Later Multiword Stage is when children average four to six words per sentence and can add as many as twenty words per day in vocabulary; by age eight, about 28,300 words are known.

Later Multiword Stage is when children average four to six words per sentence and can add as many as twenty words per day in vocabulary; by age eight, about 28,300 words are known.

• A. Later Multiword Stage
• B. Early Multiword Stage
• C. Two-word stage
• D. Pre-speech stage

Answer: (A)

In language development, the description points to the Later Multiword Stage. At this stage children are forming longer, more complex sentences, typically averaging four to six words per sentence, and they expand their vocabulary rapidly, sometimes adding many new words each day. By around age eight, it’s common for a child to know a large vocabulary—on the order of tens of thousands of words, such as about 28,300. This combination of longer sentence length and rapid lexical growth marks the later phase of multiword speech, distinguishing it from earlier stages where utterances are shorter, such as the Two-word Stage, or from the Pre-speech period when there is little to no spoken language. Recognizing this stage helps educators design instruction that supports syntax expansion and rich vocabulary development, providing opportunities for students to practice combining ideas into longer, more accurate sentences.

In language development, the description points to the Later Multiword Stage. At this stage children are forming longer, more complex sentences, typically averaging four to six words per sentence, and they expand their vocabulary rapidly, sometimes adding many new words each day. By around age eight, it’s common for a child to know a large vocabulary—on the order of tens of thousands of words, such as about 28,300. This combination of longer sentence length and rapid lexical growth marks the later phase of multiword speech, distinguishing it from earlier stages where utterances are shorter, such as the Two-word Stage, or from the Pre-speech period when there is little to no spoken language. Recognizing this stage helps educators design instruction that supports syntax expansion and rich vocabulary development, providing opportunities for students to practice combining ideas into longer, more accurate sentences.