Quick viewing(Text Mode)

Age Semantics Syntax Pragmatics Morphology Phonology 12-24

Age Semantics Syntax Pragmatics Morphology Phonology 12-24

Age Syntax Receptive: Receptive: Receptive: Receptive: Expressive : • Perceives other’s • Follows directions • Acknowledges • First 50 : Most emotions using one/two • Follows directions often have CV shape; using one or two • Follows simple one-step spatial concepts of another by giving use commands conceptsspatial —in/on Expressive: eye same consonants used in • Comprehends approximately 300 words • MLU 1.0-2.0 (12-26 contact, vocally early babbling; use of months) Expressive : (1 ½-2 years) responding, or reduplication, syllable • Brown’s Stage I: repeating a word said • Possessive deletion, assimilation, • Listens to short stories (1 Basic Expressive: (18emerging-24 months) and final consonant ½-2 years) Semantic Roles and • Locutionary intents deletion; words are Expressive: Relations (18-24 express same • First true word selected or avoided for • Average expressive months) functions emerges (10-14 expression based on size: 50-100 • Two-word utterances with words that were months) favored and avoided words at 18 months emerge (18-24 months) expressed before with • Yes/no asked with sounds (12-18 months) • Semantic roles • is preverbal means (12- rising intonation on • Some echolalia (12-18 months) expressed in one-word consistent (18- 18 singlea word; what and • Basically 12-24 speech include the 24 months) months) where (12-22 months) following: agent, action, • Frequency of unintelligible with months • Utterances are , location, “telegraphic” with few communicative acts: • Combines 2 exception of a few possession, denial, grammatical markers 5/min of free play words into words (12-18 months) rejection, (12- 18 months) (18-24 months) (18-24 months) • Vocalized pleasure and disappearance, •Negation is used in the • Frequency of word displeasure (12-18 nonexistence (12-18 form of “no” use months) months) • Refers to self with increases over • Accurately imitates • Words are understood and . preverbal some words (12-18 outside of routine Example: “Me Sarah”. (i.e. months) games; still need (18-24 months) requesting • By 24 months 9-10 contextual support for • Uses negation in the , initial and 5-6 final lexical comprehension form of “no”. answering , consonants are used (18- (12-18 months) Example: acknowledging) (18- 24 months) “No bed”. (18-24 24 • Speech is 50% months) months) intelligible (18-24 •Frequency of months) communicative acts: 7.5/min of free play (18-24 months) • Brings object to show an adult • Requests objects by pointing and vocalizing or possibly using word

approximation • Average expressive • 33% of utterances are • 70% of consonants are vocabulary size: 200- (18-24 months) correct (18-24 months) 300 words at 24 months • Agent+action, • Says “bye” and a • CVC and two-syllable • Understand single agent+object, otherfew conversational words emerge (18-24 words for objects out of agent+location (18-24 ritual words such as months) sight (18-24 months) months) “thank“hi”, you” and “please” • Jargon babble emerges • Understand two-word • Improvement in relations similar to those •Answers simple wh- intelligibility expressed (18-24 questions with vocal (approximately 65% months) response intelligible) by 2 years

• Prevalent relations • Much verbal turn- expressed as follows: taking agent-action, agent- object, action-object, • Begins using single action-location, entity- words and two word location, possessor- to command possession, (move), indicate demonstrative-entity, possession (mine), attribute-entity (18-24 express problems months) (owee)

• Points to one to three body parts on command

•Identifies two or more objects/pictures from a group

• Turns in response to hearing his/her name

•Begins to claim certain objects

• Answers “what’s this?”

• Asks for “more” (emerging recurrence)

• Uses of most familiar objects

• Verbalizes toilet needs (closer to 2 years) may verbalize need before, during, or after act Receptive: Receptive: Receptive: Receptive: Expressive:

• Comprehends • Understands concept • Understands when • Understands –est and • Awareness of rhyme approximately 500 of first and second clarification is needed other superlatives emerges (24-30 months) words (2-2 ½ years) person (I, converin sation you) • Comprehends first • May omit final • Listens to 5 to 10 Expressive: person pronouns (ex. consonant, reduce minute story (2-2 ½ • Understands what, • Frequency of topic shehe, ) consonant blends; years) where, and why continuations increase, substitute one consonant questions about basic mostly through Expressive: for another (24-30 24-36 • Carries out 2-step events repetition (24-30 • Articles “a” and months) commands months) appear“the” in sentences Expressive: • Speech is 75% months • Has concept of “one” • Present progressive – •”Please” used for • And appears (22-26 intelligible at 36 and “all” ing (no auxiliary polite requests (24-30 months) months (30-36 ).Example : Mommy months) months) • Comprehends driving. (19-28 •New intents include • Regular • Ability to produce approximately 900 months) following:the symbolic emergingforms (24-30 rhyme emerges (30-36 words (2 ½-3 years) • + verb+ play, talk about months) months) appearsobject (22-26 objects,absent Expressive: months) realitymisrepresenting (24-30 months) • Combines 3-4 words • Consonants mastered: • Understanding and use • Brown’s Stage II: (24-30 months) /p/, /m/, /n/, /w/, /h/ of questions about Grammatical •Narrative are “heap (30-36 months) object (what?), people (24Morphemes-30 months) stories” primarily • But, so, or, and if (?), basic events andlabels descriptions (24- appear (31-32 months) 30

