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Palabras clave – provistas por la editorial

deaf; preschool; rhyme; rhythm; recitation; engagement; language processing; phonological awareness; sign language; language deprivation; language impairment; single case study; alternating treatments; video games; input; education; adolescent; media; language acquisition; preteens; bilingualism; executive functioning; receptive vocabulary; language development; longitudinal; processing speed; bilingual; impairment; screening; developmental language disorder (DLD); specific language impairment (SLI); nonword repetition; diagnostic markers of DLD/SLI; likelihood ratio; Catalan; European Portuguese; autism; eye-tracker; pseudowords; pupillometry; gaze fixation; Children’s Communication Checklist (CCC-2); Developmental Language Disorder (DLD); parents’ reports; formal measures; pragmatics communicative profile; social cognition; executive functions; non-referential gestures; prosody; pragmatics; children; cognitive development; narrative development; information recall; narrative discourse comprehension; oral narrative discourse performance; acoustics; landmark analysis; Mandarin Chinese; consonant; specific language impairment; clitics; ERP; gender agreement; Spanish; atypical language acquisition; developmental disorders; assessment; MacArthur-Bates CDI; lexical spurt; sex; birth order; birth weight; parental education; imitation; gestures; comprehension; preterm children; language delay; predictive factors; GLUT 1 transporter deficiency syndrome (GLUT1DS); language; speech; oral motor; dysarthria; early language development; literacy skills; very preterm; very low birth weight; prematurely born children; longitudinal follow-up; regional cohort study; early detection; sentence repetition task; sentence imitation task; early language assessment; developmental language disorder; learning disabilities; reading; writing; type of delivery; twin births; language errors; grammatical errors; lexical errors; derivational errors; preschool age; n/a