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The Development of
Language
TENTH EDITION

Jean Berko Gleason, PhD

Nan Bernstein Ratner, EdD, CCC-SLP
5521 Ruffin Road
San Diego, CA 92123

e-mail: [email protected]
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Library of Congress Cataloging-in-Publication Data

Names: Gleason, Jean Berko, editor. | Ratner, Nan Bernstein, editor.

Title: The development of language / [edited by] Jean Berko Gleason, PhD,
Nan Bernstein Ratner, PhD.
Description: Tenth edition. | San Diego, CA : Plural Publishing, Inc.,
[2024] | Includes bibliographical references and index.
Identifiers: LCCN 2022037337 (print) | LCCN 2022037338 (ebook) | ISBN
9781635504262 (paperback) | ISBN 1635504260 (paperback) | ISBN
9781635504286 (ebook)
Subjects: LCSH: Language acquisition. | Psycholinguistics. |
Sociolinguistics. | LCGFT: Essays.
Classification: LCC P118 .D44 2024 (print) | LCC P118 (ebook) | DDC
401/.93 — dc23
LC record available at https://lccn.loc.gov/2022037337
LC ebook record available at https://lccn.loc.gov/2022037338
CONTENTS

Preface ix
Acknowledgments xi
Contributors xiii

Chapter 1. The Development of Language: An Overview and a Preview 1

Jean Berko Gleason and Brenda Caldwell Phillips
Learning Objectives and Outcomes 1
An Overview of the Course of Language Development 2
Atypical Language Development 5
The Structure of Language: Learning the System 7
The Biological Bases of Language 10
The Study of Language Development 19
Summary 25
References 27
Suggested Projects 27

Chapter 2. Communication Development in Infancy 31

Rochelle S. Newman and Katie Von Holzen
Learning Objectives and Outcomes 31
The Social Context of the Preverbal Infant 32
Perceptual “Tuning” to Speech 38
The Expression of Communicative Intent Before Speech 41
Variation in Learning to Communicate 47
Summary 49
Suggested Projects 50
References 51

Chapter 3. Phonological Development: Learning Sounds and Sound Patterns 59

Carol Stoel-Gammon, Shelley Velleman, and Lise Menn
Learning Objectives and Outcomes 59
English Speech Sounds and Sound Patterns 60
Production: The Prelinguistic Period 64
Learning to Make Words 66
Learning to Pronounce 68
Phonological Development: Norms and Measures 73
When Speech Sound Development Is Difficult 77
The Acquisition of English Morphophonology 80
Parents’ Role in Phonological Development 81
Phonological Awareness and Reading Readiness 82

v
vi THE DEVELOPMENT OF LANGUAGE

Language Variation in the United States: Languages, Dialects, and Speech Styles 82
Child Phonology Problems 87
Summary 87
Suggested Projects 90
Web Resources 90
References 91

Chapter 4. Semantic Development: Learning the Meanings of Words 95

Paola Uccelli and Meredith L. Rowe
Learning Objectives and Outcomes 95
The Relations Between Words and Their Meanings 96
Theoretical Perspectives on Semantic Development 99
The Study of Early Semantic Development 101
How Adult Speech Influences Children’s Semantic Development 108
Individual Differences in Vocabulary Development: Home and School Factors 110
Vocabulary Development and Assessment in Bilingual Children 112
Later Semantic Development 114
Connections Between Research and Practice 115
Metalinguistic Development 116
Summary 120
Suggested Projects 121
References 121