(what (x) doing? Where • Use of no, not, can’t, months) (x) going?) (24-30 don’t as negation • In. Example: Ball months) between subject and • Topic continuation cup.in (27-30 months) (24verb-30 months) nears 50% (30-36 • Uses 200 intelligible months) • On. Example: words (24-30 months) • Questions formed onDoggie sofa. (27 -30 risingwith intonation only • Topics are months) • Use and understanding (24-30 months) bycontinued adding new • Regular plural –s. of “why” questions (30- information (30-36 Example: Kitties eat 36 months) • Sentences with semi- months) icemy cream. (27-33 auxiliaries gonna, months) • Understanding and use wanna, gotta, hafta • Some requests for of basic spatial terms appear (24-30 clarification provided (30-36 months) months) (30-36 months) • MLU 2.0-2.5 (27- • Responds months)30 • Use of in appropriately to yes/no play increases (30-36 questions • Subject+ + months) appears • Points to five body (27-28 months) • Narratives are parts on self or doll “sequences” with theme • Uses 500 intelligible • Basic subject-verb- but no plot words (30-36 months) object used by most • Expresses emotion children (28-30 • Repeats two numbers months) • Begins using correctly • Subject+ auxiliary+ inlanguage imaginative ways verb+ object appears • Names 6 objects by use (31-31 months)

• Brown’s Stage III: Modulation of Simple Sentences (30-36 months)

•Asks basic questions (Daddy gone?)

• MLU 2.5-3.0 (31-34 months)

• 25% of utterances are nouns, 25% are appears with copula in subject+ auxiliary+ copula+ x Rec e p t i v e : Expressive: Expressive: Expressive: Expressive: • Listens to 20 minute • Regular past –ed. • More flexibility in • Combines 4-5 words • Use of reduplication, story Example: Mommy requesting, including: sentencesin syllable deletion, thepulled wagon. (26-48 permission directives assimilation and final • Comprehends months) and indirect requests • Irregular past. consonant deletion is approximately 1,200 (36-42 months) Example: Came, fell, less common (36-42 words (36-42 months) • Uncontractible broke, sat, went (25- months) (verbcopula to be as main • Direct requests months)46 • Comprehends 1,500- verb). Example: He is. decrease in frequency, • Use of stopping, 2,000 words (42-48 (response to “Who’s as indirect requests • Posessive ‘s. fronting, cluster months) sick?) (27-39 months) increase (36-42 MommyExample’s :ballo on reduction, and liquid •months) Narratives are (26broke.-40 months simplification 36-48 • Understands basic • Articles. “primitive” with theme (36continues-42 months) months color words seeExample a kitty. :(28 I -40 and some months) temporal • Use of cluster Expressive: organization (36- reduction decreases • Semantic relations • Uncontractible 42 months) 48(42 months)- between adjacent and auxiliary. Example: • New functions emerge conjoined sentences is.He (response to Who’s including: reporting • 90% of children have include the following: wearing your hat?) paston events, reasoning, mastered /b/, /d/, /k/, additive, temporal, 48(29 months)- predicting, expressing /g/, /ng/, /f/, /s/, and causal, contrastive (36- empathy, creating /w/ 42 months) • Brown’s Stage Late imaginary roles/ EarlyIV- V (42-48 andprops, maintaining • Phonological • Understanding of basic months) interactions (36-42 disappearingprocesses by 36 color words (36-42 • Beginning to use “is” months) months: consonant months) at beginning of assimilation, questions • Engages in longer diminutization, • Use and understanding of dialogues finaldoubling, consonant basic kinship terms deletion, • (36-42 months)

