Language Delays
Language Delays
A language delay can be either a receptive, expressive, or mixed language delay.
A receptive language delay is considered a delay in understanding spoken language, such as when a child has difficulty carrying out multi-step directions, or when a child may answer a question with an answer that does not pertain to the question.
An expressive language delay may refer to a delay in putting words together, or a delay at a higher level, in which the child may not ask questions or use an age-appropriate sentence structure.
The majority of language delays, however, are combined, or a mixed receptive-expressive language delay, in which both comprehension and speaking are compromised at some level.
While a delay refers to a time factor, such as “my child’s expressive language skills are six months behind his chronological age,” a deficit refers to a language impairment that occur for either reasons, such as secondary to Autism, neurological disorders, or a Specific Language Impairment that is not-otherwise specified.
No matter the language delay type or severity, your child can and will benefit from individualized language therapy that addresses the language problem and solves it through evidence-based therapy practice.
Language Development Through the Years
18 Months
Has vocabulary of approximately 5-20 words
Vocabulary made up chiefly of nouns
Some echolalia (repeating a word or phrase over and over)
Much jargon with emotional content
Is able to follow simple commands
2 Years
Can name a number of objects common to his surroundings
Is able to use at least two prepositions, usually chosen from the following: in, on, under
Combines words into a short sentence-largely noun-verb combinations (mean) length of sentences is given as two words
Approximately 2/3 of what child says should be intelligible
Vocabulary of approximately 150-300 words
Can use two pronouns correctly: I, me, you, although me and I are often confused
My and mine are beginning to emerge
Responds to such commands as “show me your eyes (nose, mouth, hair)”
3 Years
Use pronouns I, you, me correctly
Is using some plurals and past tenses
Knows at least three prepositions, usually in, on, under
Knows chief parts of body and should be able to indicate these if not name
Handles three word sentences easily
Has in the neighborhood of 900-1000 words
About 90% of what child says should be intelligible
Verbs begin to predominate
Understands most simple questions dealing with his environment and activities
Relates his experiences so that they can be followed with reason
Able to reason out such questions as “what must you do when you are sleepy, hungry, cool, or thirsty?”
Should be able to give his sex, name, age
Should not be expected to answer all questions even though he understands what is expected
4 Years
Knows names of familiar animals
Can use at least four prepositions or can demonstrate his understanding of their meaning when given commands
Names common objects in picture books or magazines
Knows one or more colors
Can usually repeat words of four syllables
Demonstrates understanding of over and under
Often indulges in make-believe
Extensive verbalization as he carries out activities
Understands such concepts as longer, larger, when a contrast is presented
Readily follows simple commands even thought the stimulus objects are not in sight
Much repetition of words, phrases, syllables, and even sounds
5 Years
Can use many descriptive words spontaneously-both adjectives and adverbs
Knows common opposites: big-little, hard-soft, heave-light, etc
Has number concepts of 4 or more
Can count to ten
Should be able to repeat sentences as long as nine words
Should be able to define common objects in terms of use (hat, shoe, chair)
Should be able to follow three commands given without interruptions
Should be using fairly long sentences and should use some compound and some complex sentences
Speech on the whole should be grammatically correct
6 Years
Speech should be completely intelligible and socially useful
Should be able to tell one a rather connected story about a picture, seeing relationships
Between objects and happenings
7 Years
Should handle opposite analogies easily: girl-boy, man-woman, flies-swims, blunt-sharp short-long, sweet-sour, etc
Understands such terms as: alike, different, beginning, end, etc
Should be able to do simple reading and to write or print many words
8 Years
Can relate rather involved accounts of events, many of which occurred at some time in the past
Complex and compound sentences should be used easily
Should be few lapses in grammatical constrictions-tense, pronouns, plurals
Should be reading with considerable ease and now writing simple compositions
Social amenities should be present in his speech in appropriate situations
Control of rate, pitch, and volume are generally well and appropriately established
Can carry on conversation at rather adult level
Follows fairly complex directions with little repetition
Has well developed time and number concepts
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