Chapter 5. Putting Words Together: Comprehension and Production of Morphology 133

and Syntax in the Preschool Years 133
Andrea Zukowski and Nan Bernstein Ratner
Learning Objectives and Outcomes 133
Methods of Investigating Children’s Comprehension of Multiword Utterances 134
Methods of Investigating Children’s Production of Multiword Utterances: Examining 136
Spontaneous Speech
Entering the Complex Linguistic System 137
Two-Word Utterances 138
The Nature of Syntactic Rules 141
Measuring Syntactic Growth 145
Mean Length of Utterance (MLU): Advantages and Considerations 146
Developing Specific Grammatical Morphemes 151
Different Sentence Modalities 158
Later Developments in Preschoolers 160
Beyond the Preschool Years 166
Knowledge Versus Processing 168
Summary 170
Suggested Projects 170
References 173

Chapter 6. Language in Social Contexts: Development of Communicative Competence 179

Judith Becker Bryant
Learning Objectives and Outcomes 179
Language in Social Contexts 181
The Challenge of Acquiring Communicative Competence 190
CONTENTS vii

How Do Children Acquire Communicative Competence? 191

When Exhibiting Communicative Competence Is Difficult 197
Why Does Communicative Competence Matter? 198
Summary 200
Suggested Projects 201
References 201

Chapter 7. Theoretical Approaches to Language Acquisition 209

Karina Hamamouche and John N. Bohannon III 1
Learning Objectives and Outcomes 209
Distinguishing Features of Theoretical Approaches 210
Classic Behavioral Approaches 212
Linguistic Approaches 214
Language Acquisition Device (LAD) and Development 215
Interactionist Approaches 221
Information-Processing Approach 224
Social Interaction Approach 229
Gestural and Usage-Based Approach 236
Usage-Based Theory 238
Summary 240
Suggested Projects 242
References 244

Chapter 8. Variation in Language Development: Implications for Research and Theory 255
Beverly A. Goldfield, Catherine E. Snow, and Ingrid A. Willenberg
Learning Objectives and Outcomes 255
The History of Variation in Child Language Research 257
Variation in Early Words 258
Segmenting the Speech Stream 259
Variation in Early Sentences 261
Stability of Style Across Words and Sentences 262
Sources of Variation 263
Context: The Interaction of Child, Caregiver, and Language 271
Implications of Variation for Theories of Language Acquisition 272
Summary 273
Suggested Projects 274
References 275

Chapter 9. Atypical Language Development 281

Nan Bernstein Ratner and Catherine Torrington Eaton
Learning Objectives and Outcomes 281
Why Should We Study Atypical Development? 282
What Causes Atypical Language Development? 283
Developmental Language Disorder (DLD) 284
Special Considerations for Special Populations 297
Severe Hearing Impairment 297
Intellectual Disability 304
Autism Spectrum Disorder (ASD) 310
Atypical Speech Development 317
viii THE DEVELOPMENT OF LANGUAGE

Evaluation of Suspected Speech and Language Disorders in Children 318

Summary 320
Suggested Projects 321
References 322

Chapter 10. Language and Literacy in the School Years 335

Gigliana Melzi and Adina R. Schick
Learning Objectives and Outcomes 335
Learning to Share Oral Stories 337
Gaining Awareness of Language 343
Learning to Read 348
When Learning to Read Is Difficult 354
Learning to Write 356
Summary 359
Suggested Projects 360
References 361

Chapter 11. Bilingual Language Development 369

Jing Zhao and L. Quentin Dixon
Learning Objectives and Outcomes 369
Perspectives on Bilingual Language Development 371
Key Questions in Bilingual Language Development 376
When Learning a Second Language Is Difficult 391
Summary 392
Suggested Projects 394
References 394

Glossary 403
Index 427
PREFACE

T
his is the tenth edition of The Development of Language, which we have written for anyone with
an interest in how children acquire language from infancy through the later school years. As
always, there have been many new developments since our last edition, and we are very pleased
to present new perspectives and new findings that have emerged over the past several years. This edition
also includes some new topics that we think are interesting and important for a broader understanding of
the basic features of language development from both historical and cross-cultural perspectives.
Our goal in writing this book is to provide an authoritative, interesting text that includes concepts
and research findings that are both important and useful. The tenth edition places an increased emphasis
on language development in children who are learning languages other than, or in addition to, English
as well as on children with risk factors for language delay or disorder. As in prior editions, the chapters
address cultural influences that lead to group and individual variation in children’s language. The book
focuses on language acquisition from the early months, even before children begin to speak, through the
school years, to adolescence, when children achieve mastery of adultlike language skills.

