2003). MacArthur Inventarios del Desarrollo de Habilidades Comunicativas User’s Guide and Technical Manual. Baltimore: Brookes.

    Google Scholar 

  • Jasso, T., Falcón, A., & Alva-Canto, E. A. (2014). Morfología y sintaxis como claves para el aprendizaje de nuevas palabras. In E. A. Alva-Canto (Ed.), Adquisición del lenguaje: entre las regularidades y particularidades (pp. 65–86). Mexico: Universidad Nacional Autónoma de México.

    Google Scholar 

  • Jusczyk, P. W. (2003). The role of speech perception capacities in early language acquisition. In M. T. Banich & M. Mack (Eds.), Mind, brain and language. Multidisciplinary perspectives (pp. 61–83). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jusczyk, P. W., & Aslin, R. N. (1995). Infants’ detection of the sound patterns of words in fluent speech. Cognitive Psychology, 29(1), 1–23.

    Article  Google Scholar 

  • Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B. (2006). The index of narrative microstructure: A clinical tool for analyzing school-age children’s narrative performances. American Journal of Speech-Language Pathology, 15, 177–191.

    Article  Google Scholar 

  • Karmiloff-Smith, A. (1979). A functional approach to child language. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Kouider, S., Halberda, J., Wood, J. N., & Carey, S. (2006). Acquisition of English number marking: The singular-plural distinction. Language Learning and Development, 2, 1–25.

    Article  Google Scholar 

  • Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–843.

    Article  Google Scholar 

  • Lamela, E. (2004). Relaciones entre el desarrollo léxico temprano y las habilidades de categorización. Doctoral dissertation, Facultad de Psicología, Universidad Autónoma de Madrid.

    Google Scholar 

  • Lleó, C. (1997). Filler syllables, protoarticles and early prosodicconstraints in Spanish and German. In A. Soarce, C. Heycock, & R. Schillcock (Eds.), Proceedings of GALA 97 Conference on Language Acquisition (pp. 251–256). Edinburgh: The University of Edinburgh.

    Google Scholar 

  • Lleó, C. (2001). Early fillers: Undoubtedly more than phonological stuffing. Journal of Child Language, 28, 262–265.

    Article  Google Scholar 

  • Lleó, C. (2006). Early acquisition of nominal plural in Spanish. Catalan Journal of Linguistics, 5, 191–219.

    Google Scholar 

  • López-Ornat, S. (1992). Sobre la gramaticalización. Prototipos para la adquisición de la concordancia verbo-sujeto: Datos de lengua española en niños de 1;06 a 3;06. Cognition, 4(1), 49–74.

    Google Scholar 

  • López-Ornat, S. (1995). La adquisición gramatical: Un esquema. In S. López-Ornat, A. Fernández, P. Gallo, & S. Mariscal (Eds.), Adquisición de la lengua española (pp. 121–126). Madrid: Siglo XXI.

    Google Scholar 

  • López-Ornat, S. (1997). What lies in-between a pre-grammatical and a grammatical representation? In W. R. Glass & A. T. Pérez-Leroux (Eds.), Contemporary perspectives on the acquisition of Spanish (pp. 3–20). Somerville: Cascadilla Press.

    Google Scholar 

  • López-Ornat, S. (1999). La Adquisición del Lenguaje: Nuevas Perspectivas. In M. De Vega & F. Cuetos (Coords.) (Eds.), Psicolingüística del Español. Madrid: Trotta.

    Google Scholar 

  • López-Ornat, S. (2003). Learning earliest grammar: Evidence of grammar variation in speech before 22 months. In S. Montrul & F. Ordoñez (Eds.), Linguistic theory and language development in hispanic language (pp. 254–274). Sommerville: Cascadilla Press.

    Google Scholar 

  • López-Ornat, S., Gallego, C., Gallo, P., Karousou, A., Mariscal, S., & Martínez, M. (2005). Inventarios de Desarrollo Comunicativo MacArthur. Madrid: TEA Ediciones.

    Google Scholar 

  • MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Marchman, V., & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language, 21, 339–336.

