Speech and Speech and Language Language

DevelopmentDevelopment

Speech and Speech and Language Language

DevelopmentDevelopmentVielka Scott, MS CCC-SLPVielka Scott, MS CCC-SLPJanice Brown, MS CF-SLPJanice Brown, MS CF-SLP

Speech and Language

DevelopmentCommunication is the exchange of

information through various verbal or nonverbal actions.

• 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

DevelopmentPhonology:

The study of speech sounds, their patterns and sequences and the rules that dictate sound combinations to create words.

Speech and Language

DevelopmentFluency: 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

DevelopmentSemantics – the study of meaning

in a language

Syntax- the study of sentence structure

Morphology – the study of word structure

Speech and Language

DevelopmentPragmatics: 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 Frequency

Sound Frequency

Sound Frequency

/t/ 1st or 2nd

/th/ 8th or 9th

/b/ 18th

/n/ 1st or 2nd

/k/ 10th /y/ 18th

/r/ 3rd or 4th

/w/ 11th /v/ 19th or 21st

/s/ 3rd or 4th

/h/ 12th or13th

/th/ 20th or 21st

/l/ 4th or 9th /f/ 15th or 16th

/sh/ 20th or 21st

/d/ 5th or 6th /g/ 15th or 19th

/j/ 22nd

/m/ 6th or 8th

/p/ 16th /ch/ 23rd

/z/ 7th /ng/ 17th /er/ 24th

Speech IntelligibilityHow 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…

• 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

Sounds AGE CHILDREN BEGIN USING THE SOUND

AGE 90% OF CHILDREN ARE USING

THE SOUND

/p/, /m/, /h/, /n/, /w/

< 2 years 3 years

/b/ 2 years 4 years

/k/, /g/, /d/ 2 years 4 years

/t/, /ng/ 2 years 6 years

/f/ ,/y/ 2 years 6 months 4 years

/l/ 3 years 6 years

Articulation Development

Articulation Development

Sounds AGE CHILDREN BEGIN USING THE SOUND

AGE 90% OF CHILDREN ARE USING

THE SOUND

/r/, /s/ 3 years 8 years

/ch/, /sh/ 3 years 6 months

7 years

/z/ 3 years 6 months

8 years

/j/ 4 years 7 years

/v/ 4 years 8 years

/th/ 4 years 6 months

8 years

/zh/ 6 years < 8 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

ListeningSpeakingReadingWriting

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

• Syntax-morphology: – Child uses word combinations, has beginning phrase and sentence

structure; – Combines 3-4 words in subject-verb-object format; e.g., “Daddy throw

ball.”• Semantics:

– 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• Pragmatics:

– 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• Syntax-morphology:

– 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

• Semantics:– Comprehends up to 4200 words by 42 months– Uses 800 – 1500 words expressively– Labels most things in the environment

• Pragmatics:– 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• Syntax-morphology:

– Child speaks in complete sentences– Child uses comparisons

• Semantics:– Child uses concrete meanings and words but sometimes responds

to abstract ideas appropriately– Uses how and why– Can name items in a category

• Pragmatics:– 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• Syntax-morphology:

– Child increases understanding and use of complex sentences; decreases grammatical errors as sentences and vocabulary become more sophisticated

– Child uses all pronouns consistently• Semantics:

– Child defines objects by use – Child know functions of body parts– Child tells long stories

• Pragmatics:– Child can recognize a socially offensive message and reword it in

a polite form– Child modifies speech according to listeners needs

Does the Child’sEnvironment Play a Part?

Environmental situations…

oral stimulationvocabulary developmentlanguage deprivation

Facilitating language enriched classroom

environment?• 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