New to This Edition

This edition continues to have many digital features that will make the concepts and material more
accessible, more complete, and more invitingly interactive. The chapters have media clips that illustrate
information and introduce students to some of the leaders in our field. Links are also provided to a vast
number of online resources. A brief list of some of the new features of this edition includes the following:

● Each chapter has been updated and streamlined to more effectively highlight the most
important concepts, theories, and findings that we believe are central to understanding the
discipline and its applications to education, clinical practice, and real-life experiences.
● Each chapter continues to integrate typical development in its topic areas (e.g., speech,
vocabulary, reading) with the most commonly observed difficulties seen in acquiring this skill.
Benefit: With new Response to Intervention (RTI) approaches to treatment, all teachers and
therapists must be prepared to recognize the most common delays or problems in children;
this discussion is not limited to a single chapter, where students may not appreciate these
differences fully. Location in text: All chapters, especially Chapters 2, 3, 4, 5, 6, 8, and 10.
● The chapter on atypical development has been reframed to concentrate on crosscutting
concepts in child communication delay and disorder. Readers are now able to understand
common themes across the many causes and manifestations of delay in learning critical
communication skills, such as genetics, environmental deprivation, and the common features of
developmental disabilities that impair language learning. Location in text: Chapter 9.
● Each chapter contains a variety of media links to examples of concepts, first-hand expert
interviews, and illustrations that deepen student appreciation of concepts. Benefit: Concrete
examples improve student understanding of concepts and deepen student mastery of material.
Location in text: All chapters.

ix
x THE DEVELOPMENT OF LANGUAGE

● We continue to deepen coverage of socioeconomic disparities and their impacts on children’s

communication development across almost all areas of skill. Benefit: Students will gain
additional understanding of how socioeconomic disparities can influence children’s language
development. Location in text: Integrated throughout all chapters.
● Children’s language development does not occur in a vacuum. We continue to provide updated
coverage of neurological, genetic, and anthropological research that places children’s language
development in a larger context. Benefit: Major advances in mapping the brain, understanding
the genetic contributions to language and language disorders, and clarifying the unique
capacity for human language contextualize what enables children to succeed in the process
of learning language. Location in text: Primarily Chapter 1, but interwoven through almost
all chapters.
As in the past, each chapter is written by outstanding scholars who are known for their expertise
in the areas that they discuss. For students, each chapter provides a helpful summary and a list of
suggested course papers and projects. In response to instructor requests, we have put references at the
end of each chapter.
We wrote this text for use in upper-level undergraduate or graduate courses in language development
or as readings for courses in psycholinguistics, cognition, developmental psychology, speech pathology,
education, and related subjects. Our streamlined coverage in this edition makes the book a readable
resource for professionals (and nonprofessionals) in all of these fields.
In this spirit, readers do not need previous knowledge of linguistics; each chapter presents its
material along with whatever linguistic background information is relevant. This means that there will
be some repetition of major concepts, which will help to reinforce them and make them clearer. Many
language development texts are concerned only with language acquisition by young children and have
tended to assume that development is complete by the early primary grades. But linguistic development,
like psychological development, continues over the school years and beyond, and so we have included
development through adolescence, with the understanding that language development continues over
the life span.
This book is written by a number of authors, and we believe that is one of its strengths: The study
of language development continues to grow rapidly. Not many researchers are experts in all areas of this
expanding field. For instance, there are few investigators who are authorities on both speech perception
in infants and learning to write in a second language, yet both topics are covered here. Fortunately, a
number of leading researchers in their fields continue to contribute to the book. The chapters, therefore,
are written by authors who are known for their research in the topic area and their ability to clearly
explain complex topics to a broad audience. Each presents a survey of the salient ideas and the most
recent and relevant studies in their own specialty area.
Since development is always the result of an interaction between innate capacities and environmental
forces, we take an interactive perspective, one that takes into account both the biological endowment that
makes language possible and the environmental factors that foster development. Throughout the text we
also highlight factors that may impede development but may be responsive to intervention.
As always, a new instructor’s manual accompanies this edition. The manual provides Internet
resources, sample exam questions, and helpful outlines of the chapters that can be used in structuring
lectures. It emphasizes key points and provides suggestions for classroom activities.
ACKNOWLEDGMENTS

