Sandra Levey, PhD, is Professor Emerita at the City University of New York (CUNY), Lehman College. She received her PhD in Speech-Language-Hearing Sciences at the Graduate Center of CUNY and a degree in linguistics at Stanford University, with a minor in African studies. Dr. Levey has been designated by the American Speech-Language-Hearing Association Board of Child Language and Language Disorders as a Board-Certified Specialist in Child Language. She has received research grants for study at Bayero University in Kano, Nigeria and as a research consultant in Bratislava, Slovakia. Dr. Levey was the conference coordinator of the Seventeenth Annual Stanford Child Language Research Forum that focused on multilingual research. Her research and publications have focused on multilingualism and multiculturalism. She is a member of the International Association of Communication Sciences and Disorders (IALP).

• Preface AcknowledgmentsContributorsChapter 1. An Introduction to Language AcquisitionSandra LeveyChapter ObjectivesDevelopmental Stages of Typical Language DevelopmentCommunication, Speech, and LanguageFormContentUseWritten Language and Reading AbilitiesCognitionLanguage DifferencesSummaryKey WordsStudy QuestionsReferencesChapter 2. An Introduction to Theories of Language DevelopmentSandra LeveyChapter ObjectivesSpeech Act TheoryFunctional Approach to Language and CognitionBehavioral TheoryPrinciples and Parameters TheorySocial Interaction TheoryCognitive TheoryEmergentismSummaryKey WordsStudy QuestionsReferencesChapter 3. The Brain and Cognitive, Speech, and Language DevelopmentSandra Levey and Denise CruzChapter ObjectivesThe Brain and LanguageThe Structure of the NeuronThe Central Nervous SystemThe Peripheral Nervous SystemThe Two Hemispheres of the Cerebrum: Right and Left LobesThe Four Lobes of the Cerebrum: Speech, Language, and Cognitive FunctionsThe Arcuate FasciculusSubcortical Structures and Language FunctionsThe BrainstemCognitive Functions and the BrainSkills Associated With the BrainNeurological DisordersSummaryKey WordsStudy QuestionsReferencesChapter 4. Infant and Toddler Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Infant and Toddler Language Development Aspects of Children's Language DevelopmentParent/Caregiver and Child InteractionJoint Attention and Joint ActionPhonological DevelopmentCognitive DevelopmentThe Development of HumorThe Formation of SchemasThe Development of PlayMorphological DevelopmentMorphophonologySyntactic DevelopmentPronoun AcquisitionVerbsThe Development of Negative, Interrogative, and Imperative Sentence FormsSemantic DevelopmentPragmatic DevelopmentNarrative DevelopmentSummaryKey WordsStudy QuestionsReferencesChapter 5. Preschool Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Preschool Language DevelopmentPreschool Aged Children's Conceptual DevelopmentLanguage DevelopmentSyntactic DevelopmentSemanticsMetalinguistic AwarenessPragmaticsHumorSummaryKey WordsStudy QuestionsReferencesChapter 6. Language Development in Middle and Late Childhood and AdolescenceSandra Levey and Denise CruzChapter ObjectivesEarly Childhood, Late Childhood, and AdolescenceSemanticsSyntactic and Morphological DevelopmentPragmatic DevelopmentLiteracy Skills in Early, Middle, and Later GradesSummaryKey WordsStudy QuestionsReferencesChapter 7. The Development of Literacy SkillsSylvia F. DiehlChapter ObjectivesThe Development of LiteracyEmergent LiteracyDevelopment of Code-Related LiteracyMeaning Related Literacy Developmental MilestonesSupporting Literacy Development in the Pre-School YearsLiteracy Development in the Elementary School YearsSupporting Literacy Development in the Elementary School YearsLiteracy Development in AdolescenceSupporting Adolescent Literacy DevelopmentUpdated Vocabulary Instruction Recommendation: Morphology and Multiple Word MeaningsUpdated Comprehension Strategy Recommendation: Metacognitive StrategiesUpdated Extended Discussion Recommendation: Facilitate Critical Thinking in DiscussionsUpdated Motivation Recommendation: Positive/Emphasis on Socioemotional