Language Disorders Flashcards
Milestones- 1 yr
Phonology—The one-year-old can produce vowels and can make the early consonants. S/he will have p, b, or m and t, d, or n and h or w. Approximately, 25% of what they say will be intelligible to an unfamiliar listener.
Morphology—The one-year-old will be able to talk mainly about the here and the now. S/he will use word approximations. The words s/he will use will be mostly free morphemes about home, daycare, family, food, pets, toys and their daily life.
Syntax—The one-year-old can use one word sentences. Most words will be approximations.
Semantics—The one-year-old’s vocabulary will be mostly about the here and now. Some examples of words are “no”, “hi”, “bye”, “mama”, “dada”, etc. S/he can understand more words than s/he can say.
Pragmatics—The one-year-old will begin engaging in turn taking and reciprocal vocal play. S/he will begin making eye contact and responding differently to those around him/her. The child will use sounds and word approximations to get attention and needs met.
Milestones 2yrs
Phonology—The two-year-old will have vowels and consonants p, b, and m and t, d, and n and h and w. S/he will be intelligible 50% of the time to an unfamiliar listener.
Morphology—The two-year-old will still mostly talk about the here and now. S/he will begin to use the bound morpheme for the present progressive “-ing”. The child will also begin to use “in” and “on” and regular plural “s” endings. The possessive “s” will also begin to emerge at this age.
Syntax—The two-year-old will have two word sentences.
Semantics—The two-year-old will still talk mostly about the home life and the here and now. Use of “in” and “on” and simple descriptive words, such as big, hot, etc., begin to emerge around this age.
Pragmatics—The two-year-old will use conversation mainly to get needs met, but also adds in some new uses. S/he will begin to use greetings and respond to adults when talked to. The child will also begin to ask questions. Children at this age often will engage in parallel play, where they play beside each other but may not interact.
Milestones 3yrs
Phonology—The three-year-old will have the vowels, p, b, m, t, d, n, h, w and will begin to use k or g. S/he will be intelligible to an unfamiliar listener 75% of the time.
Morphology—The three-year-old will have the same skills as the one and two-year-old. S/he will also be adding more free morphemes about their life. The child will use “-ing”, possessive “s” and the verb “is”. Articles such as “a” and “the” will begin to emerge. The regular past tense “-ed” and irregular past tense “went” begin to formulate. S/he will begin to use helping verbs, as well as the third person “s” on verbs.
Syntax—The three-year-old will use three word sentences. Different sentence structures such as questions, exclamations, commands and statements will begin to develop.
Semantics—The three-year-old is still talking about the here and now and themselves. However, s/he will begin to talk about the recent past. S/he will continue to add free and bound morphemes about life, home, school and the community.
Pragmatics—The three-year-old will be able to ask and answer questions. S/he will also be able to initiate and respond to different topics of conversation. The child will begin to engage in group and pretend play.
Milestones 4 yrs
Phonology—The four-year-old can use the vowels, p, b, m, t, d, n, h, w, k, and g. Additionally, f and y will begin to emerge. S/he will be intelligible to an unfamiliar listener 90% of the time.
Morphology—The four-year-old will have similar word structures to the three-year-old, but will begin to use them with more consistency.
Syntax—The four-year-old will use five or more words within a sentence. The child will begin to use more varied types within conversation.
Semantics—The four-year-old will have all of the same vocabulary as the three-year-old but will add some academic language. This will include colors, shapes, number, and quantity words. S/he will begin to understand the concept of letters and the alphabet.
Pragmatics—The four-year-old will be able to start and maintain conversations, as well as ask and answer questions. S/he will also be able to change topics during conversation. The four-year-old will begin cooperative play and work on turn taking and sharing. S/he will also be able to follow rules in order to play games.
Milestones 5yrs
Phonology—The five-year-old will have the vowels, p, b, m, t, d, n, h, w, k, g, f, y and v. L or r, th or sh, ch or j will begin to emerge. S/he will be intelligible to an unfamiliar listener 100% of the time.
Morphology—The five-year-old will have the same morphology as the four-year-old but will be able to use it with more proficiency and accuracy. S/he will have the past, present and future tense and begin to use the term “if” for the conditional tense. The child will begin to use prepositions and indefinite pronouns, such as “any”, “few”, “many”. S/he will also use superlatives (-er, -est).
Syntax—The five-year-old will have complete and grammatically correct sentences. Many of the sentences will be very long and s/he will utilize varied sentence types.
Semantics—The five-year-old will continue to utilize academic language. S/he will also begin to add more vocabulary about time and space.
Pragmatics—The five-year-old will begin to use vocabulary about their feelings and emotions.
Milestones- early school age
Phonology—In this age range, the child will have the vowels, h, w, p, b, m, t, d, n, k, g, f, v, y, ch, th, sh, l, r, s, or z. The child may still have a lisp at this stage, but most other phonological processes should be gone. S/he will begin to associate reading letters to phonological sounds.
