Download Vielka I. Scott

Speech and Language
Development
Vielka Scott, MS CCC-SLP
Janice Brown, MS CF-SLP
Speech and Language
Development
Communication is the exchange of
information through various verbal
or nonverbal actions.
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Verbal Communication
Nonverbal communication
Total communication
Speech and Language
Development
• Verbal Communication – achieved thru
spoken words and language; maybe
accompanied by culturally appropriate
normal gestures and facial expressions
• Nonverbal communication – achieved
without oral speech; maybe in the form of
signs, gestures, facial expressions, and
symbols.
• Total communication – achieved thru the
simultaneous use of verbal expressions as
well as sign language.
Speech and Language
Development
Phonology:
The study of speech sounds, their
patterns and sequences and the
rules that dictate sound
combinations to create words.
Speech and Language
Development
Fluency:
the aspect of speech production that
refers to the continuity, smoothness,
rate, and/or effort with which
phonologic, lexical, morphologic,
and/or syntactic language units are
spoken.
Speech and Language
Development
Semantics – the study of meaning in a
language
Syntax- the study of sentence
structure
Morphology – the study of word
structure
Speech and Language
Development
Pragmatics:
The study of social use of language and
the rules of such language.
It means using language appropriately in
social situations
Speech and Language
Development
Language Difference
vs
Language Disorder
Speech and Language
Development
Communicative Intent
Frequency of occurrence
Sound
/t/
/n/
/r/
/s/
/l/
/d/
/m/
/z/
Frequency Sound
1st or 2nd
1st or 2nd
3rd or 4th
3rd or 4th
4th or 9th
5th or 6th
6th or 8th
7th
Frequency Sound
/th/ 8th or 9th
/k/ 10th
/w/ 11th
/h/ 12th or13th
/f/ 15th or 16th
/g/ 15th or 19th
/p/ 16th
/ng/ 17th
Frequency
/b/ 18th
/y/ 18th
/v/ 19th or 21st
/th/ 20th or 21st
/sh/ 20th or 21st
/j/
22nd
/ch/ 23rd
/er/ 24th
Speech Intelligibility
How intelligible is your child’s speech to a
stranger during his early years? There
is a broad range of normal, but typically
a child at…
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19 to 24 months of age is 25% to 50% intelligible
2 to 3 years, the child is 50% to 75% intelligible
3 to 4 years, the child is 80% intelligible
4 to 5 years, the child is 90% to 100% intelligible
Articulation Development
Sounds
AGE CHILDREN BEGIN
USING THE SOUND
AGE 90% OF CHILDREN
ARE USING THE SOUND
/p/, /m/, /h/, /n/, /w/
< 2 years
2 years
2 years
2 years
3 years
4 years
4 years
6 years
4 years
6 years
/b/
/k/, /g/, /d/
/t/, /ng/
/f/ ,/y/
/l/
2 years 6 months
3 years
Articulation Development
Sounds
/r/, /s/
/ch/, /sh/
/z/
/j/
/v/
/th/
/zh/
AGE CHILDREN BEGIN
USING THE SOUND
AGE 90% OF CHILDREN
ARE USING THE SOUND
3 years
8 years
7 years
8 years
7 years
8 years
8 years
< 8 years
3 years 6 months
3 years 6 months
4 years
4 years
4 years 6 months
6 years
Language Development
Vocabulary Development
• Depends heavily on environmental
exposure as well as the individual
capacity each child brings to the
learning situation
• Grows rapidly to around 2,000 words
by his or her fifth birthday
Words, Words, Words
• English is a morpho-phonemic language
(both meaning and sound)
• English has a deep structure
• English has the largest vocabulary in the
world (750,000)
• English has many nuances, similar word
meanings, synonyms, and words borrowed
from other languages
Four Types of Vocabulary
Listening
Speaking
Reading
Writing
Words, Words, and More Words
• Children begin first grade with a 6,000
spoken word vocabulary
• Children learn 36,000 more words by 12th
grade (spoken language)
• Children learn 5 words a day
• Children still need 55,000 words for
printed school English (Chall, 87; Gunning, 04)
Language Development
2.5 – 3 years
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Syntax-morphology:
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Semantics:
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Pragmatics:
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Child uses word combinations, has beginning phrase and sentence structure;
Combines 3-4 words in subject-verb-object format; e.g., “Daddy throw
ball.”
Comprehension usually precedes production
Expressive vocabulary is 200 – 600 words
Meanings seem to be learned in sequence: objects, events, actions,
adjectives, adverbs, spatial concepts, temporal (time) concepts
Child’s utterances, although occasionally egocentric, generally have a
communicative intent
Interpersonal communication expands; the child learns to adopt a role to
express his own opinions and personality
Language Development
3 – 4 years
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Syntax-morphology:
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Semantics:
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Pragmatics:
– The child uses mostly complete sentences; at 48 months, sentences
average 5- 5 ½ words per utterance. MLU is approximately 3 – 5 words.
– uses simple (regular) plural forms correctly – e.g., boys, houses, lights
– Comprehends up to 4200 words by 42 months
– Uses 800 – 1500 words expressively
– Labels most things in the environment
– Child maintains conversation without losing track of topic
– Child uses communicative functions such as protests (Don’t touch that!,
Don’t want that!)
Language Development
4 – 5 years
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Syntax-morphology:
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Semantics:
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Pragmatics:
– Child speaks in complete sentences
– Child uses comparisons
– Child uses concrete meanings and words but sometimes responds to
abstract ideas appropriately
– Uses how and why
– Can name items in a category
– Child modifies speech as a function of listener age (beginning at 4
years)
– Child can maintain topic over successive utterances
Language Development
5 – 6 years
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Syntax-morphology:
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Semantics:
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Pragmatics:
– Child increases understanding and use of complex sentences; decreases
grammatical errors as sentences and vocabulary become more
sophisticated
– Child uses all pronouns consistently
– Child defines objects by use
– Child know functions of body parts
– Child tells long stories
– Child can recognize a socially offensive message and reword it in a
polite form
– Child modifies speech according to listeners needs
Does the Child’s
Environment Play a Part?
Environmental situations…
oral stimulation
vocabulary development
language deprivation
Facilitating language enriched
classroom environment?
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Have students repeat directions orally (sequentially)
Require students to respond in complete sentences.
Redirect focus with repetition of same stimulus statement/question
Combine oral and written (visual and auditory) presentation of materials
to reinforce structure
Calls child’s name, touch shoulder, and/or whisper to regain attention of
child who appears to be distracted.
Practice sound and symbol association drills consistently to facilitate
appropriate sound production
Give children alternative vocabulary – use multiple words to express one
concept
Teach vocabulary explicitly
Have children define words based on concept
Redirect children who exhibit behavior problems