Home Linguistics & Semiotics Language development in Turkish-speaking children with Autism Spectrum Disorders
Chapter
Licensed
Unlicensed Requires Authentication

Language development in Turkish-speaking children with Autism Spectrum Disorders

  • Saime Tek
View more publications by John Benjamins Publishing Company
Search
The Acquisition of Turkish in Childhood
This chapter is in the book The Acquisition of Turkish in Childhood

Abstract

Impairments in many aspects of communication and language have been widely reported among children with autism spectrum disorders (ASD). However, there is a dearth of research in language development among these children in languages other than English. Studying language profiles of children with ASD in other languages is imperative, because any similarities or differences, especially between structurally different languages, can potentially contribute to a better understanding of universal principles or language-specific properties. In this regard, this chapter summarizes language development in English-speaking children with ASD in three major areas – pragmatics, lexicon/semantics, and morphology/syntax – followed by a summary of some recent studies in Turkish-speaking children with ASD.

Abstract

Impairments in many aspects of communication and language have been widely reported among children with autism spectrum disorders (ASD). However, there is a dearth of research in language development among these children in languages other than English. Studying language profiles of children with ASD in other languages is imperative, because any similarities or differences, especially between structurally different languages, can potentially contribute to a better understanding of universal principles or language-specific properties. In this regard, this chapter summarizes language development in English-speaking children with ASD in three major areas – pragmatics, lexicon/semantics, and morphology/syntax – followed by a summary of some recent studies in Turkish-speaking children with ASD.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Introduction 1
  4. Part I. Acquisition/processing of morphology, syntax and semantics
  5. Sensitivity of Turkish infants to vowel harmony 29
  6. Turkish children’s early vocabulary 57
  7. Acquisition of canonical and non-canonical word orders in L1 Turkish 79
  8. What does online parsing in Turkish-speaking children reveal about grammar? 99
  9. Acquisition of scope relations by Turkish-English bilingual children 119
  10. Part II. Discourse
  11. Children’s referential choices in Turkish 153
  12. Learning to think, talk, and gesture about motion in language-specific ways 177
  13. Scene-setting and referent introduction in sign and spoken languages 193
  14. Part III. Literacy development
  15. Integrating cognitive and sociocultural aspects of reading in Turkish 223
  16. Phonological awareness in reading acquisition 243
  17. Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
  18. Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
  19. Language impairment in Turkish-speaking children 295
  20. Language development in Turkish-speaking children with Autism Spectrum Disorders 325
  21. Verbal functional categories in the speech of a Turkish speaking child with autism 341
  22. L2 children do not fluctuate 361
  23. Second language exposure in the preschool 389
  24. Index 413
https://doi.org/10.1075/tilar.20.14tek

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Introduction 1
  4. Part I. Acquisition/processing of morphology, syntax and semantics
  5. Sensitivity of Turkish infants to vowel harmony 29
  6. Turkish children’s early vocabulary 57
  7. Acquisition of canonical and non-canonical word orders in L1 Turkish 79
  8. What does online parsing in Turkish-speaking children reveal about grammar? 99
  9. Acquisition of scope relations by Turkish-English bilingual children 119
  10. Part II. Discourse
  11. Children’s referential choices in Turkish 153
  12. Learning to think, talk, and gesture about motion in language-specific ways 177
  13. Scene-setting and referent introduction in sign and spoken languages 193
  14. Part III. Literacy development
  15. Integrating cognitive and sociocultural aspects of reading in Turkish 223
  16. Phonological awareness in reading acquisition 243
  17. Part IV. Typical vs. Atypical development in monolingual and bilingual Turkish-speaking children
  18. Vocabulary and grammar acquisition in Turkish as assessed by the Turkish communicative development inventory 275
  19. Language impairment in Turkish-speaking children 295
  20. Language development in Turkish-speaking children with Autism Spectrum Disorders 325
  21. Verbal functional categories in the speech of a Turkish speaking child with autism 341
  22. L2 children do not fluctuate 361
  23. Second language exposure in the preschool 389
  24. Index 413
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 23.9.2025 from https://www.degruyterbrill.com/document/doi/10.1075/tilar.20.14tek/html
Scroll to top button