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

Copyright © 2008 Delmar. All rights reserved. Chapter 5 Perspectives of Language Development

Copyright © 2008 Delmar. All rights reserved. 3 Language Development Receptive language –Understanding what is said Expressive language –Words and meanings that are used verbally

Copyright © 2008 Delmar. All rights reserved. 4 Critical Periods There are certain times that are crucial for developing skills and abilities

Copyright © 2008 Delmar. All rights reserved. 5 Three Phases of Critical Periods Sensory learning Sensorimotor output Stabilization

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 7 Perspectives of Language Development Behavioral perspective Psycholinguistic –Syntactic perspective Semantic –Cognitive perspective Social –Pragmatic perspective

Copyright © 2008 Delmar. All rights reserved. 8 Behavioral Perspective B.F. Skinner Language is a behavior learned through “operant conditioning”

Copyright © 2008 Delmar. All rights reserved. 9 Operant Conditioning Model for changing behavior Behavior is reinforced immediately after it occurs

Copyright © 2008 Delmar. All rights reserved. 10 Behavioral Perspective Language is learned by: –Imitation –Reinforcement –Successive approximations to adult target

Copyright © 2008 Delmar. All rights reserved. 11 Child-Directed Speech Higher pitch Smaller words Short sentences Slower rate Clearer articulation

Copyright © 2008 Delmar. All rights reserved. 12 Limitations to Behavioral Perspective Children learn words they are not explicitly taught They combine words in new ways

Copyright © 2008 Delmar. All rights reserved. 13 Psycholinguistic-Syntactic Perspective Noam Chomsky –Language is innate, universal, and unique to humans

Copyright © 2008 Delmar. All rights reserved. 14 Psycholinguistic-Syntactic Perspective Emphasis placed on linguistic universals –Rules common to all languages

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 16 Semantic-Cognitive Perspective Emphasizes relationship between language learning and cognition Focuses on the meaning of a child’s speech

Copyright © 2008 Delmar. All rights reserved. 17 Limitations of Semantic-Cognitive Perspective Does not explain how children acquire language Does not explain the relationship of cognition and later language development

Copyright © 2008 Delmar. All rights reserved. 18 Social-Pragmatic Perspective Communication is the basic function of language

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 20 Limitations of Social-Pragmatic Perspective Does not explain syntactic and semantic development

Copyright © 2008 Delmar. All rights reserved. Chapter 6 Speech Development

Copyright © 2008 Delmar. All rights reserved. 22 Stages of Speech Development Stage I –Birth to12 months Stage II –12-24 months

Copyright © 2008 Delmar. All rights reserved. 23 Stages of Speech Development Stage III – 2-5 years Stage IV –5 years to adolescence

Copyright © 2008 Delmar. All rights reserved. 24 Stage I Foundations of speech, language, and cognitive development are built in the first 6 months

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 26 Prelinguistic Productions Productions are influenced by the shape of the vocal tract in infancy Birth –Crying 2-4 months –Back vowels and consonants

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 28 Prelinguistic Development: 6-8 Months Produce more consonants and vowels in syllables

Copyright © 2008 Delmar. All rights reserved. 29 Perceptual Skills: 8-12 Months Primarily perceive sounds of their native language Follow simple instructions

Copyright © 2008 Delmar. All rights reserved. 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/

Copyright © 2008 Delmar. All rights reserved. 31 First Words Emerge around 12 months Simple syllable structure –CV, VC Phonemes used: –Stops, nasals, glides

Copyright © 2008 Delmar. All rights reserved. 32 Criteria for a “True Word” Clear intention/purpose Close to adult pronunciation Used in various contexts (Locke, 1993)

Copyright © 2008 Delmar. All rights reserved. Copyright © 2008 Delmar Learning. All rights reserved.33 Speech Development: 18 months Fifty words produced Closed syllables emerge –CVC

Copyright © 2008 Delmar. All rights reserved. 34 Speech Development: months Two word sentences More word-final consonants are produced 25 to 50 percent intelligible

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 36 Stage III: Early Childhood Two-year olds: –75 percent intelligible –2 to 3 word utterances