    Article  Google Scholar 

  • Marchman, V., Martinez-Sussmann, C., & Dale, P. (2004). The language-specific nature of grammar development: Evidence from bilingual language learners. Developmental Science, 7(2), 212–224.

    Article  Google Scholar 

  • Mariscal, S. (1996). Adquisiciones morfo fonosintácticas en torno al Sintagma Nominal: El género gramatical en español. In M. Pérez-Pereira (Ed.), Estudios sobre la adquisición del castellano, catalán, euskera y gallego (pp. 263–272). Servicio de Publicaciones: Universidad de Santiago de Compostela.

    Google Scholar 

  • Mariscal, S. (1998). El proceso de gramaticalización de las categorías nominales en español. (Doctoral dissertation) Madrid: Universidad Autónoma de Madrid.

    Google Scholar 

  • Mariscal, S. (2001). Es ‘apé’ equivalente a DET + N? Sobre el conocimiento temprano de las categorías nominales. Cognitiva, 13(1), 35–59.

    Article  Google Scholar 

  • Mariscal, S. (2009). Early acquisition of gender agreement in the Spanish noun phrase: Starting small. Journal of Child Language, 36, 143–171.

    Article  Google Scholar 

  • Mariscal, S., & Gallego, C. (2012). The relationships between early lexical and grammatical development in Spanish: Evidence in children with different linguistic levels. The Spanish Journal of Psychology, 15(1), 1–12.

    Article  Google Scholar 

  • Mariscal, S., & Gallo, P. (2015a). El acceso a los significados compartidos: Las Palabras. In S. Mariscal & P. Gallo (Eds.), Adquisición del Lenguaje (pp. 77–116). Madrid: Síntesis.

    Google Scholar 

  • Mariscal, S., & Gallo, P. (Eds.). (2015b). Adquisición del Lenguaje. Madrid: Síntesis.

    Google Scholar 

  • Marrero, V., & Aguirre. (2003). Plural acquisition and development in Spanish. In F. Montrul & S. Ordoñez (Eds.), Linguistic theory and language development in hispanic languages (pp. 275–296). Sommerville: Cascadilla Press.

    Google Scholar 

  • Mehler, J., Jusczyk, P., Lambertz, G., Halsted, N., Bertoncini, J., & Amiel-Tison, C. (1988). A precursor of language acquisition in young infants. Cognition, 29(2), 143–178.

    Article  Google Scholar 

  • Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17, 357–374.

    Article  Google Scholar 

  • Nazzi, T., Bertoncini, J., & Mehler, J. (1998). Language discrimination by newborns: toward an understanding of the role of rhythm. Journal of Experimental Psychology: Human Perception and Performance, 24(3), 756.

    Google Scholar 

  • Pérez-Pereira, M. (1991). The acquisition of gender: What Spanish children tell us. Journal of Child Language, 18, 571–590.

    Article  Google Scholar 

  • Pérez-Pereira, M., & García-Soto, X. (2003). El diagnóstico del desarrollo comunicativo en la primera infancia: Adaptación de las Escalas MacArthur al gallego. Psicothema, 15, 352–361.

    Google Scholar 

  • Peters, A., & Menn, L. (1993). False starts and filler syllables: Ways to learn grammatical morphemes. Language, 69(4), 742–747.

    Article  Google Scholar 

  • Pizzuto, E., & Caselli, C. (1992). The acquisition of Italian morphology: Implications for models of language development. Journal of Child Language, 19, 491–557.

    Article  Google Scholar 

  • Pulido, L., Lamela, E., Casla, M., & Rujas, I. (2007). Learning action labels in Spanish: Generalizing to new agents. Poster presented at the Child Language Seminar, Reading, UK.

    Google Scholar 

  • Radford, A., & Ploennig-Pacheco, I. (1995). The morpho-syntax of subjects and verbs in child Spanish: A case study. Essex Reports in Linguistics, 5, 23–67.

    Google Scholar 

  • Ravid, D., Levie, R., & Avivi-Ben Zvi, G. (2003). Morphological disorders. In L. Verhoeven & H. van Balkom (Eds.), Classification of developmental language disorders. Theoretical issues and clinical implications (pp. 235–260). Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Rojas-Nieto, C. (2009). Before grammar. Cut and paste in early complex structures. In Hispanic child languages: Typical and impaired development (pp. 143–174). Philadelfia: John Benjamins.