DevelopmentUpdated Recommendation for Individualize Instruction: TutoringAdded RecommendationSummaryKey WordsStudy QuestionsReferencesChapter 8. Bilingual Children's Language Development: Assessment and InterventionCeleste Roseberry-McKibbinChapter ObjectivesBilingualism and Second Language AcquisitionTypical Processes of Second Language AcquisitionSimultaneous Versus Sequential Bilingual AcquisitionTypes of Language ProficiencyNonbiased Assessment: Principles and StrategiesLanguage Difference Versus Developmental Language Disorder: Impact of the EnvironmentDiagnostic DecisionsLegal ConsiderationsNonbiased Assessment and Standardized TestsThe Advantages of Alternative AssessmentStrategies for the Use of Alternative AssessmentsUtilizing the Services of InterpretersThe Use of Interpreters in AssessmentIntervention for EL Students With DLD: Options for Students Who Qualify for Special EducationDetermining the Language(s) of InterventionPotential Targets for InterventionSummaryKey WordsStudy QuestionsReferencesChapter 9. Language Development and HearingBrian J. FligorAn Overview of the Role of Hearing in Language DevelopmentChapter ObjectivesThe Prevalence of Hearing LossAn Explanation of Hearing AbilitiesTypes of Hearing LossNormal Hearing Sensitivity in ChildrenHearing AssessmentSound Intensity and FrequencyThe Impact of a Hearing Loss on Language DevelopmentAge of Onset of Hearing LossSigns of a Hearing LossInterventionDevices Used for Hearing Habilitation: FM Systems, Hearing Aids, and Cochlear ImplantsSummaryKey WordsStudy QuestionsReferencesGlossaryIndex

Sandra Levey, PhD, is Professor Emerita at the City University of New York (CUNY), Lehman College. She received her PhD in Speech-Language-Hearing Sciences at the Graduate Center of CUNY and a degree in linguistics at Stanford University, with a minor in African studies. Dr. Levey has been designated by the American Speech-Language-Hearing Association Board of Child Language and Language Disorders as a Board-Certified Specialist in Child Language. She has received research grants for study at Bayero University in Kano, Nigeria and as a research consultant in Bratislava, Slovakia. Dr. Levey was the conference coordinator of the Seventeenth Annual Stanford Child Language Research Forum that focused on multilingual research. Her research and publications have focused on multilingualism and multiculturalism. She is a member of the International Association of Communication Sciences and Disorders (IALP).

• Preface AcknowledgmentsContributorsChapter 1. An Introduction to Language AcquisitionSandra LeveyChapter ObjectivesDevelopmental Stages of Typical Language DevelopmentCommunication, Speech, and LanguageFormContentUseWritten Language and Reading AbilitiesCognitionLanguage DifferencesSummaryKey WordsStudy QuestionsReferencesChapter 2. An Introduction to Theories of Language DevelopmentSandra LeveyChapter ObjectivesSpeech Act TheoryFunctional Approach to Language and CognitionBehavioral TheoryPrinciples and Parameters TheorySocial Interaction TheoryCognitive TheoryEmergentismSummaryKey WordsStudy QuestionsReferencesChapter 3. The Brain and Cognitive, Speech, and Language DevelopmentSandra Levey and Denise CruzChapter ObjectivesThe Brain and LanguageThe Structure of the NeuronThe Central Nervous SystemThe Peripheral Nervous SystemThe Two Hemispheres of the Cerebrum: Right and Left LobesThe Four Lobes of the Cerebrum: Speech, Language, and Cognitive FunctionsThe Arcuate FasciculusSubcortical Structures and Language FunctionsThe BrainstemCognitive Functions and the BrainSkills Associated With the BrainNeurological DisordersSummaryKey WordsStudy QuestionsReferencesChapter 4. Infant and Toddler Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Infant and Toddler Language Development Aspects of Children's Language DevelopmentParent/Caregiver and Child InteractionJoint Attention and Joint ActionPhonological DevelopmentCognitive DevelopmentThe Development of HumorThe Formation of SchemasThe Development of PlayMorphological DevelopmentMorphophonologySyntactic