Language Development: An Introduction. (5th ed., 2001). By Robert E. Owens, Jr. Allyn and Bacon Publishers, 75 Arlington St., Suite 300, Boston, MA 02116. 542 pages plus CD-ROM, $67. Reviewed by Sara Sack, Kansas University, Parsons, KS.

For those clinicians who have a dog-eared copy of an earlier edition of Owens' Language Development in their bookcase, it is time to replace it with the fifth edition. This text, like the earlier editions, is an easy-to-read, informative treatment of language development. The text is organized into three overall sections. The first four chapters provide a background that includes terms, theories, overall development, and the brain and language. The main topics of development are covered in Chapters 5-13, and the remaining two chapters are devoted to research and the relationship between development and communication disorders.

Questions are provided at the end of each chapter to guide students' thinking and learning. The reader is referred to the www.abacon.com Web site for a discussion of the questions. At the time of this review, that Web site gallery was not functional. However, the support offered other texts and the site looked promising, so this reviewer concluded that it was just a matter of time until the link supporting this book was functional. This text also includes an audio CD for language samples. While this initially seemed like a good idea, the concept needs further development. Without accompanying notes or identifying script, it was difficult to get much benefit from these samples. However, with better organization and marking, an accompanying audio or video CD could be a very valuable tool.

As usual, Owens does an excellent job of guiding the reader through language development. The references are recent and discussions deal with current issues. Take, for example, his consideration of the effect of busy, working parents on their children's language development. Across all socioeconomic levels, preschoolers from single-parent homes appear to have better receptive and expressive language and to have fewer communication problems, especially when compared to children from households with married, working parents (Haaf, 1996). This difference may reflect the more intensive, one-on-one communication between the single parent and the children in these homes. In the absence of another adult, the single parent may spend more time talking to the child (p. 231).

Owens' review of "School-Age and Adult Pragmatic and Semantic Development" (Chapter 11) is particularly insightful. The discussions of narrative differences, conversational abilities, and language uses provide useful information for clinicians working in the schools. The review of cultural differences in language usage reminds us all that we may be inadvertently violating cultural rules. Much of the information provided could be included in teacher in-service sessions. For example, because of cultural difference, the expectations of the classroom teacher may differ from that of the child. For example, the majority of English-speaking teachers may prefer individual recitation, while children from populations such as the native Canadian Inuit participate best within cooperative group interactions, the cultural norm (Crago, Eriks-Brophy,Pesco, & McAlpine, 1997). The reluctance of Inuit children to respond individually may be misinterpreted by the teacher as being uncooperative. Similarly, Algonquin narration is a cooperative group effort that may not be appreciated by the teacher demanding individual storytelling. In addition, the teacher's stopping of a narrative to correct grammar may violate the function of narratives in Algonquin culture, which is to amuse or tell a troubling experience (p. 362).

And although the references are not from the last few years (some pieces are just seminal to a discussion), the review of the development of indirect requests (pp.364-365) is one that all of us need to read and think about at least every couple of years. While clinicians know that flexibility with indirect request forms increases with age, it is helpful to get those milestones back in mind. In fact, I think I uttered, "Isn't your room getting just a bit cluttered?" just this morning.

Owens' fifth edition of Language Development: An Introduction makes for interesting reading and would be a strong introductory text or a valuable addition to the public school clinician's library.