That’s Easy For You to Say The Amazing Acquisition of Oral Language in Preschool Children Glenn Weybright, M.S., CCC-SLP Oregon Branch, The International

That’s Easy For You to SayThat’s Easy For You to Say

The Amazing Acquisition of Oral Language in The Amazing Acquisition of Oral Language in Preschool ChildrenPreschool Children

Glenn Weybright, M.S., CCC-SLPGlenn Weybright, M.S., CCC-SLP

Oregon Branch, The International Dyslexia Oregon Branch, The International Dyslexia AssociationAssociation

Corvallis, Oregon: Friday, February 22, 2008Corvallis, Oregon: Friday, February 22, 2008

What is Language?What is Language?

• A set of agreed-upon symbols used A set of agreed-upon symbols used to send and receive messagesto send and receive messages

• Symbol types: written words, Symbol types: written words, pictures, spoken words, American pictures, spoken words, American Sign Language signs, movements of Sign Language signs, movements of a signal flag or…..a signal flag or…..

Language Can be Oral or Language Can be Oral or WrittenWritten

• Oral language: receiving through Oral language: receiving through hearing and sending through speechhearing and sending through speech

• Written language: receiving through Written language: receiving through reading and sending through reading and sending through spelling/writing spelling/writing

What is Speech?What is Speech?

• The act of shaping air from the lungs The act of shaping air from the lungs to make soundsto make sounds

• One type of delivery system for the One type of delivery system for the language messagelanguage message

Understanding and Using Oral Understanding and Using Oral LanguageLanguage

• Children innately “wired” to learn to Children innately “wired” to learn to talktalk

• No direct, deliberate teaching No direct, deliberate teaching requiredrequired


• There are language prerequisitesThere are language prerequisites

Prerequisites for Language Prerequisites for Language DevelopmentDevelopment• An intact nervous systemAn intact nervous system

• Adequate hearingAdequate hearing

• Exposure to the language to be learnedExposure to the language to be learned

• InteractionInteraction

• Leading to…Leading to…


• By age five years, the typically-By age five years, the typically-developing child has mastered the developing child has mastered the essentials of language and is able to essentials of language and is able to communicate with adultscommunicate with adults

Oral Language ComponentsOral Language Components

• Receptive languageReceptive language

• Expressive languageExpressive language

• Articulation/PhonologyArticulation/Phonology

• FluencyFluency

• Language pragmaticsLanguage pragmatics

Receptive LanguageReceptive Language

• Language comprehension Language comprehension

• The hidden part of the icebergThe hidden part of the iceberg

• Learning a word’s meaning Learning a word’s meaning receptively precedes its use receptively precedes its use expressivelyexpressively

Receptive LanguageReceptive Language

• Auditory processingAuditory processing– Can refer to the act of processing: going Can refer to the act of processing: going

through the required steps to decode an through the required steps to decode an incoming messageincoming message

– Can refer to various auditory processes: Can refer to various auditory processes: auditory memory, auditory auditory memory, auditory discrimination, auditory figure ground, discrimination, auditory figure ground, sound localizationsound localization

Receptive Language: Receptive Language: Understanding What is SaidUnderstanding What is Said

• Receptive vocabularyReceptive vocabulary

• Expressive vocabularyExpressive vocabulary

Receptive Language Receptive Language Development HighlightsDevelopment Highlights

• 6 to 12 months:6 to 12 months: Follows line of regard. Follows line of regard. Responds to “no.” Responds Responds to “no.” Responds differentially to a variety of sounds. differentially to a variety of sounds. Responds to name.Responds to name.

• 1 to 2 years: Responds to “show me the1 to 2 years: Responds to “show me the (object, picture, body part).” Will follow (object, picture, body part).” Will follow

one-part commands (when in the mood).one-part commands (when in the mood).


• 2 to 3 years: Will demonstrate 2 to 3 years: Will demonstrate understanding of modifiers. Will understanding of modifiers. Will identify objects by function. Will identify objects by function. Will respond to prepositions. respond to prepositions. Demonstrates understanding of Demonstrates understanding of pronouns.pronouns.

Receptive Language Receptive Language HighlightsHighlights

• 3 to 4 years. Will follow a two-part 3 to 4 years. Will follow a two-part command. Understands categories. command. Understands categories. Will identify colors and number Will identify colors and number concepts to three. Responds to more concepts to three. Responds to more prepositions. Demonstrates prepositions. Demonstrates understanding of adverbs.understanding of adverbs.


• 4 to 5 years. Follows a three-part 4 to 5 years. Follows a three-part unrelated command. Identifies unrelated command. Identifies number concepts to five. Begins to number concepts to five. Begins to understand time.understand time.