DevelopmentPronoun AcquisitionVerbsThe Development of Negative, Interrogative, and Imperative Sentence FormsSemantic DevelopmentPragmatic DevelopmentNarrative DevelopmentSummaryKey WordsStudy QuestionsReferencesChapter 5. Preschool Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Preschool Language DevelopmentPreschool Aged Children's Conceptual DevelopmentLanguage DevelopmentSyntactic DevelopmentSemanticsMetalinguistic AwarenessPragmaticsHumorSummaryKey WordsStudy QuestionsReferencesChapter 6. Language Development in Middle and Late Childhood and AdolescenceSandra Levey and Denise CruzChapter ObjectivesEarly Childhood, Late Childhood, and AdolescenceSemanticsSyntactic and Morphological DevelopmentPragmatic DevelopmentLiteracy Skills in Early, Middle, and Later GradesSummaryKey WordsStudy QuestionsReferencesChapter 7. The Development of Literacy SkillsSylvia F. DiehlChapter ObjectivesThe Development of LiteracyEmergent LiteracyDevelopment of Code-Related LiteracyMeaning Related Literacy Developmental MilestonesSupporting Literacy Development in the Pre-School YearsLiteracy Development in the Elementary School YearsSupporting Literacy Development in the Elementary School YearsLiteracy Development in AdolescenceSupporting Adolescent Literacy DevelopmentUpdated Vocabulary Instruction Recommendation: Morphology and Multiple Word MeaningsUpdated Comprehension Strategy Recommendation: Metacognitive StrategiesUpdated Extended Discussion Recommendation: Facilitate Critical Thinking in DiscussionsUpdated Motivation Recommendation: Positive/Emphasis on Socioemotional DevelopmentUpdated Recommendation for Individualize Instruction: TutoringAdded RecommendationSummaryKey WordsStudy QuestionsReferencesChapter 8. Bilingual Children's Language Development: Assessment and InterventionCeleste Roseberry-McKibbinChapter ObjectivesBilingualism and Second Language AcquisitionTypical Processes of Second Language AcquisitionSimultaneous Versus Sequential Bilingual AcquisitionTypes of Language ProficiencyNonbiased Assessment: Principles and StrategiesLanguage Difference Versus Developmental Language Disorder: Impact of the EnvironmentDiagnostic DecisionsLegal ConsiderationsNonbiased Assessment and Standardized TestsThe Advantages of Alternative AssessmentStrategies for the Use of Alternative AssessmentsUtilizing the Services of InterpretersThe Use of Interpreters in AssessmentIntervention for EL Students With DLD: Options for Students Who Qualify for Special EducationDetermining the Language(s) of InterventionPotential Targets for InterventionSummaryKey WordsStudy QuestionsReferencesChapter 9. Language Development and HearingBrian J. FligorAn Overview of the Role of Hearing in Language DevelopmentChapter ObjectivesThe Prevalence of Hearing LossAn Explanation of Hearing AbilitiesTypes of Hearing LossNormal Hearing Sensitivity in ChildrenHearing AssessmentSound Intensity and FrequencyThe Impact of a Hearing Loss on Language DevelopmentAge of Onset of Hearing LossSigns of a Hearing LossInterventionDevices Used for Hearing Habilitation: FM Systems, Hearing Aids, and Cochlear ImplantsSummaryKey WordsStudy QuestionsReferencesGlossaryIndex

Sandra Levey, PhD, is Professor Emerita at the City University of New York (CUNY), Lehman College. She received her PhD in Speech-Language-Hearing Sciences at the Graduate Center of CUNY and a degree in linguistics at Stanford University, with a minor in African studies. Dr. Levey has been designated by the American Speech-Language-Hearing Association Board of Child Language and Language Disorders as a Board-Certified Specialist in Child Language. She has received research grants for study at Bayero University in Kano, Nigeria and as a research consultant in Bratislava, Slovakia. Dr. Levey was the conference coordinator of the Seventeenth Annual Stanford Child Language Research Forum that focused on multilingual research. Her research and publications have focused on multilingualism and multiculturalism. She is a member of the International Association of Communication Sciences and Disorders (IALP).

