__________, in which new words are associated with their meaning after only a brief encounter, is responsible for the 14,000-word vocabulary of the average 6-year-old.

Around 2 years old, kids begin combining words into two-word sentences. They usually know about 50 words and can follow simple instructions. They also start using pronouns like "I", "me", and "you". By age 3, their vocabulary grows quickly, and they start using 3-4 word sentences. They start understanding basic grammar rules, like using past tense and plurals. At 4 years old, kids can speak in full sentences and have detailed conversations. They grasp concepts like "same" and "different" and can recognize colors, shapes, and numbers. By age 5, kids can share simple stories and use more complex sentences with multiple clauses. They also understand abstract ideas and can follow multi-step instructions. I once helped a 3-year-old learn pronouns. She used to mix up "I" and "you", but with practice, she got it right in sentences. remove punctiation

In the video for this chapter we learn about the rapid pace at which young children acquire new words, as well as the strategies and rules they adopt when constructing words and sentences. As you watch the video, think about your own experiences with children in this age group and the often unique ways young children manage to work with the words and grammar skills in their possession to communicate an idea. Briefly describe the language development milestones described in the video that young children pass from the age of 2 to 5. Provide an example you’ve encountered when working with children in this age group. Answer while using an example

During the "naming explosion", an infant can learn around ____ new words a day. 5 9 15 20

13.Known to the third phase of language development, that usually happens between the ages of 9 and 18 months.*1 pointA. Two-word stageB. Babbling stageC. Holophrastic stageD. Telegraphic stage

It's the first day of a new unit, and a teacher introduces a text to students with some words that he expects to be unfamiliar. To promote student comprehension of the new vocabulary, he should do all of the following except:AAfter explaining the meaning, ask students to draw a picture to remember the word.BAfter explaining the meaning, ask students to use the word in a sentence of their own.CDefine the word prior to reading the text or at the moment it is encountered in the text.DAsk students to copy the definition word for word from the glossary in the back of the book.