Morphology— The child will continue learning academic language and how to read, write and spell. They will continue to perfect different word endings, and begin to use prefixes.
Syntax—Sentences will be long and varied for the early school age child. S/he will continue to experiment with different sentence types, adding compound.
Semantics—The early school age child will mainly focus on academic language and school subjects.
Pragmatics—S/he will begin to learn classroom rules and work on following multistep directions. The child will continue to engage in appropriate play with peers, as well as turn taking. S/he will be able to stay longer on one topic and can easily explain and recall past events
Milestones- late school age
Phonology—In this age range, the child will have the vowels, h, w, p, b, m, t, d, n, k, g, f, v, y, ch, th, sh, l, r, s, and z. S/he will begin learning different sounds and pronunciations for reading new topics.
Morphology—Word structures tend to shift to multisyllabic words. Additionally, word types begin to be varied and related to language arts, science and math.
Syntax—The child will able to say and read much longer text lengths. S/he will use long, complex and compound sentences. These sentences will involve dependent and independent clauses of varied types.
Semantics—The late school age child will use academic language in order to learn new information. In these years, there is a shift towards science and math, but there is still an emphasis on the language arts.
Pragmatics—At this age, the child will develop stronger narrative skills and be able to remember and recall specific details in order. S/he will continue to engage in cooperative play, learn new rules and develop close relationships.
Gardner’s Multiple Intelligences Theory
states that different people possess different types of intelligences and can learn through various methods accordingly. The different intelligences are linguistic, logical, musical, spatial, bodily, interpersonal, intrapersonal and naturalist. Using those methods most appropriate to a person, development will blossom.
Piaget’s Theory of Cognitive Development
focuses on how children learn differently from adults. This theory states that there are four stages of learning. The first stage, sensorimotor is from birth to 2 years and focuses on how an infant explores the world through sensory and motor contact. The second stage, preoperational, is from 2-6 years and focuses on the use of symbols to represent objects and the beginning of imagination. The third stage, concrete operational, is from 7-12 years and adds in logical thinking and mathematics. The final stage is from 12 years into adulthood and shows the development of abstract ideas and hypotheticals.
Vygotsky’s Theory of Language Acquisition
Vygotsky’s Theory of Language Acquisition has a strong emphasis on sociocultural context. It states that language plays a powerful role in shaping thought and helps develop intellect. Unlike Piaget, there are no stages of development in this theory. A more knowledgeable other must be present to teach children how to learn language. Another emphasis is on the zone of proximal development and what a person can do with or without help. Learning must come first and then development will occur. Peer interaction and play are critical to child development and reasoning. The child must engage in self talk as well, to help them overcome obstacles.
Syntax assessment tasks
Expressive: Output:word order
(produce grammatically correct sentences)
Use subject verb agreement
Receptive: Identify parts of speech in written text
Identify when subject and verb agree/don’t agree in sentences
Morphology assessment tasks
Expressive: Use of plurals, use of past tense -ed
Receptive: Identify plural markers, identify changes in verb tense
Phonology assessment tasks
Expressive: Produce rhyming words, produce words that start/end with the letter ___
Receptive: Identify rhyming words, identify words that start/end with the letter ___
Semantics assessment tasks
Expressive: Produce animal names/sounds, names of places, words in a given category
Receptive: Identify animal names/sounds, names of places, words in a given category
Pragmatics assessment tasks
Expressive: Use eye contact in conversation, use greetings in appropriate context
Receptive: Identify feelings based on a presented picture
Scaled score
The result of some transformation applied to the raw score to report scores from all examinees on a consistent scale. Used to equate tests with multiple forms of varying difficulty.
Z-score
Scaled on a number line ranging from -4 to 4 with zero being in the middle. On this scale, zero is average. Positive scores are above average, and negative scores are below average.
Stanines
Also called the standard nine scale. Scores range from 1 - 9 with five being average. Scores below five are below average. Scores above five are above average.
Standard scores
Standard scores are used in norm-referenced assessment to compare one student’s performance on a test to the performance of other students her age. Normal limits of functioning encompass three classification categories: low average (standard scores of 80–89), average (standard scores of 90–109), and high average (110–119).
IQ scales
130+: very superior 120-129: superior 110-119: high average 90-109: average 80-89: low average 70-79: borderline <70: extremely low
Percentile ranks
Indicates the percentage of individuals in the norm group that scored below a particular score. For example, a student who earned a standard score of 100 performed at the 50th percentile. This means that the student performed as well as or better than 50% of same-age peers from the general population. A standard score of 90 has a percentile rank of 25. A student who is reported to be at the 25th percentile performed as well or better than 25% of same-age peers.