    Chapter  Google Scholar 

  • Rujas, I. (2014). Medidas de Procesamiento Fonológico y Léxico en Niños y Niñas con Distintos Niveles Lingüísticos. Doctoral dissertation, Facultad de Psicología, Universidad Autónoma de Madrid.

    Google Scholar 

  • Rune, N., Dale, P., Bleses, D., & Fenson, L. (2010). CLEX: A cross-linguistic lexical norms database. Journal of Child Language, 37(2), 419–428.

    Article  Google Scholar 

  • Saffran, J. R. (2003). Statistical language learning: Mechanisms and constraints. Current Directions in Psychology Science, 12(4), 110–114.

    Google Scholar 

  • Serra, M., Serrat, E., Solé, R., Bel, A., & Aparici, M. (2000). La adquisición del lenguaje. Barcelona: Ariel.

    Google Scholar 

  • Serrat, E., Sanz-Torrent, M., & Bel, A. (2004). Aprendizaje léxico y desarrollo de la gramática: vocabulario verbal, aceleración morfológica y complejidad sintáctica. Anuario de Psicología, 35, 221–234.

    Google Scholar 

  • Silva-Corvalán, C. & Montanari, S. (2008). The acquisition of ser, estar (and be) by a Spanish-English bilingual child: The early age. In P. Guijarro-Fuentes & K. Geeslin (Eds.), Bilingualism: Language and Cognition. Language acquisition, bilingualism and copula choice in Spanish, Special issue 11, 341–360.

    Google Scholar 

  • Slobin, D. (Ed.). (1985). The cross linguistic study of language acquisition. Vol. I. The data. Hillsdale: LEA.

    Google Scholar 

  • Stolt, S., Haataja, L., Lapineimu, H., & Lehtonen, L. (2009). Associations between lexicon and grammar at the end of the second year in Finnish children. Journal of Child Language, 36, 779–806.

    Article  Google Scholar 

  • Tomasello, M. (2000). The item-based nature of children’s early syntactic development. Trends in Cognitive Sciences, 4, 156–163.

    Article  Google Scholar 

  • Torrens, V., & Escobar, L. (2006). The acquisition of syntax in Romance languages. Amsterdam: John Benjamins.

    Book  Google Scholar 

  • Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior & Development, 7(1), 49–63.

    Article  Google Scholar 

  • Westerlund, M., Berglund, E., & Eriksson, M. (2006). Can severely language delayed 3-year-olds be identified at 18 months? Evaluation of a screening version of the MacArthur-Bates communicative development inventories. Journal of Speech, Language, and Hearing Research, 49, 237–247.

    Article  Google Scholar 

  • Wexler, K. (1998). Very early parameter setting and the unique checking constraint: A new explanation of the optional infinitive stage. Lingua, 106, 23–79.

    Article  Google Scholar 

  • Wilson, S. (2003). Lexically specific constructions in the acquisition of inflection in English. Journal of Child Language, 30, 71–115.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Universidad Nacional de Educación a Distancia, Madrid, Spain

    Sonia Mariscal

  2. Hospital General “Dr. Manuel Gea González”, Mexico City, Mexico

    Alejandra Auza Benavides

Authors
  1. Sonia Mariscal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Alejandra Auza Benavides
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sonia Mariscal .

Editor information

Editors and Affiliations

  1. Hospital General “Dr. Manuel Gea González”, Mexico City, Mexico

    Alejandra Auza Benavides

  2. Program in Speech and Hearing, CUNY Graduate Center, New York, New York, USA

    Richard G. Schwartz

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing AG

About this chapter

Cite this chapter

Mariscal, S., Auza Benavides, A. (2017). Typical Language Development of Monolingual Spanish-Speaking Children. In: Auza Benavides, A., Schwartz, R. (eds) Language Development and Disorders in Spanish-speaking Children. Literacy Studies, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-53646-0_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-53646-0_1

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-53645-3

  • Online ISBN: 978-3-319-53646-0

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation