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Assessment of pragmatic language development in toddler

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Intro needed

Literacy Skills

Literacy skills are all the skills needed for reading and writing. They include such things as awareness of the sounds of language, awareness of print, and the relationship between letters and sounds. Other literacy skills include vocabulary, spelling, and comprehension. Here are some simple definitions of some of the skills contained within the larger concept of literacy.

Phonemic Awareness

Phonemic awareness (awareness of sounds) is the ability to hear and play with the individual sounds of language, to create new words using those sounds in different ways. This usually occurs within the natural course of a child's development.

Not to get too technical, but it's interesting to break down the parts of the language, most of which we learn intuitively by hearing our parents and others around us. It's worth noting that words are made up of various sounds besides just consonants and vowels, including:

Digraphs: Two letters which form a single sound, such as the "ea" in "bread" or the "ng" in "song."

Onsets: The part of a syllable just before the vowel of that syllable. In the word "cat" the onset is the /c/ sound.

Rimes: A syllable's vowel and the sound immediately after. In "cat," the rime is the /at/ sound.

A phoneme is the smallest sound segment in spoken language that has a meaning. In the word "cat," there are three phonemes, /c/ /a/ /t/.

As your child begins to play with small pieces of a word, it indicates they have some phonemic awareness. This is why rhyming stories such as Dr. Seuss are great picks to read to children, even if they can't yet read themselves, to get them familiar with the different ways sounds can be rearranged.

Awareness of Print

Parents can encourage print awareness by exposing children to books and other reading materials from a very young age. Most print awareness begins in the home and the child's everyday environment. Reading to children is crucial in order to foster this awareness and to introduce them to the letters of the alphabet.﻿﻿

Children also pick up print awareness from environmental print, such words found on road signs, cereal boxes, and the like. It's important for children to have at least some print awareness before entering first grade to ensure they don't struggle when learning to read.

Vocabulary

Children learning to read (and most people) typically have two kinds of vocabulary, which is the collection of all the words a person knows and uses in conversation.

Anactive vocabulary includes words a person uses regularly in speech and writing. Words in the active vocabulary are those which a person can define and use in context. The words in a passive vocabulary are those which a person knows, but whose meaning he may have interpreted through context and use by others.

Spelling is simply defined as the arrangement of letters to make a word. The way words are spelled and understanding concepts behind irregular spellings help children learn to read earlier, particularly if they're encountering new words.

Reading Comprehension

If a child can read and understand the meaning of something he reads, he's said to have reading comprehension. More than just being able to read the words, reading comprehension includes the ability to draw inferences and identify patterns and clues in a text.

For instance, if a child is reading about a person who decides to carry an umbrella, the child can infer that the person is expecting rain, or that rain may factor into the story somehow.

A Word From Verywell

How early a child develops literacy can vary and can be affected by factors such as learning disabilities, vision, hearing, or speech impediments. It's important to watch for signs that your child isn't grasping some of the basic concepts above, in order to be sure they get whatever help they may need to thrive.

By Carol Bainbridge
Carol Bainbridge has provided advice to parents of gifted children for decades, and was a member of the Indiana Association for the Gifted.

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Top 5 Skills Your Child Needs to Learn for Reading and Writing

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Literacy skills are all the skills children need to be able to read and write. Read the top skills your child will need to develop.

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Brown's Stages of Syntactic and Morphological Development

Details

Created: Wednesday, 09 November 2011 08:53

Updated on Thursday, 07 November 2019 17:13

Typical expressive language development

"Brown's Stages" were identified by Roger Brown 1925-1997, and described in his classic book (Brown,1973). The stages provide a framework within which to understand and predict the path that normal expressive language development in English usually takes, in terms of morphology and syntax (defined below). They are used extensively by speech-language pathologists /speech and language therapists when they perform a structural analysis of a sample of a child's spoken language.

A structural analysis does not include a measure of a child's development in the area of the clarity of pronunciation of speech sounds. Such an analysis is done in addition to a structural analysis, and comprises, among other components, a phonetic assessment of the speech sounds a child can produce, and a phonological assessment of the way those sounds are organised into speech patterns.

Morphology

In Linguistics, morphology is the branch of grammar devoted to the study of the structure or forms of words, primarily through the use of the morpheme construct. It is traditionally distinguished from syntax.

Syntax

In Linguistics, syntax is a traditional term for the study the rules governing the combination of words to form sentences. It is distinguished from morphology, which is the study of word structure.

Morpheme

A morpheme is a unit of meaning. It does not necessarily relate to the "word count" or "syllable count" of an utterance. Here is an example of the way morphemes are counted in the words happy, unhappy, unhappily, and unhappiest, and the sentence 'He meets the unhappiest boys:

happy
'Happy' is ONE WORD, it has TWO SYLLABLES (ha-ppy), and because it contains only one unit of meaning it is ONE MORPHEME.

unhappy
If you add another unit of meaning, such as 'un', to make 'happy' into 'unhappy' you still have ONE WORD, but THREE SYLLABLES ('un-ha-ppy') and TWO MORPHEMES ('un' and 'happy').

unhappily
'Unhappily' is ONE WORD, FOUR SYLLABLES (un-happ-i-ly), and THREE MORPHEMES ('un', 'happy' and 'ly').

unhappiest
'Unhappiest' is also ONE WORD, FOUR SYLLABLES (un-happ-i-est), and THREE MORPHEMES ('un', 'happy', 'est').