• 5 to 6 years. Understands sequence. 5 to 6 years. Understands sequence. Understands words like “half/whole, Understands words like “half/whole, same/ different” and “if.” same/ different” and “if.” Understands opposites. Understands opposites. Phonological awareness begins: the Phonological awareness begins: the ability to think and talk about the ability to think and talk about the sounds of language.sounds of language.

Expressive Language: Expressive Language: Language UseLanguage Use

• Sentence lengthSentence length

• Grammar and syntaxGrammar and syntax

• Expressive vocabularyExpressive vocabulary

• Sentence contentSentence content

Expressive Language Expressive Language HighlightsHighlights

• 6 to 12 months. Looks at parent and 6 to 12 months. Looks at parent and then points to desired items to then points to desired items to requestrequest

• 12 months. First words.12 months. First words.


• 18 months. May use 20 words.18 months. May use 20 words.

• 18 to 24 months. May use up to 50 18 to 24 months. May use up to 50 words, begins to use 2 word phrases.words, begins to use 2 word phrases.

• 24 months. May use 150 to 300 24 months. May use 150 to 300 words.words.

Expressive Language Expressive Language HighlightsHighlights• 2 to 3 years. Uses 500 words. Begins to 2 to 3 years. Uses 500 words. Begins to

ask questions; begins to use phrases to ask questions; begins to use phrases to answer “what” questions. Begins answer “what” questions. Begins imaginary play. Uses one or two imaginary play. Uses one or two prepositions. Begins to learn pronouns prepositions. Begins to learn pronouns “me, I, my, mine.”“me, I, my, mine.”

• 3 years. Is using on average 3 to 4 words 3 years. Is using on average 3 to 4 words per sentence. per sentence.


• 3 to 4 years. Uses “I, you, me” correctly. 3 to 4 years. Uses “I, you, me” correctly. Answers “who, what, where, when” Answers “who, what, where, when” questions. May use 900 to 1000 words. questions. May use 900 to 1000 words. Begins primitive narratives with one Begins primitive narratives with one character, attributes, cause and effect.character, attributes, cause and effect.

• 4 years. Begins to use the “to be” verb. Is 4 years. Begins to use the “to be” verb. Is using 4 to 5 words per sentence on average. using 4 to 5 words per sentence on average. Begins to consistently use complete Begins to consistently use complete sentences.sentences.

Expressive Language Expressive Language HighlightsHighlights• 4 to 5 years. Begins to use compound and 4 to 5 years. Begins to use compound and

complex sentences. Uses regular past tense complex sentences. Uses regular past tense correctly. Lengthy narratives have a central correctly. Lengthy narratives have a central character and events; may mix fact and character and events; may mix fact and fiction. fiction.

• 5 years. Most sentences have correct 5 years. Most sentences have correct grammar and syntax. True narratives begin grammar and syntax. True narratives begin with sequence, characters, linked events, and with sequence, characters, linked events, and cohesive language.cohesive language.

Challenges to Fluency: Challenges to Fluency: Developmental StutteringDevelopmental Stuttering

• Disfluent speech may occur between 2 and 5 Disfluent speech may occur between 2 and 5 years but especially between 2.5 and 3.5 years but especially between 2.5 and 3.5 yearsyears

• Involves the “sinc” ing of language and speechInvolves the “sinc” ing of language and speech

• In some children, the desire to use language In some children, the desire to use language leaps ahead of the motor ability to send the leaps ahead of the motor ability to send the language messagelanguage message

Challenges to Fluency: Challenges to Fluency: Developmental StutteringDevelopmental Stuttering

• Most typically-developing children who go Most typically-developing children who go through developmental stuttering will be through developmental stuttering will be disfluent for one to three months then disfluent for one to three months then return to fluencyreturn to fluency

• The speech disorder of stuttering also The speech disorder of stuttering also begins in this preschool periodbegins in this preschool period

• How we make the differential diagnosisHow we make the differential diagnosis

PhonologyPhonology

• The speech sound system of a languageThe speech sound system of a language

• Children at birth have the potential to Children at birth have the potential to make all sounds of all languages, but…..make all sounds of all languages, but…..

• American English has sounds not found American English has sounds not found in other languages and there are sounds in other languages and there are sounds in other languages not found in Englishin other languages not found in English

PhonologyPhonology

• Children learning to talk sort out the Children learning to talk sort out the sounds needed in their language and sounds needed in their language and discard those not needed.discard those not needed.

