Copyright © 2008 Delmar. All rights reserved. Unit Three Speech, Language, and Literacy Development

Copyright © 2008 Delmar. All rights reserved.

Unit Three

Speech, Language,

and Literacy Development


Chapter 5

Perspectives of

Language Development


3

Language Development

• Receptive language– Understanding what is said

• Expressive language– Words and meanings that are used

verbally


4

Critical Periods

• There are certain times that are crucial for developing skills and abilities


5

Three Phases of Critical Periods

• Sensory learning

• Sensorimotor output

• Stabilization


6

Nature/Nurture

• Most experts agree that both nature and nurture are involved in language development

• Interactionism is an approach that looks at interaction of nature and nurture


7

Perspectives of Language Development

• Behavioral perspective

• Psycholinguistic– Syntactic perspective

• Semantic– Cognitive perspective

• Social– Pragmatic perspective


8

Behavioral Perspective

• B.F. Skinner

• Language is a behavior learned through “operant conditioning”


9

Operant Conditioning

• Model for changing behavior

• Behavior is reinforced immediately after it occurs


10

Behavioral Perspective

• Language is learned by:– Imitation – Reinforcement – Successive approximations to adult target


11

Child-Directed Speech

• Higher pitch

• Smaller words

• Short sentences

• Slower rate

• Clearer articulation


12

Limitations to Behavioral Perspective

• Children learn words they are not explicitly taught

• They combine words in new ways


13

Psycholinguistic-Syntactic Perspective

• Noam Chomsky– Language is innate, universal, and unique

to humans


14

Psycholinguistic-Syntactic Perspective

• Emphasis placed on linguistic universals– Rules common to all languages


15

Limitations to Psycholinguistic-Syntactic Perspective

• Semantic knowledge needs to be considered in addition to syntax

• Cognitive development is not considered by Chomsky

• Parental input is important


16

Semantic-Cognitive Perspective

• Emphasizes relationship between language learning and cognition

• Focuses on the meaning of a child’s speech


17

Limitations of Semantic-Cognitive Perspective• Does not explain how children acquire

language

• Does not explain the relationship of cognition and later language development


18

Social-Pragmatic Perspective

• Communication is the basic function of language


19

Prerequisites for Social-Pragmatic Perspective

• Infant must have caregiver in close proximity

• Caregiver provides infant with basic needs

• Infant develops an attachment to caregiver

• Infant/caregiver attend to same objects

• Infant/caregiver take turns verbally and nonverbally


20

Limitations of Social-Pragmatic Perspective

• Does not explain syntactic and semantic development


Chapter 6

Speech Development


22

Stages of Speech Development

• Stage I – Birth to12 months

• Stage II – 12-24 months


23

Stages of Speech Development

• Stage III– 2-5 years

• Stage IV – 5 years to adolescence


24

Stage I

• Foundations of speech, language, and cognitive development are built in the first 6 months


25

Perceptual Skills of Infants

• Discrimination of speech from nonspeech sounds

• Preference to listen to mother’s voice

• Perception of all consonants and vowels in the world’s languages


26

Prelinguistic Productions

• Productions are influenced by the shape of the vocal tract in infancy

• Birth – Crying

• 2-4 months – Back vowels and consonants


27

Perceptual Skills: 6-8 months

• Perceptual skills now restricted to sounds in the language in their environment

• Respond to intonation

• Respond to some words appropriately– Their name


28

Prelinguistic Development: 6-8 Months

• Produce more consonants and vowels in syllables


29

Perceptual Skills: 8-12 Months

• Primarily perceive sounds of their native language

• Follow simple instructions


30

Speech Development: 8-12 Months

• Imitate sounds

• Babble to initiate social interaction

• 90 percent of sounds produced are /p, b, t, d, k, g, m, n, w, j, h, s/


31

First Words

• Emerge around 12 months

• Simple syllable structure – CV, VC

• Phonemes used:– Stops, nasals, glides


32

Criteria for a “True Word”

• Clear intention/purpose

• Close to adult pronunciation

• Used in various contexts(Locke, 1993)


Copyright © 2008 Delmar Learning. All rights reserved. 33

Speech Development: 18 months

• Fifty words produced

• Closed syllables emerge– CVC


34

Speech Development: 18-24 months

• Two word sentences

• More word-final consonants are produced

• 25 to 50 percent intelligible


35

Multicultural Considerations

• Simultaneous acquisition – Learning two languages at same time

• Sequential acquisition– Learn one language before age three– Second language after three years of age


