comd 307 final

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California State University, Fullerton *

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307

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Linguistics

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Apr 3, 2024

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Let’s assume you have completed a quality language sample for a typically-developing 5-year-old child; what would you expect them to know in each of the five areas of language: syntax, semantics, pragmatics, morphology, phonology? What resources did you use to determine this? What would you expect their overall speech intelligibility to be? If I had completed a quality language sample for a typically-developing five-year-old, I would expect them to meet the following expectations for their age group within these 5 categories of language. Pragmatics: The area of language that has the most dramatic linguistic growth is pragmatics, or language use. During this age, decentration increases and egocentrism decreases, which allow the child to understand multi-dimensional concepts and consider the perspective of others. From 5-6 years old, approximately 70% of all narratives consisted of anecdotal narratives (personal stories). Some other skills exemplifying social language I would expect the child to use are: using appropriate eye contact/body language, staying on topic, repairing a communication breakdown, still using direct hints, etc. Semantics: A five year-old’s expressive vocabulary is around 2,200 words, however their word definitions are often lacking. Overtime, children learn a plethora of new words from context, like reading a book. However, true semantic growth occurs from an understanding of synonyms (little), antomyn (big), and homonyms. We also see an increase of more specific spatial relational terms, so moving away from general terms (“here”, “there”) to environmental-based terms (“away from the window”) and (“top” “right”). More semantic skills the child should exemplify would be: naming objects, using time words, describing words, and possession words. Their connected speech should usually be connected, correctly sequenced, and on topic as well. Syntax/Morphology: Development of language form for early-school aged children mainly consists of the expansion of existing syntatic forms and acquiring new forms. It is characterized by gradual increases in length and complexity of utterances in both spoken and written communication. Therefore, a five year-old should speak in four to five word utterances aswell as combine two or more simple sentences together to create compound sentences. From a morphological standpoint, the child should be able to demonstrate use of tense markers (past, present, and irregular), pronouns (subjective, possessive, and objective), possessive markers (‘s), and use of articles (a, the). Children learn these morphological rules by learning then comprehending word structure, for example “unreadable”, the child must know that “un” means not and is a prefix while “read’ is the root, and “able” means to do. Phonology: By the age of 5, children should be able to identify and segment multisyllabic words into syllables. They should also be able to know when words rhyme or do not rhyme, recite the letters of the alphabet, and identify the first sound of a spoken word (dog begins with “d”). Their speech should be relatively fluent, with a few errors here and there. By now they should have mastered stops like /b/ /p/, and are now working on fricatives like /th/. Their voice should also be clear, with appropriate prosody. Speech intelligibility: The child’s overall speech integibillity would fall right around 98-100%. This number may decrease if the context is unknown 95-97%, however it should not be under 90%.

Sources: I received my information from the powerpoint slides on canvas, the language sample checklist, and our textbook “Language Development: An Introduction. Why do speech therapists emphasize early intervention? What's the risk if we dont offer early intervention for a child with a language delay? Explain how communication develops from birth to two word sentences? Explain their receptive and expressive skills that must be developed for a child to communicate. When does communication begin? What is the role of cognition and play in language development? Speech-language pathologists put an immense emphasis on early intervention because it is one of the most beneficial things you can do for a child who is at risk for developing a speech and/or language disorder. There are too many irreversible risks if intervention is not advocated for that child. It is our jobs as SLP’s to advocate for those with unmet communication needs, but also respect family perspectives at the same time. If a child who is a late-talker or hasn’t said their first word by 18 months, they could risk falling behind once they get to kindergarten, and have poor receptive and expressive language skills. Communication develops even before birth. Talking to your baby is incredibly beneficial, as they can hear what you are saying to them in utero. After they are born, they are constantly picking up different sounds from their environment. During that first year, infants are actively encoding the sounds of his/her native language and organizes them into sound patterns. By 6-7 months, an infant begins repuplicated babbling (CV-CV repetitions). From 8-10 months, children play with variegated babbling by mixing different sounds. At 12 months, most children should be saying their first word, which is usually a noun, then comes recurrence (more), and negation (no). By their second-year (24 months), children should be putting two word utterances together. A child is deemed a late talker if they havent said their first word by 18 months and have less than 50 words in spoken vocabulary by 24 months. The receptive skills that are needed for a child to communicate is the ability to sustain attention for a certain amount of time. By 2 months, the infant exhibits selective attention and can remain unresponsive to some background stimuli. Increased memory allows evocation of familiar faces, objects, and sounds. Joint-attention is also crucial for communication development, the action of the child pointing to the object, the caregiver looking at the object and then back to the child with an engaging response. Babies can follow simple directions around 10 months of age. As cognition continues to develop, infants hear and see repeated stimuli which results in habituation.

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