Professional Documents
Culture Documents
Phonology
Sound system of the language.
Rules governing their combination.
Actual realization in connected speech.
Semantics
What words mean.
Grammatical organization of these words.
Context: general and text.
Semantic interpretation:words, sentences and texts.
Language
Grammar
a) Syntax: Rules governing how words combine into
sentences.
Articulation
How speech sounds are made.
Must learn how to produce the "r" sound:
Rabbit" / Wabbit.
Voice
Use of the vocal folds and breathing to produce sound.
Abuse from overuse or misuse.
Leads to hoarseness or loss of voice.
Fluency
The rhythm of speech.
Hesitations or stuttering can affect fluency.
Language & Speech disorders
Language disorder
a) Receptive language: Trouble understanding others.
Speech disorder
Unable to produce speech sounds correctly or fluently.
Problems with voice.
Language development
Birth-3 Months
Talking
Makes pleasure sounds (cooing, gooing).
Cries differently for different needs.
Smiles when sees you.
Speech and language development
from ASHA.org
4-6 Months
Talking
Babbling sounds more speech-like with different sounds,
including p, b and m.
Chuckles and laughs.
Vocalizes excitement and displeasure.
Makes gurgling sounds when left alone or playing with others.
Speech and language development
from ASHA.org
7 Months-1 Year
7 Months-1 Year
Talking
Babbling has long and short sounds: "tata upup bibibibi.
Uses speech or non crying sounds to get and keep attention.
Uses gestures to communicate: waving, holding arms to be
picked up.
Imitates different speech sounds.
Responds to no.
Listens to simple stories, songs, rhymes.
Points to pictures in a book when named.
Speech and language development
from ASHA.org
Talking
Says more words every month:
About 20 words at 15 18 months.
About 200 words by 18-21 months.
Talking
Has a word for almost everything.
Uses two/ three words to talk about and ask for things.
Uses k, g, f, t, d, n sounds.
Speech is understood by familiar listeners most of the time.
Often asks for/ directs attention to objects by naming them.
Speech and language development
from ASHA.org
Talking
Talks about activities at school or at friends' homes.
People outside family usually understand speech.
Many sentences have 4 or more words.
Usually talks easily without repeating syllables or words.
Speech and language development
from ASHA.org
Talking
Uses sentences that give lots of details:
"The biggest peach is mine
Kindergarten
By the end of kindergarten the child should be able to do the
following:
Listening
Follow 1-2 simple directions in a sequence.
Listen to and understand age-appropriate stories read aloud.
Follow a simple conversation.
School age communication abilities
from ASHA.org
Kindergarten
Speaking
Be understood by most people.
Answer simple "yes/no" questions.
Kindergarten
Reading
Know how a book works. Left to right/top to bottom.
Understand that spoken words are made up of sounds.
Kindergarten
Reading
Understand that letters represent speech sounds and match
them.
Identify upper lower case letters.
Recognize some words by sight.
"Read" a few picture books from memory.
Imitate reading by talking about pictures in a book.
School age communication abilities
from ASHA.org
Kindergarten
Writing
Print own first and last name.
Draw a picture that tells a story. Label and write about the
picture.
Write upper lower case letters. May not be clearly written.
School age communication abilities
from ASHA.org
First Grade
By the end of first grade the child should be able to do the
following:
Listening
Remember information.
Respond to instructions.
Follow 2-3 step directions in a sequence.
School age communication abilities
from ASHA.org
First Grade
Speaking
Be easily understood.
Answer more complex "yes/no" questions.
Tell and retell stories and events in a logical order.
Express ideas with a variety of complete sentences.
Use most parts of speech (grammar) correctly.
Ask and respond to "wh" questions.
Stay on topic and take turns in conversation.
Give directions.
Start conversations.
School age communication abilities
from ASHA.org
First Grade
Reading
Create rhyming words.
Identify all sounds in short words.
Blend separate sounds to form words.
Match spoken words with print.
Identify letters, words, and sentences.
Sound out words when reading.
Have a sight vocabulary of 100 common words.
Read grade-level material fluently.
Understand what is read.
School age communication abilities
from ASHA.org
First Grade
Writing
Express ideas through writing.
Print clearly.
Spell frequently used words correctly.
Begin each sentence with capital letters and use ending
punctuation.
Write a variety of stories, journal entries, letters/notes.
School age communication abilities
from ASHA.org
Second Grade
By the end of second grade the child should be able to do the
following:
Listening
Follow 3-4 oral directions in a sequence.
Understand direction words: location, space, time.
Correctly answer questions about a grade-level story.
School age communication abilities
from ASHA.org
Second Grade
Speaking
Be easily understood.
Answer more complex "yes/no" questions.
