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| Brief Contents | |
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| Language Development: An Introduction | |
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| The Science and Theory of Language Development | |
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| Building Blocks of Language | |
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| Neuroanatomy and Neurophysiology of Language | |
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| Infancy: Let the Language Achievements Begin | |
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| Toddlerhood: Exploring the World and Experimenting with Language | |
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| Preschool: Building Literacy on Language | |
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| School-Age Years and Beyond: Developing Later Language | |
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| Language Differences and Disorders | |
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| Glossary | |
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| References | |
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| Subject and Name index | |
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| Language Development: An Introduction | |
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| Focus Questions | |
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| Important Terms | |
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| What Is Language? | |
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| Language Defined | |
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| Language as a Module of Human Cognition | |
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| How Does Language Relate to Speech, Hearing, and Communication? | |
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| Speech | |
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| Hearing | |
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| Communication | |
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| What Are the Major Domains of Language? | |
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| Form, Content, and Use | |
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| Components of Form, Content, and Use | |
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| What Are Some Remarkable Features of Language? | |
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| Acquisition Rate | |
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| Universality | |
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| Species Specificity | |
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| Semanticity | |
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| Productivity | |
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| What Are Language Differences and Language Disorders? | |
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| Language Differences | |
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| Language Disorders | |
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| Summary | |
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| The Science and Theory of Language Development | |
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| Focus Questions | |
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| Important Terms | |
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| Who Studies Language Development and Why? | |
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| Basic Research | |
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| Applied Research | |
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| What Are Some Major Approaches to Studying Language Development? | |
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| Approaches to Studying Speech Perception | |
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| Approaches to Studying Language Production | |
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| Approaches to Studying Language Comprehension | |
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| What Are Some Major Language Development Theories? | |
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| Questions That Should Be Answered by Language Theories | |
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| Major Language Development Theories | |
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| How Do Language Development Theories Influence Practice? | |
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| Linkage of Theory to Practice | |
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| Instruction in English as a Second Language: Theory and Practice | |
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| Practices Informed by Language Theories | |
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| Evidence-Based Practice: Linking Theory, Science, and Practice | |
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| Summary | |
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| Building Blocks of Language | |
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| Focus Questions | |
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| Important Terms | |
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| What Is Phonological Development? | |
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| Phonological Building Blocks | |
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| Influences on Phonological Development | |
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| What Is Morphological Development? | |
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| Morphological Building Blocks | |
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| Influences on Morphological Development | |
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| What Is Syntactic Development? | |
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| Syntactic Building Blocks | |
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| Influences on Syntactic Development | |
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| Influences on Syntactic Development | |
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| What Is Semantic Development? | |
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| Semantic Building Blocks | |
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| Influences on Semantic Development | |
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| What Is Pragmatic Development? | |
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| Pragmatic Building Blocks | |
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| Influences on Pragmatic Development | |
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| Summary | |
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| Neuroanatomy and Neurophysiology of Language | |
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| Focus Questions | |
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| Important Terms | |
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| What Are Neuroanatomy and Neurophysiology? | |
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| Terminology | |
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| Neuroscience Basics | |
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| What Are the Major Structures and Functions of the Human Brain? | |
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| Cerebrum | |
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| Brainstem | |
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| Cerebellum | |
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| How Does the Human Brain Process and Produce Language? | |
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| Semantics | |
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| Syntax and Morphology | |
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| Phonology | |
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| Pragmatics | |
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| What Are Neurophysiological and Neuroanatomical Sensitive Periods? | |
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| Sensitive Periods Defined | |
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| Neuroanatomical and Neurophysiological Concepts Related to Sensitive Periods | |
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| Sensitive Periods and Language Acquisition | |
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| Summary | |
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| Infancy: Let the Language Achievements Begin | |
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| Focus Questions | |
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| Important Terms | |
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| What Major Language Development Milestones Occur in Infancy? | |