Use and understanding • Uses “and” as prevocalic voicing, of “when” and “how” • Begins code reduplication, questions (36-42 whenswitching talking to very unstressed syllable • months) • Contractions used young children deletion, velar fronting consistently Understanding of • Makes • Becoming very words for basic shapes • MLU 3.0-3.75 (35- repairsconversational when listener intelligible in connected (36-42 months) months)40 nothad understood speech (42-48 months) • Use and understanding • First complex • Corrects others of basic size vocabulary formssentence appear (36-42 (36-42 months) months) • Use of conjunctions • Brown’s Stage IV: and, because to conjoin Emergence of sentences (36-42 SentencesEmbedded (36 -42 • months) months)

Knows in/on/under • Double auxiliary appearverbs in subject+ Responds to auxiliary+ verb+ X • commands involving 2 40(38 months)- objects • MLU 3.75-4.5 (41- • months)46 Responds to commands involving • Early emerging actions complex • includetypes the following: Uses 800 words (36-42 full prepositional months) , Wh- clauses, Appropriately simple , and • responds to simple conjoined. (42-48 “how” question months)

•months) MLU 4.5+ (47+

• Indirect object appears

• Can answer 2 or 3 questions (36-42 months) • Names 8-10 pictures • Supplies last word of line (e.g. the apple is on the…) • Counts 3 objects, pointing to each • Uses 1,000-1,500 words (42-48 months) • Tells two events in order of sequence • Can do simple verbal analogies (e.g. Daddy is a man, Mommy is a…) • Answers 13 agent + action questions (42-48 months) Receptive: Expressive: Expressive: Expressive: Expressive:

• Comprehends 2,500 to • Brown’s Stage V (4- • Hints that do not • Uses “if” and “so” in • Speech is 100%

2,800 words years)5 mention the intention in sentences intelligible (4-5 years) the request emerge (4- 4-5 Expressive: • Regular past –ed. years)5 •Uses “could” • Ability to years • Knowledge of letter Example: Mommy and “would” in segment words names and sounds pulled the wagon • Ability to address sentences into syllables (26-48 emerges (4-5 emerges (4-5 years) months) specific requests for • Our, they and their years) clarification increases used consistently • Use of most • Knowledge of numbers • Contractible copula. (4-5 years) simplification and counting emerges (4-5 Example: Man’s big. • Comparative –er stops;processes errors on /s/, /r/, years) emerges (ex. Bigger)

Use of conjunctions (29-49 months) • Narratives are • Combines 4-7 words /l/, th may persist (4-5 when, so, because, if (4-5 with“chains” some plot, but no sentencesin (4-4 ½ years) years) • years) • Irregular third high point or • Exampleperson. : Does, has (4resolution-5 years) Combines 5-8 words • More errors present in Knows between, above, 50(28 months)- sentencesin (4 ½-5 years) difficult blends below, top, bottom • Uses mostly direct • Combines 5-8 words • • Contractible requests sentencesin (4 ½-5 • Should be few Answers 14 agent + Exampleauxiliary.: Daddy ’s years) andomissions substitutions of action questions (4-4 ½ drinking juice. (30-50 • Repeats for repair consonants • years) months) Defines four words in • Begins to use gender • Very intelligible in terms of use • Basic sentence forms topics connected speech (4-4 • acquired (4-5 years) years)½ Uses “what do…does…did” questions • Later-developing • complex sentences • Uses 1,500 to 2,000 includingused, the words relativefollowing: clauses, clauses with Answers 15 agent different subjects, +action questions (4 ½- clauses, and • 5 years) infinitiveWh- clauses (4-5 years) Asks meaning of words • Errors of /verb • Can name first, middle, and /noun last agreement are • frequent Repeats days of the • Fewer errors in week in sequence agreement between • Repeats days of the adjective/ noun (by age • Reflexive pronouns becoming more consistent

Receptive: Receptive: Expressive: Receptive: Expressive: • Comprehends 13,000 • Understanding • Narrative are true • Understands adding words of passive “stories” with suffix to to • Ability to segment sentences central , high form nouns (ex. words into • Notices mistakes in the emerges point, and teach teacher) phonemes emerges speech of others • Understanding resolution • Understands of “when” and comparatives • Consonants

• Understands opposites “how” questions • Repeats with mastered: t, ing, r, l

• Understands all elaboration for

• Understands basic question repair Expressive: • Last residual speech

sequencing of time (Ex. errors overcome forms first, second, third) • Uses adverbial • Superlative (est)

conjuncts now, then, used (biggest) 5-6 Expressive: Expressive: Use of passive so, though; disjuncts years Reorganizations of sentences rare • Adverbial word lexical knowledge from emerges endings emerging syntagmatic (episodic) • Mastery of • Gives threats (slowly, faster) to paradigmatic exceptions to basic and insults (semantic) networks grammatical rules • Issues promises • Average expressive begins • May give praise vocabulary size if 3,000 • Produces short to 5,000 words passives with lost, • Describes location or left, and broken movement • All pronouns • Names basic colors used • Can state similarities and consistently differences between • Syntax nearly fully objects developed