Ask and answer Wh" questions.
Use increasingly complex sentence structures.
Clarify and explain words and ideas.
Give directions with 3-4 steps.
Use oral language to inform, persuade, entertain.
Stay on topic, take turns, use appropriate eye contact during
conversation.
Open and close conversation appropriately.
School age communication abilities
from ASHA.org
Second Grade
Reading
Have fully mastered phonics/sound awareness.
Associate speech sounds, syllables, words, phrases with
written form.
Second Grade
Reading
Explain key elements of a story:
Main idea, main characters, plot.
Second Grade
Writing
Write legibly.
Use variety of sentence types in writing essays, poetry, or
short stories (fiction and nonfiction).
Use basic punctuation and capitalization appropriately.
Organize writing to include beginning, middle, and end
Spell frequently used words correctly.
Progress from inventive spelling -spelling by sound- to more
accurate spelling.
School age communication abilities
from ASHA.org
Third Grade
Listening
Listen attentively in group situations.
Understand grade-level material.
School age communication abilities
from ASHA.org
Third Grade
Speaking
Speak clearly with an appropriate voice.
Ask/respond to questions.
Participate in conversations/group discussions.
Use subject-related vocabulary.
Stay on topic, use appropriate eye contact, take turns in
conversation.
Summarize a story accurately.
Explain what has been learned.
School age communication abilities
from ASHA.org
Third Grade
Reading
Demonstrate full mastery of basic phonics.
Use word analysis skills when reading.
Use clues from content and structure to help understand
what is read.
Predict and justify what will happen next. Compare and
contrast stories.
Ask and answer questions regarding reading material.
Use acquired information to learn about new topics.
Read grade-level books fluently -fiction and nonfiction-
Reread and correct errors when necessary.
School age communication abilities
from ASHA.org
Third Grade
Writing
Plan, organize, revise, edit.
Include details in writing.
Write stories, letters, simple explanations, brief reports.
Spell simple words correctly, correct most spelling , use a
dictionary to correct spelling.
Write clearly in cursive.
School age communication abilities
from ASHA.org
Fourth Grade
By the end of fourth grade the child should be able to do the
following:
Listening
Listen to and understand information presented by others.
Form opinions based on evidence.
Listen for specific purposes.
School age Communication Abilities
from ASHA.org
Fourth Grade
Speaking
Use words appropriately in conversation.
Participate in group discussions.
Give accurate directions to others.
Summarize/restate ideas.
Organize information for clarity.
Use subject area information/vocabulary for learning.
Make effective oral presentations.
School age communication abilities
from ASHA.org
Fourth Grade
Reading
Read for specific purposes.
Read grade-level books fluently.
Use previously learned information to understand new
material.
Follow written directions.
Take brief notes.
Link information learned to different subjects.
Learn meanings of new words through knowledge of origins,
synonyms, multiple meanings.
School age Communication Abilities
from ASHA.org
Fourth Grade
Reading
Use reference materials dictionary-
Explain author's purpose and writing style.
Read/understand variety of types of literature, including
fiction, nonfiction, historical fiction, and poetry.
Compare and contrast in content areas.
Make inferences from texts.
Paraphrase content.
School age communication abilities
from ASHA.org
Fourth Grade
Writing
Write effective stories and explanations, including several
paragraphs about the same topic.
Develop a plan for writing: beginning, middle, and end.
Organize writing to convey a central idea.
Edit final copies for grammar, punctuation, and spelling.
School age communication abilities
from ASHA.org
Fith Grade
Speaking
Make planned oral presentations appropriate to the audience.
Maintain eye contact, use gestures, facial expressions,
appropriate voice during group presentations.
Participate in class discussions across subject areas.
Summarize main points.
Report about information gathered in group activities.
School age communication abilities
from ASHA.org
Fith Grade
Reading
Read grade-level books fluently.
Learn meanings of unfamiliar words through knowledge of
root words, prefixes, suffixes.
Prioritize information according to purpose of reading.
Read a variety of literary forms.
Describe development of character and plot.
Describe characteristics of poetry.
Analyze author's language and style.
Use reference materials to support opinions.
School age communication abilities
from ASHA.org
Fith Grade
Writing
Write for a variety of purposes.
Use vocabulary effectively.
Vary sentence structure.
Revise writing for clarity.
Edit final copies.
Do speech-language disorders affect
learning?
Reading.
Understanding and expressing language.
Producing, comprehending, being aware of language sounds,
syllables, words.
Do speech-language disorders affect
learning?
They may struggle with:
If the score is 0
Communication skills are within normal range for a child
his/her age.
If the score is 1 to 4
Watch for any of the other warning signals appearing in the
future.
Team Work
Team Work