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| Infant Speech Perception | |
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| Awareness of Actions and Intentions | |
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| Category Formation | |
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| Early Vocalizations | |
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| Additional Milestones | |
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| What Are Some of the Early Foundations for Language Development? | |
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| Infant-Directed Speech | |
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| Joint Reference and Attention | |
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| Daily Routines of Infancy | |
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| Caregiver Responsiveness | |
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| What Major Achievements in Language Form, Content, and Use Characterize Infancy? | |
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| Language Form | |
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| Language Content | |
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| Language Use | |
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| What Factors Influence Infants' Individual Achievements in Language? | |
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| Intraindividual Differences | |
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| Interindividual Differences | |
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| How Do Researchers and Clinicians Measure Language Development in Infancy? | |
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| Researchers | |
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| Clinicians | |
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| Summary | |
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| Toddlerhood: Exploring the World and Experimenting with Language | |
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| Focus Questions | |
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| Important Terms | |
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| What Major Language Development Milestones Occur in Toddlerhood? | |
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| First Words | |
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| Gestures | |
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| What Major Achievements in Language Form, CONTENT, and Use Characterize Toddlerhood? | |
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| Language Form | |
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| Language Content | |
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| Language Use | |
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| What Factors Influence Toddlers' Individual Achievements in Language? | |
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| Intraindividual Differences | |
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| Interindividual Differences | |
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| How Do Resesarchers and Clinicians Measure Language Development in Toddlerhood? | |
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| Researchers | |
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| Clinicians | |
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| Summary | |
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| Preschool: Building Literacy on Language | |
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| Focus Questions | |
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| Important Terms | |
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| What Major Language Development Milestones Occur in the Preschool Period? | |
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| Decontextualized Language | |
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| Emergent Literacy | |
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| What Major Achievements in Language Content, Form, and Use Characterize the Preschool Period? | |
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| Language Form | |
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| Language Content | |
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| Language Use | |
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| What Factors Influence Preschoolers' Individual Achievements in Language? | |
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| Intraindividual Differences | |
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| Interindividual Differences | |
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| How Do Researchers and Clinicians Measure Language Development in the Preschool Period? | |
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| Researchers | |
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| Clinicians | |
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| Summary | |
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| School-Age Years and Beyond: Developing Later Language | |
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| Focus Questions | |
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| Important Terms | |
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| What Major Language Development Milestones Occur in the School-Age Years and Beyond? | |
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| Shifting Sources of Language Input | |
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| Acquisition of Metalinguistic Competence | |
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| What Major Achievements in Language Content, Form, and Use Characterize the School-Age Years and Beyond? | |
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| Language Form | |
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| Language Content | |
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| Language Use | |
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| What Factors Influence School-Age Children's, Adolescents', and Adults' Individual Competencies in Language? | |
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| Language and Gender | |
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| Language and Aging | |
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| How Do Researchers and Clinicians Measure Language Development in the School-Age Years and Beyond? | |
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| Assessment Types | |
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| Assessment of Language Form | |
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| Assessment of Language Content | |
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| Assessment of Language Use | |
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| Summary | |
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| Language Diffrences and Disorders | |
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| Focus Questions | |
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| Important terms | |
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| WHAT ARE DIALECTSWhat are? | |
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| Dialects | |
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| Pidgins | |
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| Creoles | |
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| What Are Bilingualism and Second Language Acquisition? | |
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| Bilingualism and Multilingualism | |
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| Second Language Acquisition | |
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| What Is a Language Disorder? | |
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| Distinguishing Between Language Disorders and Language Differences | |
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| Prevalence | |
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| What Are the Major Types of Child Language Disorders? | |
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| Specific Language Impairment | |
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| Autism Spectrum Disorder | |
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| Intellectual Disability | |
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| Traumatic Brain Injury | |
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| Hearing Loss | |
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| Identification and Treatment of Language Disorders | |
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| Summary | |
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| Glossary | |
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| References | |
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| Subject and name Index | |