Language and Communication

• Definitions• Developmental scales• Communication

disorders• Speech Disorders• Language Disorders• Interventions

Language and Literacy Connection

• http://link.brightcove.com/services/player/bcpid4250110001?bctid=587336352001

Video connecting B-3 language and literacy

• http://dww.ed.gov/Preschool-Language-and-Literacy/topic/index.cfm?T_ID=15

US DOE site on language and literacy

• http://www.ldonline.org/article/6313/

language milestones

Definitions• Speech- behavior of producing a language code by

making appropriate vocal sound patterns.• Involves respiration; phonation; resonation; articulation

• Communication- exchange of ideas and information• Paralinguistic or nonlanguage sounds and nonlinguistic cues

• Language- common system used by people for giving meaning to sounds, words, gestures, and other symbols

• Phonology- linguistic rules of the 45 phonemes• Morphology- basic units of meaning combined into words• Syntax- rules governing arrangement of words into sentences• Semantics- how people use language to convey meaning• Pragmatics- rules on how language is used (e.g. turn taking)

Speech and Language Dvlpmt(0-2 years)

• Birth to 6mos– Crying; comfort sounds; vowel sounds; reacts to voices; follows

sound

• 6 to 12 months– Differentiated babbling; develops voice inflections; responds to

“bye-bye” and “no”

• 12 to 18 months– Poor pronunciation; points with possible word

connection; responds to simple commands

• 18 to 24 months– Echolalia; large growth in acquisition and speech; receptive

vocab up to 1000 words by age 2; distinguishes common objects

Speech and Language Dvlpmt(2+ years)

• 2 to 3 years– Expressive vocab up to 900 words with 3-4 words sentences;

participates in conversation; identifies colors, plurals; tells stories; follows commands; uses most vowels and consonants correctly

• 3 to 4 years– Speaks rapidly; asks many questions; longer sentences;

understands concepts such as secret, bigger, funny; substitutes real words for invented ones; repetitions and hesitations are normal.

• 4 to 5 years– Vocab up to 1500 words and sentences 5 words; modifies speech

for listener; recites poems and sings songs from memory

• 5 years plus– Complex forms of English; Blends and consonant sounds

mastered at age 7-8; grammar and speech patterns match those in frequent contact

Communication Disorders

• When- stuttering, impaired articulation, language impairment, or voice impairment which adversely affects educational performance

• Common concerns– Substitutions; distortions; omissions; additions;

cluttered fluency; stuttering; phonation distortions; resonance (hyper or hyponasal)

• Receptive language disorder- difficulty with sequences or directions

• Expressive language disorder- limited vocabulary, incorrect tenses or plurals that make it difficult to express one’s self.

Assessment of Language Disorders

• Conversational Analysis– Role of Listener– Role of Speaker

• Narration Analysis– Comparison of story to retelling

• Writing Analysis– Writing Process– Writing Product

• Problem Solving– Alternative approaches to expression

Interventions• Create numerous opportunities for desired child

responses (holding up a toy and asking “What do you want?”

• Encourage responses and attempts http://sign2me.com/video.php

• Structure adult responses to a child’s communication (e.g., the child points outside and says “Come wiff me” and the adult responds “I’ll come with you.”)

• Give student choices and elicit responses• Set up naturalistic situations with unexpected ones• Provide interesting materials• For preparation in reading, see strategies on

phonological awareness.

Sum it up

• How can a receptive language disorder affect a student’s education?

• How can an expressive language disorder affect a student’s education?

• How can receptive difficulties lead to expressive difficulties?

• How can modeling help with communication disorders?