Preparation of this chapter was supported by grants from the National Institute of Deafness and Communicative Disorders (R01 DC01803 and R01 DC05226). Appreciation goes to Allen Richman and Lesa Hoffman for assistance with data analyses and to Patsy Woods and Joy Simpson for assistance with manuscript preparation. I wish to thank the many families and children who have participated in the studies and the many practitioners and school systems who make data collection possible. Special appreciation goes to a great team of research staff, doctoral students, and assistants who have collected and coded data over the 10 years represented in the results reported here. Finally, I wish to express gratitude to Ken Wexler for his collaboration and unwavering advocacy for maturational mechanisms at work in language acquisition.
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