Develop originally meant to unfold, as one unfolds a letter. We assume that what we see was there from the start. Copies or representations play an important part in cognitive theories of learning and memory where they raise problems that do not arise in behavioral analysis. When we must describe something that is no longer present, the traditional view is that we recall the copy we have stored. In behavioral analysis contingencies of reinforcement change the way we respond to stimuli.
Teaching is more than telling.
Teaching occurs when a response is primed, in the sense of being evoked for the first time, and then reinforced. For example, a teacher models a verbal response and reinforces our repetition of it. If we cannot repeat all of it, we may need to be prompted, but eventually the behavior occurs without help. The same two steps can be seen when we teach ourselves. Success in saying the passage without help is the reinforcing consequence.