Advantages And Disadvantages Of Late Talkers

By two years their speech will begin to develop as they start to respond and understand more words when they

Early identification of speech, language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible, to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and communication skills for children’s later achievements is now well documented and the need to provide support for children at this early stage is so that they can achieve their full potential. This means recognising a child’s difficulty quickly:

At around 1 year, they may be starting to utter their first words ‘mama’ or ‘dada’. They will learn to put words together by the time they are 2 years of age and they may know up to 200 words. Between 2 and 3 they will start using plurals and negative. Their grammar may not always be correct. They could say ‘I throwed it’ and you could reply with ‘you threw it did you?’ This is a way of correcting what they are saying, without actually telling them that they are wrong and should say it this way.

2-3 years children will be saying sentences and communicating successfully. Although they will still make mistakes with there grammar such as ; i eaten it, i drawed it.

Communication development 0-3 years listening to parents and practitioner and starting to recognise their name by 1 and half they should be able to say mama dada ect and start to join in with rhymes such as twinkle twinkle little star. At the age of 3 they should be able to say at least 200 words. If the child has a speech problem then we use 100 words pictures and sign language to see what they know.

As you work with 3-year-old Effie, you keep track of all the new words she uses. You find that, on average, Effie uses two or three new words every week over a period of several months. Based on this information, Effie’s language development:

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. It is essential that speech, language and communication delays and disorders are noticed early so the relevant interventions can be used to support the child or young person. Answer the questions below.

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

They focused on the effectiveness of the treatments for preschool children with language delays. Specifically, the direct language treatment was analyzed for syntax acquisition and generalization. This study utilized 44 preschool children from 38 months to 69 months. M.K fits within this range of children because she is 43 months old. Research indicated that this treatment was conducted for a period of 32 weeks, for 2 hours sessions, five days a week. The children were seen in both classroom and clinical settings. Conducted in a language instructional format, this procedure was initiated by the teacher, incorporating imitations of lengthened utterances for appropriate responses to stimuli(Cole & Dale, 1986). A significant difference was found in from pretest to post-test in all measures, in particular, the mean length utterance (MLU). Language quotients increased significantly from 74.1 to 82.0 with a p-value equal to .01. Direct Language Instruction is a good choice for intervention, but not the best selection for K.M and her family dynamics because it focuses mainly on syntax acquisition, the sessions are too intensive during the day and it does not allow for her to incorporate this in her limited schedule with her two

3121). For example a six year old may be speaking at the norm of a four year old; all speech is in tack but development is lagging. It is noted that boys are at an increased risk of speech and language delay by three to four times more than girls (American Family Physician, 1999, pg. 3121). It is also estimated that 2% to 19% of preschoolers suffer from some sort of language deficiency (CASLPA, 2012). Phonology (the appropriate speech sounds of the language spoken) and stuttering may include 1% to 4% of defined speech issues. It is also important to note that there is a 20% to 40% risk factor of speech problems among those children with a family history (CASLPA, 2012).

around the age of 18 months, and continues until they begin uttering their own original phrases and

If a child has a language delay, then they will not develop language skills as fast as their peers. This means that a language delay is associated with development issues. However, most are able to catch up with everyone else by the time they get to preschool. In the article I found, from the National Institute on Deafness and Other Communication Disorders, it describes a Specific Language Impairment as a disorder of language in which the accomplishment of language skills is delayed in children exhibiting no hearing loss or no other developmental delays. This means a Specific Language Impairment is not related to development. Further, according to the article I found, a Specific Language Impairment has effects that will last through adulthood,

When children experience early speech difficulties they tend to be at risk later on. By being susceptible to language skills early on allows the child (ren) to be more proficiency and react in a way that contributes to them being able to express themselves in a way that causes them to use a variety of different phonemes and at the same time mix and maneuver other language and literacy skills. Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000).

The developmental stages of language are; pre-linguistic stage, one-word stage, two or three-word utterances, more complex sentences, further development between 3-4, and further development between 4 and 5. In the pre-linguistic stage from birth to 1 year, babies can tell the difference between voices and other sounds, they can start to use sounds such as ‘dadadadada’ or ‘mamamamama’. In the one-word stage from 12 to 18 months young children can have a variety of