• Preface AcknowledgmentsContributorsChapter 1. An Introduction to Language AcquisitionSandra LeveyChapter ObjectivesDevelopmental Stages of Typical Language DevelopmentCommunication, Speech, and LanguageFormContentUseWritten Language and Reading AbilitiesCognitionLanguage DifferencesSummaryKey WordsStudy QuestionsReferencesChapter 2. An Introduction to Theories of Language DevelopmentSandra LeveyChapter ObjectivesSpeech Act TheoryFunctional Approach to Language and CognitionBehavioral TheoryPrinciples and Parameters TheorySocial Interaction TheoryCognitive TheoryEmergentismSummaryKey WordsStudy QuestionsReferencesChapter 3. The Brain and Cognitive, Speech, and Language DevelopmentSandra Levey and Denise CruzChapter ObjectivesThe Brain and LanguageThe Structure of the NeuronThe Central Nervous SystemThe Peripheral Nervous SystemThe Two Hemispheres of the Cerebrum: Right and Left LobesThe Four Lobes of the Cerebrum: Speech, Language, and Cognitive FunctionsThe Arcuate FasciculusSubcortical Structures and Language FunctionsThe BrainstemCognitive Functions and the BrainSkills Associated With the BrainNeurological DisordersSummaryKey WordsStudy QuestionsReferencesChapter 4. Infant and Toddler Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Infant and Toddler Language Development Aspects of Children's Language DevelopmentParent/Caregiver and Child InteractionJoint Attention and Joint ActionPhonological DevelopmentCognitive DevelopmentThe Development of HumorThe Formation of SchemasThe Development of PlayMorphological DevelopmentMorphophonologySyntactic DevelopmentPronoun AcquisitionVerbsThe Development of Negative, Interrogative, and Imperative Sentence FormsSemantic DevelopmentPragmatic DevelopmentNarrative DevelopmentSummaryKey WordsStudy QuestionsReferencesChapter 5. Preschool Language DevelopmentSandra LeveyChapter ObjectivesAn Overview of Preschool Language DevelopmentPreschool Aged Children's Conceptual DevelopmentLanguage DevelopmentSyntactic DevelopmentSemanticsMetalinguistic AwarenessPragmaticsHumorSummaryKey WordsStudy QuestionsReferencesChapter 6. Language Development in Middle and Late Childhood and AdolescenceSandra Levey and Denise CruzChapter ObjectivesEarly Childhood, Late Childhood, and AdolescenceSemanticsSyntactic and Morphological DevelopmentPragmatic DevelopmentLiteracy Skills in Early, Middle, and Later GradesSummaryKey WordsStudy QuestionsReferencesChapter 7. The Development of Literacy SkillsSylvia F. DiehlChapter ObjectivesThe Development of LiteracyEmergent LiteracyDevelopment of Code-Related LiteracyMeaning Related Literacy Developmental MilestonesSupporting Literacy Development in the Pre-School YearsLiteracy Development in the Elementary School YearsSupporting Literacy Development in the Elementary School YearsLiteracy Development in AdolescenceSupporting Adolescent Literacy DevelopmentUpdated Vocabulary Instruction Recommendation: Morphology and Multiple Word MeaningsUpdated Comprehension Strategy Recommendation: Metacognitive StrategiesUpdated Extended Discussion Recommendation: Facilitate Critical Thinking in DiscussionsUpdated Motivation Recommendation: Positive/Emphasis on Socioemotional DevelopmentUpdated Recommendation for Individualize Instruction: TutoringAdded RecommendationSummaryKey WordsStudy QuestionsReferencesChapter 8. Bilingual Children's Language Development: Assessment and InterventionCeleste Roseberry-McKibbinChapter ObjectivesBilingualism and Second Language AcquisitionTypical Processes of Second Language AcquisitionSimultaneous Versus Sequential Bilingual AcquisitionTypes of Language ProficiencyNonbiased Assessment: Principles and StrategiesLanguage Difference Versus Developmental Language Disorder: Impact of the EnvironmentDiagnostic DecisionsLegal ConsiderationsNonbiased Assessment and Standardized TestsThe Advantages of Alternative AssessmentStrategies for the Use of Alternative AssessmentsUtilizing the Services of InterpretersThe Use of Interpreters in AssessmentIntervention for EL Students With DLD: Options for Students Who Qualify for Special EducationDetermining the Language(s) of InterventionPotential Targets for InterventionSummaryKey WordsStudy QuestionsReferencesChapter 9. Language Development and HearingBrian J. FligorAn Overview of the Role of Hearing in Language DevelopmentChapter ObjectivesThe Prevalence of Hearing LossAn Explanation of Hearing AbilitiesTypes of Hearing LossNormal Hearing Sensitivity in ChildrenHearing AssessmentSound Intensity and FrequencyThe Impact of a Hearing Loss on Language DevelopmentAge of Onset of Hearing LossSigns of a Hearing LossInterventionDevices Used for Hearing Habilitation: FM Systems, Hearing Aids, and Cochlear ImplantsSummaryKey WordsStudy QuestionsReferencesGlossaryIndex