NORMAL LANGUAGE DEVELOPMENT

1. NORMAL LANGUAGE DEVELOPMENT Maryjane Palmer Speech-Language Pathologist Slingerland Director

2. Language Is a code whereby ideas about the world are represented through a conventional system of arbitrary signals for communication. Bloom & Lahey, 1978

3. Four domains of language • Phonology • Grammar • Semantics • Pragmatics

4. Phonology • The ability to produce, discriminate, and manipulate specific sounds of a given language

5. Grammar • The underlying rules that organize any specific language • Composed of both morphology and syntax • Morphology studies the smallest word unit that impacts on meaning • Syntax governs types of words, word order, rigidity of order, formulation of questions or a negation

6. Semantics • The study of meaning • Vocabulary • Lexicon are entries that are organized in the mental dictionary according to well-defined rules

7. Pragmatics • Rules of conversation, narrative discourse, communicative intents

8. Language at birth • Language acquisition depends on the environment • Neither hemisphere is committed to any specific job • Begins with development of auditory sensory channel • Begins concept building through body movement, observation of changes from regularities and consistencies in environment • Interprets tone of voice

9. Hearing & Understanding Startles to loud sounds Quiets or smiles when spoken to Increases or decreases sucking behavior in response to sound Talking Makes pleasure sounds (cooing, gooing) Cries differently for different needs Smiles when sees mom Birth-3 monthswww.asha.org/public/speech/development

10. Hearing & Understanding Moves eyes in direction of sounds Responds to changes in tone of voice Notices toys that make sounds Pays attention to music Talking Babbling sounds more speech-like with many different sounds including p, b, m Chuckles and laughs Vocalizes excitement and displeasure Makes gurgling sounds when left alone and playing with you 4-6 months

11. Hearing & Understanding Enjoys games like peek-a-boo Turns and looks in direction of sounds Listens when spoken to Recognizes words for common items like cup, shoe Begins to respond to requests Talking Babbling both long and short sounds Uses speech and noncrying sounds to get attention Uses gestures to communicate Imitates different speech sounds Has one to two words dog, dada, mama although sounds may not be clear 7 months-1 year

12. Integration of the auditory channel with the kinesthetic modality occurs from the triggering of the motor/muscle response with previously heard and experimented sounds

13. Hearing & Understanding Points to a few body parts when asked Follows simple commands and understands simple questions Listens to simple stories, songs, and rhymes Points to pictures in a book when named Talking Says more words every month Uses some 1-2 word questions (where kitty?) Puts 2 words together (more cookie) Uses many different consonant sounds at the beginning of words 1-2 years

14. Hearing & Understanding Understands differences in meaning (in-on) Follows 2 requests Listens to and enjoys hearing stories for longer periods of time Talking Has a word for almost everything Uses 2-3 words to talk about and ask for things Uses k, g, f, t, d, n sounds Speech is understood by familiar listeners most of the time Often asks for or directs attention to objects by naming them 2-3 years

15. Hearing & Understanding Hears you when you call from another room Answers simple who, what, where, and why questions Talking Talks about activities at school or at friends’ homes Uses a lot of sentences that have 4 or more words Usually talks easily without repeating syllables or words 3-4 years

16. Hearing & Understanding Pays attention to a short story and answers simple questions Hears and understands most of what is said at home and in school Talking Uses sentences that give lots of detail Tells stories that stick to topic Communicates easily with other children and adults Says most sounds correctly Uses same grammar as rest of family 4-5 years

17. Listening Follows 1-2 simple directions in a sequence Listen to and understand age-appropriate stories read aloud Follow simple conversation Speaking Answer simple yes/no questions Answer open-ended questions Retell story Participate appropriately in conversations Show interest in and start conversations Kindergarten

18. Listening Remembers info Responds to instructions Follows 2-3 step directions in a sequence Speaking Easily understood Answers more complex yes/no ? Tell and retell stories in a logical order Uses most grammar correctly Ask and respond to wh? Stay on topic and take turns in conversation Give directions Start conversations First Grade

19. Listening Follows 3-4 oral directions in a sequence Understands direction words Correctly answers questions about grade level story Speaking Use increasingly complex structures Clarify and explain words and ideas Give directions with 3-4 steps Use language to inform, persuade, and entertain Stay on topic, take turns, use appropriate eye contact in conversations Second Grade

20. Listening Listen attentively in group situations Understand grade-level material Speaking Participates in conversations and group discussions Uses subject-related vocabulary Summarize a story accurately Explain what has been learned Third Grade

21. Listening Listen to and understand info presented by others Form opinions based on evidence Listen for specific purposes Speaking Uses words appropriately in conversation Understand some figurative language Summarize and restate ideas Organize info for clarity Use subject area info and vocabulary Make effective oral presentations Fourth Grade

22. Listening Listen and draw conclusions in subject area Speaking Make planned oral presentations appropriate to the audience Summarize main points Report about info gathered in group activities Fifth Grade

23. Adolescent language • Low-frequency structures • Complex sentence structures using when, but, if, during, after, could, would, had+past tense • Transitional words such as although, even if, unless • Relative clauses using that and which • Prepositions modifying noun phrases • Multiple meanings, synonyms, and antonyms • Figurative language such as metaphors, idioms • Narrative abilities such as inferencing, flashbacks, retelling, metanarrative discussions, plans and goals

24. Language is a phenomenon • Myklebust refers to three functions of language • Inner which the baby makes sense of the environment • Receptive which is the child develops a concrete understanding of object-meaning then object-word • Expressive which the child expresses himself through words

25. Reading is NOT a phenomenon • It is learned • Enhances the verbal expression • Reading leads to written language • Oral language prior to reading and written language

26. Global Development of Normally Acquired Language FunctionBeth H. Slingerland Understanding and speaking auditory stimulus for input-output with concept and serves as the fundamental basis for Reading Visual stimulus for input with concept and serves as a Verbalized Expression fundamental basis for Auditory-concept stimulus For output as a part of Written expression Auditory-concept stimulus for output-input requiring spelling and writing as a part of COMPLETE AUDITORY-VISUAL-KINESTHETIC LANGUAGE FUNCTION