• They study their language and learn They study their language and learn its rulesits rules

PhonologyPhonology

• In American English, voiceless stops In American English, voiceless stops are combined with /s/; voiced stops are combined with /s/; voiced stops are notare not

• The sound “h” is not used at the end The sound “h” is not used at the end of a word and the sound “ing” is not of a word and the sound “ing” is not used at the beginning of a wordused at the beginning of a word

PhonologyPhonology

• Phonological processes are rules Phonological processes are rules some children use to simplify speech some children use to simplify speech

• Final consonant deletion, weak Final consonant deletion, weak syllable deletion, and cluster syllable deletion, and cluster reductions are examplesreductions are examples

PhonologyPhonology

• Using the process of final consonant Using the process of final consonant deletion, the child may drop the “t” deletion, the child may drop the “t” sound in “hat”sound in “hat”

• He may however be able to He may however be able to articulate, or produce the “t” sound articulate, or produce the “t” sound in the initial position in words.in the initial position in words.

PhonologyPhonology

• Most children will drop the use of Most children will drop the use of these rules by age 5these rules by age 5

• A phonological disorder occurs when A phonological disorder occurs when a child uses one of more of the a child uses one of more of the simplifying rules longer than age-simplifying rules longer than age-level expectationslevel expectations

ArticulationArticulation

• The act of shaping air from the lungs The act of shaping air from the lungs to make sounds.to make sounds.

• Speech sounds develop in order from Speech sounds develop in order from those easy to articulate to those those easy to articulate to those more complex to articulate. more complex to articulate.


• The ability to physically produce The ability to physically produce speech sounds speech sounds

• Improves with ageImproves with age

• Certain sounds are expected at Certain sounds are expected at certain agescertain ages


• Most vowels are learned by age two.Most vowels are learned by age two.

• A word about vowelsA word about vowels

• The first consonants typically mastered The first consonants typically mastered are bilabials “p, b, m”are bilabials “p, b, m”

• A word about masteryA word about mastery


• A word about consonant pairs and A word about consonant pairs and voicingvoicing

• Speech sounds “t, d, k, g, f, v, n, w,” Speech sounds “t, d, k, g, f, v, n, w,” are typically mastered by age fourare typically mastered by age four

• A word about speech-motor complexity A word about speech-motor complexity


• Speech sounds “l” and “y” are Speech sounds “l” and “y” are mastered by age fivemastered by age five

• A word about initial “ing” and voiced A word about initial “ing” and voiced initial “sh”initial “sh”

• Speech sounds “s, z, sh, ch, j, are Speech sounds “s, z, sh, ch, j, are mastered by age sixmastered by age six


• Speech sounds voiced and voiceless Speech sounds voiced and voiceless “th” are mastered by age seven“th” are mastered by age seven

• The complex consonant and semi-The complex consonant and semi-vowel “r” is mastered by age eightvowel “r” is mastered by age eight

• A word about consonant clustersA word about consonant clusters


• Do articulation errors show up Do articulation errors show up consistently as later spelling errors?consistently as later spelling errors?

IntelligibilityIntelligibility

• How much of the child’s speech is How much of the child’s speech is understandable?understandable?

• There are expectations at each age There are expectations at each age level.level.

IntelligibilityIntelligibility

• At age two, 50 per cent of speech should At age two, 50 per cent of speech should be intelligiblebe intelligible

• At age three, 75 per cent of the child’s At age three, 75 per cent of the child’s speech should be understandablespeech should be understandable

• At age four, 100 per cent of speech should At age four, 100 per cent of speech should be understandable (there may still be be understandable (there may still be articulation “errors”)articulation “errors”)

Phonological AwarenessPhonological Awareness

• Develops between ages 5 and 6Develops between ages 5 and 6

• Words are made of sounds and can be Words are made of sounds and can be broken into soundsbroken into sounds

• Sounds can be combined to make wordsSounds can be combined to make words

• Sounds can be represented by lettersSounds can be represented by letters

Language PragmaticsLanguage Pragmatics

• The unwritten rules for social use of languageThe unwritten rules for social use of language

• The keys to being able to have a conversationThe keys to being able to have a conversation

• Unlike other aspects of communication, Unlike other aspects of communication, language pragmatics are learned over a longer language pragmatics are learned over a longer period of time but begin in the preschool yearsperiod of time but begin in the preschool years


• Eye contactEye contact

• Taking turns talkingTaking turns talking

• Staying on a topicStaying on a topic

• Knowing what to say and what not to sayKnowing what to say and what not to say


• Rephrasing when misunderstoodRephrasing when misunderstood

• How close to stand to someone when How close to stand to someone when speakingspeaking

• How to use facial expressionHow to use facial expression


• Knowing how to change language due to Knowing how to change language due to the needs of the listener or situationthe needs of the listener or situation

• Talking differently to a baby than to an adultTalking differently to a baby than to an adult• Giving background information to an unfamiliar adultGiving background information to an unfamiliar adult• Speaking differently in a classroom than on a Speaking differently in a classroom than on a

playgroundplayground

Transitioning to ReadingTransitioning to Reading

• There are oral language landmarks important to There are oral language landmarks important to the later development of readingthe later development of reading

• Development of the ability to use narratives Development of the ability to use narratives (the bridge to reading) at ages 3, 4 and 5.(the bridge to reading) at ages 3, 4 and 5.