36

Stage III: Early Childhood

• Two-year olds:– 75 percent intelligible– 2 to 3 word utterances


37


• Three-year olds:– Vowel development complete– Many consonants are established– 90 percent intelligible– 3 to 4 word utterances




• Four-year olds:– 95 percent intelligible

• Five-year olds:– Most sounds are developed by age five



Stage IV: Five Years to Adolescence

• Express feelings

• Show empathy

• Most children 95 to100 percent intelligible

• Enjoy telling stories, jokes


Chapter 7

Cognitive-Linguistic

Development


41

Elements for Normal Communication

• Biological structure and function within normal limits

• Sufficient cognitive processes

• Sufficient social interaction


42

Stage I: Cognitive Development

• Five senses are the sources of stimuli that develop cognition

• Primary sensory systems in the stage are vision, hearing, taste, smell


43

Stage I: Cognitive Development

• Object permanence

• Infants begin to understand that objects continue to exist even when they are not in sight


44

Stage I: Language Development

• Use facial expressions and body language for turn-taking

• Gestures emerge


45

Stage II: Cognitive Development

• Children learn that actions have results

• Use objects appropriately

• Learn the effects of certain objects


46

Stage II: Language Development

• Toddlers can understand more than they can express

• Common forms of early words: – Nouns, proper nouns, action words


47

Stage II: Language Development

• Two word utterances used

• Grammatical morphemes are produced – Brown’s 14 grammatical morphemes

in Table 7-1


48

Mean Length of Utterance

• Average number of morphemes in a child’s utterance


49


• Code-switching – Developmental stage where bilingual

children may mix up pronunciation, vocabulary, and/or grammar


50


• Cognitive and linguistic advantages for children raised simultaneously bilingual


51

Stage III: Cognitive Development

• “Private speech”– Ability of children to talk to themselves– Important threshold in cognitive

development


52

Cognitive Development: Three Years

• Developing concepts of time, sequences, spatial concepts, quantity


53

Language Development: Three Years

• 1000 word vocabulary by end of third year

• Parallel talking provides children with language and concepts

• Function words (the, a) omitted in sentences


54

Language Development: Four Years

• Average sentences are four words long

• Can provide biographical information

• Use different tone of voice and inflection to adults and children


55

Language Development: Four Years

• Decontextualized language emerges: – Language that relates to times, events,

places that are not immediately present– Essential skill for academic success

• Conversational skills emerge


56

LanguageDevelopment: Five Years

• Refine and use more adult grammatical structures

• Asking questions with appropriate grammar


57

Language Development: Middle childhood

• Continued development of more complex and elaborate forms of language

• Language is a tool for learning


58

Cognitive Development: Adolescence

• Divided attention – Cognitive task using two or more input

modalities to process different information

• Develops study skills

• Further develops higher level thinking


Language Development: Adolescence

• Form– Length of utterance increases

• Content– Vocabulary of 80,000 words– Figurative language

• Use– Adapt language to situation and person

59


Adulthood

• Cognitive and linguistic abilities continue to develop in adulthood

60


Chapter 8

Literacy Development


Literacy

• Literacy development is within scope of practice for SLPs

• Reading and writing are language-based activities

62


Emergent Literacy

• Skills that develop during preschool years

• Prerequisites for later developing reading and writing skills

63


Literacy Socialization

• Literacy artifacts

• Literacy event

• Knowledge derived from literacy experiences

Van Kleeck & Schuele, 1987

64


Joint Book Reading

• Parents choose books with rhyming and redundant words

• Parents will name objects in books

• Children will learn names of letter, sounds they make

65


Alphabetic Principle

• Words consist of discrete sounds that are represented by letter in print

• This is the foundation of reading

66


Phonological Awareness

• Recognizing and understanding sound-letter associations

• Knowing that sounds can be combined to form words

• Knowing that words can be segmented into individual sounds

67


Phonological Awareness

• Single best predictor of reading success is phonological awareness

68


Reading and Writing

• Formal instruction in reading and writing typically begins in first grade

69


Reading and Writing

• In third grade the emphasis changes from “learning to read” to “reading to learn”

70

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Copyright © 2008 Delmar. All rights reserved. Unit Three Speech, Language, and Literacy Development