Copyright © 2008 Delmar. All rights reserved. 37 Stage III: Early Childhood Three-year olds: –Vowel development complete –Many consonants are established –90 percent intelligible –3 to 4 word utterances

Copyright © 2008 Delmar. All rights reserved. Copyright © 2008 Delmar Learning. All rights reserved.38 Stage III: Early Childhood Four-year olds: –95 percent intelligible Five-year olds: –Most sounds are developed by age five

Copyright © 2008 Delmar. All rights reserved. Copyright © 2008 Delmar Learning. All rights reserved.39 Stage IV: Five Years to Adolescence Express feelings Show empathy Most children 95 to100 percent intelligible Enjoy telling stories, jokes

Copyright © 2008 Delmar. All rights reserved. Chapter 7 Cognitive-Linguistic Development

Copyright © 2008 Delmar. All rights reserved. 41 Elements for Normal Communication Biological structure and function within normal limits Sufficient cognitive processes Sufficient social interaction

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 43 Stage I: Cognitive Development Object permanence Infants begin to understand that objects continue to exist even when they are not in sight

Copyright © 2008 Delmar. All rights reserved. 44 Stage I: Language Development Use facial expressions and body language for turn-taking Gestures emerge

Copyright © 2008 Delmar. All rights reserved. 45 Stage II: Cognitive Development Children learn that actions have results Use objects appropriately Learn the effects of certain objects

Copyright © 2008 Delmar. All rights reserved. 46 Stage II: Language Development Toddlers can understand more than they can express Common forms of early words: –Nouns, proper nouns, action words

Copyright © 2008 Delmar. All rights reserved. 47 Stage II: Language Development Two word utterances used Grammatical morphemes are produced –Brown’s 14 grammatical morphemes in Table 7-1

Copyright © 2008 Delmar. All rights reserved. 48 Mean Length of Utterance Average number of morphemes in a child’s utterance

Copyright © 2008 Delmar. All rights reserved. 49 Multicultural Considerations Code-switching –Developmental stage where bilingual children may mix up pronunciation, vocabulary, and/or grammar

Copyright © 2008 Delmar. All rights reserved. 50 Multicultural Considerations Cognitive and linguistic advantages for children raised simultaneously bilingual

Copyright © 2008 Delmar. All rights reserved. 51 Stage III: Cognitive Development “Private speech” –Ability of children to talk to themselves –Important threshold in cognitive development

Copyright © 2008 Delmar. All rights reserved. 52 Cognitive Development: Three Years Developing concepts of time, sequences, spatial concepts, quantity

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. 56 Language Development: Five Years Refine and use more adult grammatical structures Asking questions with appropriate grammar

Copyright © 2008 Delmar. All rights reserved. 57 Language Development: Middle childhood Continued development of more complex and elaborate forms of language Language is a tool for learning

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. Language Development: Adolescence Form –Length of utterance increases Content –Vocabulary of 80,000 words –Figurative language Use –Adapt language to situation and person 59

Copyright © 2008 Delmar. All rights reserved. Adulthood Cognitive and linguistic abilities continue to develop in adulthood 60

Copyright © 2008 Delmar. All rights reserved. Chapter 8 Literacy Development

Copyright © 2008 Delmar. All rights reserved. Literacy Literacy development is within scope of practice for SLPs Reading and writing are language- based activities 62

Copyright © 2008 Delmar. All rights reserved. Emergent Literacy Skills that develop during preschool years Prerequisites for later developing reading and writing skills 63

Copyright © 2008 Delmar. All rights reserved. Literacy Socialization Literacy artifacts Literacy event Knowledge derived from literacy experiences Van Kleeck & Schuele,

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. Alphabetic Principle Words consist of discrete sounds that are represented by letter in print This is the foundation of reading 66

Copyright © 2008 Delmar. All rights reserved. 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

Copyright © 2008 Delmar. All rights reserved. Phonological Awareness Single best predictor of reading success is phonological awareness 68

Copyright © 2008 Delmar. All rights reserved. Reading and Writing Formal instruction in reading and writing typically begins in first grade 69

Copyright © 2008 Delmar. All rights reserved. Reading and Writing In third grade the emphasis changes from “learning to read” to “reading to learn” 70