• Development of the ability to rhyme ( by age 5)Development of the ability to rhyme ( by age 5)

• The development of phonological awareness The development of phonological awareness (age 5 to 6)(age 5 to 6)


• The development of pre-literacy skills The development of pre-literacy skills (throughout the preschool years)(throughout the preschool years)

•Hearing stories readHearing stories read

•Learning that stories go from left to rightLearning that stories go from left to right

•Learning that stories go from top to bottomLearning that stories go from top to bottom

•Learning that books tell storiesLearning that books tell stories


• Some speech-language problems in Some speech-language problems in preschoolers may suggest the preschoolers may suggest the possibility of later difficulty with possibility of later difficulty with readingreading

Oral Language Problems Which Oral Language Problems Which May Suggest Later Reading May Suggest Later Reading DifficultyDifficulty• Difficulty with word retrieval: uses vague Difficulty with word retrieval: uses vague

words, uses circumlocutions, uses pronouns words, uses circumlocutions, uses pronouns instead of nouns, combines gestures and instead of nouns, combines gestures and words, uses words like “stuff, thing, thingy.”words, uses words like “stuff, thing, thingy.”

• Difficulty with auditory processing, Difficulty with auditory processing, especially understanding and responding to especially understanding and responding to “wh” questions. May show confusion “wh” questions. May show confusion between familiar words and similar- between familiar words and similar- sounding unfamiliar words sounding unfamiliar words

Oral Language Problems Which Oral Language Problems Which May Suggest Later Reading May Suggest Later Reading DifficultyDifficulty

• Difficulty producing motorically-complex multi-syllable Difficulty producing motorically-complex multi-syllable words like “magazine, attractive, helicopter, words like “magazine, attractive, helicopter, binoculars .”binoculars .”

• May reverse syllables so that “bulldozer” becomes May reverse syllables so that “bulldozer” becomes “dullbozer.”“dullbozer.”

• Articulation or phonological problems alone are not Articulation or phonological problems alone are not sufficient to suggest reading problemssufficient to suggest reading problems

ReferencesReferences

• Apel and Masterson. Apel and Masterson. Beyond Baby TalkBeyond Baby Talk. Roseville, California: . Roseville, California: Prima Publishing (2001). Prima Publishing (2001).

• Hamaguchi, P. Hamaguchi, P. Childhood Speech, Language, and Listening Childhood Speech, Language, and Listening Problems: What Every Parent Should Know. Problems: What Every Parent Should Know. New York: John New York: John Wiley and Sons (1995)Wiley and Sons (1995)

• Hulit and Howard. Hulit and Howard. Born to Talk: An Introduction to Speech Born to Talk: An Introduction to Speech and Language Developmentand Language Development. New York: Macmillan . New York: Macmillan Publishing Company (1993).Publishing Company (1993).

• Lombardino, L., Riccio, C., Hynd, G., and Pinheiro, S.,Lombardino, L., Riccio, C., Hynd, G., and Pinheiro, S., “ “Linguistic Deficits in Children with Reading Disabilities.”Linguistic Deficits in Children with Reading Disabilities.” American Journal of Speech-Language PathologyAmerican Journal of Speech-Language Pathology, 6, (1997)., 6, (1997).

ReferencesReferences

• Mahoney and Perales. Mahoney and Perales. Developmental Rainbow: Developmental Rainbow: Early Childhood Developmental Profile.Early Childhood Developmental Profile. Cleveland, Cleveland, Ohio: Case Western Reserve University (2005).Ohio: Case Western Reserve University (2005).

• Meyers, Robert. The Child Development Institute: Meyers, Robert. The Child Development Institute: Language Development in Children (an Internet Language Development in Children (an Internet resource).resource).

• Paul, Rhea. Paul, Rhea. Language Disorders From Infancy Language Disorders From Infancy Through Adolescence: Assessment and Through Adolescence: Assessment and Intervention.Intervention. New York: Mosby (1995). New York: Mosby (1995).

Documents

That’s Easy For You to Say The Amazing Acquisition of Oral Language in Preschool Children Glenn Weybright, M.S., CCC-SLP Oregon Branch, The International