W
e are indebted to many people who helped make this book possible. We are grateful, first of
all, to our coauthors, who devoted so much time and thought to their chapters. Thanks also to
Valerie Johns and Emily Pooley, our editors at Plural Publishing.

xi
CONTRIBUTORS
John N. Bohannon III, PhD
President, Southeastern Psychological Association
Indianapolis, Indiana
Chapter 7

Judith Becker Bryant, PhD

Department of Psychology
University of South Florida
Tampa, Florida
Chapter 6

L. Quentin Dixon, EdD

Research Consultant
Spring, Texas
Chapter 11

Catherine Torrington Eaton, PhD, CCC-SLP

Department of Communication Sciences and Disorders
University of Texas Health Science Center
San Antonio, Texas
Chapter 9

Jean Berko Gleason, PhD

Department of Psychological and Brain Sciences
Boston University
Boston, Massachusetts
Chapter 1

Beverly A. Goldfield, EdD

Department of Psychology
Rhode Island College
Providence, Rhode Island
Chapter 8

Karina Hamamouche, PhD

Department of Psychology
Butler University
Indianapolis, Indiana
Chapter 7

xiii
xiv THE DEVELOPMENT OF LANGUAGE

Gigliana Melzi, PhD

Department of Applied Psychology
New York University
New York, New York
Chapter 10

Lise Menn, PhD

Department of Linguistics
University of Colorado Boulder
Boulder, Colorado
Chapter 3

Rochelle S. Newman, PhD

Department of Hearing and Speech Sciences
University of Maryland
College Park, Maryland
Chapter 2

Brenda Caldwell Phillips, PhD

School of Psychology
University of Derby
Derby, United Kingdom
Chapter 1

Nan Bernstein Ratner, EdD, CCC-SLP

Departments of Hearing and Speech Sciences and Program in Cognitive Neuroscience
University of Maryland
College Park, Maryland
Chapters 5 and 9

Meredith L. Rowe, PhD

Harvard University Graduate School of Education
Cambridge, Massachusetts
Chapter 4

Adina R. Schick, PhD

Department of Applied Psychology
New York University
New York, New York
Chapter 10

Catherine E. Snow, PhD

Havard University Graduate School of Education
Cambridge, Massachusetts
Chapter 8

Carol Stoel-Gammon, PhD

Department of Speech and Hearing Sciences
University of Washington
Seattle, Washington
Chapter 3
CONTRIBUTORS xv

Paola Uccelli, PhD

Graduate School of Education
Harvard University
Cambridge, Massachusetts
Chapter 4

Shelley Velleman, PhD, CCC-SLP

Department of Communication Sciences and Disorders
University of Vermont
Burlington, Vermont
Chapter 3

Katie Von Holzen, PhD

Department of English Linguistics
Technical University of Braunschweig
Braunschweig, Germany
Chapter 2

Ingrid A. Willenberg, EdD

Research Consultant
Sydney, Australia
Chapter 8

Jing Zhao, PhD

Department of English
Sun Yat-sen University
Guangzhou, China
Chapter 11

Andrea Zukowski, PhD

Department of Linguistics
University of Maryland
College Park, Maryland
Chapter 5