Receptive: Expressive: Receptive: Receptive: Expressive: 6-7 • Comprehends a • Use of passive • Is able to make • Understands basic • Identifies syllables minimum of 20,000 sentences emerges judgments about morphophonemic years words whetherthere is enough alterations related • Masters rule for /s/, • Mastery of information contained to plurality /z/ pluralization toexceptions basic grammatical ina message or not rules begins

Expressive : Expressive: • Is able to • Reorganizations of • Comprehends Expressive: • Fairly consistent manipulate sound lexical knowledge from parallel embedding, • Narrative are true use of most units to rhyme and syntagmatic (episodic) imperative “stories” with morphological produce stems to paradigmatic commands, -man and central focus, high markers • Consonants mastered: (semantic) networks –er suffix point, and /θ/, /ʃ/, /ʃh/, /j/ • Average expressive •Uses many plural resolution • Irregular vocabulary size if 3,000 nouns comparatives used to 5,000 words • Perfect tense have • Uses and more frequently (ex. •Uses left/right, and understands most good, better, best) back/front had emerging deictic terms • Continued • Shifts from single-word to multiword definitions improvement on irregular Receptive: Receptive: Receptive: Receptive: Expressive: • Some words are • Understanding of •Begin to understand • Mastered the use of – • Articulation is mostly understood to have passive sentences jokes and riddles based er error-free multiple meanings Expressive: on sound similarities suffix • Some difficulty with Expressive: Literate language • Recognizes non- • Comprehends because complex words may

School and syntax needed for literal • Comprehends persist experience introduce academic meanings in indirect parallel • Recognizes new words not participation requests embedding, imperative unacceptable sound encountered in develops Expressive: commands, -man and – sequences conversations • A few errors in noun • Stories contain er 7-8 phrases persist complete episodes suffix • /ð/, /v/, /s/, /z/ are • Pronouns use • Follows adult with internal goals, Expressive: mastered years anaphorically to refer ordering motivations, and • Follows adult to nouns previously of reactions of ordering named characters of adjectives • Word definitions • Some multiple- include synonyms and episode categories stories appear • Capacity for • Language is used to production of establish and maintain figurative language social status increases

• Increased perspective- taking allows for more successful persuasion

•Provide conversational repairs by defining terms or giving background information

• Can perform successfully in simple referential communication tasks Receptive: Expressive: Receptive: Receptive: Expressive: • Comprehends Syntax used in school • UnderstandsSustains jokes • Comprehends and uses • Is able to produce all approximately 18,000 texts is more complex concreteand topics tell and promise American English words (8-9 years) than that used in oral riddles based on • Comprehends and uses sounds and blends • Comprehends language lexical ask • Begins approximately 30,000 • Use of word order • Comprehends because considering words (9-10 years) variations increases in Expressive: consistently others’ intentions • Can follow written • Stories include 8-10 complex, embedded directions • Understands and Expressive: • Uses full passives difference years interactive episodes Vocabulary used in (80% of children) between definitely, school texts is more • Uses –er suffix to probably, and possibly abstract and specific mark •Understand jokes and • Is able to judge than that used in initiator of an action riddles based on grammatical conversations (teacher) lexical correctness separate •Is able to judge ambiguity from semantics • Sustains topics through several turns • Addresses perceived

grammatical source of breakdown in • Students are expected corrections repair Expressive: to acquire new separate from • Produces all • Morphophonological information from semantics elements knowledge develops written texts • Uses pronouns to of story and • Can explain refer is used in spelling relationships between to elements outside meanings and multiple- immediate sentence meaning words • Begin using adverbial conjuncts (4% of utterances contain them) • Most common idioms understood • Has generally completed most of the syntagmatic- paradigmatic shift • Begins to interpret psychological states described with physical terms (cold, blue) but misinterprets

References

American-Speech-Language-Hearing Association. (2011). How does your child hear and talk?. Retrieved from

http://www.asha.org/public/speech/development/ chart.htm

American-Speech-Language-Hearing Association. (2011). Your child’s communication development. Retrieved from from

http://www.asha.org/public/speech/ development

/communicationdevelopment.htm

Gard, A., Gilman, L., & Gorman, J. (1993). Speech and chart (2 ed.). Austin, TX: Pro-Ed.

Owens, R. (2012). Language development: An introduction (8th ed.). Boston, MA: Pearson.

Paul, R. (2007). Derivational Morphology. Language disorders from infancy through adolescence (3rd ed.). St. Louis, MI: Mosby.