| To say that a child has a deficit in "Language" is a very broad statement. A
Language Impairment can refer to all the areas of language, including
grammar, vocabulary, listening comprehension, and pragmatics (how we use our
language), or social skills. And that doesn't even include written language
skills! What follows is a brief overview of the components of language that
many language impaired children have problems with.
RECEPTIVE LANGUAGE:
This refers to the comprehension of spoken language. This includes the
understanding of:
* Vocabulary words
* Basic Concepts
* Sentence Structures
* Lengthier Sentences
* Connected speaking
* Directions
* and the ability to answer questions, make predictions, find main
ideas, etc.
It can also refer to auditory processing, or how the child hears the varying
sounds, words, sentences, and connected speech that is presented to them.
EXPRESSIVE LANGUAGE:
This refers to the area of verbal communication, including the use of:
* Vocabulary
* Basic Concepts
* Appropriate sentence structure (grammar)
* Narrative skills, or conversation which makes sense and is on topic
Below is a list of Developmental Milestones for Speech and Language and is
used as a source of reference when one is concerned about their child's
overall speech/language development. This list is based on the Assessment in
Speech-Language Pathology: A Resource Manual (2nd ed.) by Shipley and McAfee
(1998).
Please note that these milestones and age guidelines are approximations and
should only be used as guidelines. Because children are exposed to varying
amounts and types of stimulation and, of course, develop in unique ways, the
time intervals may be different for your individual child.
DEVELOPMENTAL MILESTONES FOR SPEECH AND LANGUAGE
AGE LANGUAGE AND SPEECH BEHAVIORS
1 yr. recognizes his or her name
understands "no" and "hot"
recognizes words for common itmes (e.g., cup, shoe, juice)
babbles using large variety of sounds
imitates some adult speech
uses speech sounds rather than only crying to get attention
listens when spoken to
understands simple commands
initiates familiar words, gestures, and sounds
uses nouns almost exclusively and has a vocabulary of 1-3 words
1 1/2 yrs. uses adult-like intonation patterns
uses jargon (babbling-like sounds) to fill gaps in fluency
omits some initial and almost all final consonants
mostly unintelligible speech
follows simple commands
has an expressive vocabulary of 3-20 words (still mostly nouns)
produces some 2-word phrases (e.g., "up please")
combines gestures with words (e.g., pointing to an object)
2 yrs. uses words more frequently than jargon or babble
identifies body parts (at least 5)
carries on convesation with self and dolls
asks "what" and "where"
answers "what's that?" questions
has sentence length of two to three words
refers to self by name
starts to combine nouns and verbs (e.g., "car go)
uses two-word negative phrases, such as "no want"
forms some plurals by adding "s"
has a RECEPTIVE 300-word vocabulary
has an EXPRESSIVE 50-100 word vocabulary
is 25-50% intelligible to strangers
stays with one activity for six to seven minutes
knows how to interact with books (right side up, page turning
from left to right)
2 1/2 yrs. speech is 50-75% intelligible
consistently uses initial consonants
frequently omits medial and final consonants
understands "one" and "all"
verbalizes toilet needs (before, during, or after act)
requests items by name
responds to some yes/no questions
names everyday objects
points to pictures in a book when named
identifies several body parts
follows simple commands and answers simple questions
enjoys listening to short stories, songs, and rhymes
holds up fingers to tell age
talks to other children and adults
asks 1 to 2 word questions
uses 3 to 4 word phrases
uses some regular past tense verbs, pronouns, questions,
regular plurals, contractions, and prepositions
uses negation (e.g., "no want")
understands "why," "who," "whose," and "how many"
has a RECEPTIVE vocabulary of 500-900 words
has an EXPRESSIVE vocabulary of 50-250 words
3 yrs. speech is 80% intelligible
understands object functions
understands differences in meaning (stop-go, in-on)
follows 2 and 3 part commands
asks and answers simple questions
uses language to express emotion
uses 4 to 5 words in sentences
repeats 6 to 13 syllable sentences correctly
identifies objects by name
is conscious of past and future
has a RECEPTIVE vocabulary of 1200- 2000 words
has an EXPRESSIVE vocabulary of 800-1500 words
may repeat self often
increases speech rate
sentence grammar improves, though errors still exist
tells two events in chronological order
uses some contractions, irregular plurals, and future tense
practices by talking to self
knows last name, sex, street name, and several nursery rhymes
stays with one activity for eight to nine minutes
4 yrs. imitatively counts to 5
understands concept of numbers up to 3
continues understanding of spatial concepts (e.g., behind)
recognizes 1 to 3 colors
has a RECEPTIVE vocabulary of 2800 words or more
has an EXPRESSIVE vocabulary to 900-2000 words or more
counts to 10 by rote
answer questions about function
uses gramatically correct sentences
asks "who" and "why"
uses sentences of 4-8 words
reduces number of repetitions
produces sounds with 90% accuracy (intelligible to strangers)
stays with activity for 11 to 12 minutes
5 yrs. names 6 basic colors and 3 basic shapes
follows instructions given to a group
follows 3-part commands
has sentence length of five to six words
has a RECEPTIVE vocabulary of about 13,000 words
asks "how" questions
knows common opposites
knows days of the week sequentially
counts to 30 by rote
uses gramatically complete sentences
understands "same" and "different"
counts ten objects
uses future, present, and past tenses appropriately
stays with one activity for 12 to 13 minutes
questions for information
identifies left and right hand on self
uses all types of sentences
shows interest and appreciation for print
6-7 yrs. understands left/right
uses increasingly more complex descritions
engages in conversations
understands most temporal concepts (e.g., time, first, second)
forms most sound-letter associations
segments sounds into smallest grammatical units
begins to use semantic and syntactic cues in writing and reading
begins to write simple sentences with vocabulary and spelling
appropriate for age; uses these sentences in brief reports and
creative short stories
comprehends mathematical concepts, such as "few," "many," "all"
and "except"
8, 9, 10 by second grade, accurately follows oral directions for action
11 yrs. and thereby acquires new knowledge
11,12,13, substitutes words in oral reading, sentence recall, and
14 yrs. repetition; copying and writing dictation are minimal
comprehends reading materials required for various subjects,
including story problems and simple sentences
by fourth grade, easily classifies words and identifies
relationships, such as "cause and effect"; defines words
(sentence context); introduces self appropriately; asks for
assistance
exchanges small talk with friends
initiates telephone calls and takes messages
gives directions for games; summarizes a television show or
conversation
begins to write effectively for a variety of purposes
understands verbal humor
11,12,13, displays social and interpersonal communication appropriate for
14 yrs. age
forms appropriate peer relationships
begins to define words at an adult level and talks about complex
processes from an abstract point of view; uses figurative
language organizes materials
demonstrates good study skills
follows lectures and outlines content through note taking
paraphrases and asks questions appropriate to content
Adolescence interprest emotions, attitudes, and intentions communicated by
others' facial expressions and body language
takes role of other person effectively
is aware of social space zones
displays appropriate reactions to expressions of love,
affection, and approval
compares, contrasts, interprets, and analyzes new and abstract
information
communicates effectively and develops competence in oral and
written modalities.
If you are concerned with your child's language development, talk to your
pediatrician and/or their classroom teacher.
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