He meets the unhappiest boys
'He meets the unhappiest boys' is 1-sentence, it has 5-words, and 8-syllables, and it contains nine morphemes:

The girl's mother slowly filled the bucket with water
'The girl's mother slowly filled the bucket with water' is 1-sentence, it has 9-words, and 13-syllables, and it contains twelve morphemes:

Stage I Sentence Types

Between 12 and 26 months, children are expected to have MLUm's (mean length of utterance measured in morphemes) of about 1.75 morphemes (range 1.0 to 2.0 morphemes). Their MLUm's gradually increase as they acquire more language.

In Stage I, just after they have built up a 50 to 60 word vocabulary, children acquire the ability to produce the Stage I sentence types, outlined in the table above. The column headed 'communicative intent' includes examples of what the child might have said if they were mature enough to talk in full sentences.

Brown's Stages ("Brown's Morphemes") I to IV

As children's MLUm increases their capacity to learn and use grammatical structures of greater complexity increases. They move from Stage I into Stage II, where they learn to use "-ing" endings on verbs, "in", "on", and "-s" plurals. They then proceed to Stages III and IV.

Reference

Brown, R. (1973). A first language: The early stages. London: George Allen & Unwin.

Link

Introduction to Language 25 - 36 Months || from Handbook of Language & Literacy Development 0-60 months

Citation

Cite this article as:
Bowen, C. (1998). Brown's Stages of Syntactic and Morphological Development. Retrieved from www.speech-language-therapy.com/index.php?option=com_content&view=article&id=33 on [insert the date that you accessed the file here].

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Brown's Stages of Syntactic and Morphological Development

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Brown's Stages - Sentence Types, Structural Analysis

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Preschoolers are learning to make sense of their world by organizing or sorting things into categories. It's healthy and natural to notice similarities and differences. In fact, those are some of the skills we want children to demonstrate to tell us that they are ready for "big" school.

Children will naturally categorize people too. They may tend to befriend children who are like them, and may feel uncomfortable when around children who look different from them. Attitudes about differences between people begin to develop during the preschool years. If early experiences about inclusion are positive ones, those attitudes will likely carry over into adulthood.

As early childhood teachers, we are in an important position to help young children understand that people are alike in some ways and different in other ways. We want to do our best to show them and teach them that we need to respect and be neighborly to everyone.

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Watch the videos about Alike & Different and think about how you could use them as part of the classroom activity or throughout the year as you help the children accept and value each other.

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Use these resources to further explore the topic of Alike & Different in your classroom.

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Share these resources with the families of your students, so they can continue the conversation at home.

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Preschoolers are learning to make sense of their world by organizing or sorting things into categories. It's healthy and natural to notice similarities and differences. In fact, those are some of the skills we want children to demonstrate to tell us that they are ready for "big" school.

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As promised here are the words for your unlimited use.

If you know others who can use our lists ...

... please share this page using our site share buttons.

We also offer a free 5 part video series on Teaching the K Sound.

K Words

Initial K by Syllables

Medial K by Syllables

Final K by Syllables

Initial K Phrases and Sentences

Medial K Phrases and Sentences

Final K Phrases and Sentences

K Reading Paragraphs

Uncle Taco's Bike

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Every Tuesday I go to Candle Park. I listen to music and read my book of the week.

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Katie's Candy

Katie is careful with her candy. She loves it. She doesn't like cookies, crackers, or cupcakes - just candy. She likes her candy so much, she puts a lock on her candy box whenever she goes to sleep. She wears the key around her neck.

All of that changed after Katie got a sick stomach from eating too much candy. Now she eats healthy food like carrots, corn, and turkey. She hopes she won't get sick like that again.

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with producing the "K" sound.

We encourage you to use this list when practicing at home.

Doing home practice will help your child make much faster progress toward correct production.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week.

This is not enough time for your child to overcome an articulation disorder with the "K" sound. But with high caseloads...

...it's all SLPs can do.

There's only so much time in the day.

Every day that your child goes without practice it becomes more and more difficult to correct an "K" error because he/she continues to say it incorrectly.

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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A baby's brain is hardwired to learn a language. That means that a baby doesn't need to be taught how to speak a language; it happens naturally. Babies learn language pretty much from the moment they are born. It's an amazingly complex skill, but since it's natural, we aren't aware of everything it involves.﻿﻿

Unlike learning language, though, learning to read is not natural. It has to be taught. And as complex as language is, reading is even more complex.

Building Blocks for Learning to Read

To learn how to read, children need to be aware of some fundamental processes first.

Phonemic Awareness

This is where learning to read starts. Phonemic awareness means understanding that speech is made up of individual sounds. It is a critical part of reading readiness, so it is often a focus of early learning programs.

Alphabetic Awareness

Since writing isn't speech, phonemic awareness isn't enough to allow children to learn to read. In order to learn to read, children must be able to recognize that the marks on a page represent the sounds of a language.

Those marks, of course, are letters. This is more than just memorizing the alphabet. Learning the alphabet is part of reading readiness, but to be able to read, children must be able to do more than simply memorize the letters. They must also be able to identify which sounds in the language ( phonemes) go with which letters.

Memorizing letters and sounds is a more difficult task that memorizing the names of objects like animals. Animals are concrete things-they can be seen and they can be pictured. For example, you can point to a cat and say "cat" to help your child connect the word to the animal.

You can point to pictures of cats or other objects to make your child connect the words to the objects. But sounds can't be pictured, so memorizing which sounds go with which letters is a more abstract process than memorizing the names of objects. The best we can do is use a picture of a cat to illustrate the sound of "C."

Some letters represent more than one sound, as we can see from the letter A in the words father and fat. But other letters seem unnecessary since the sounds they represent are sounds that other letters represent. For example, we could just as easily spell queen "kween" and we could spell exit "egzit."

Sounds to Word Awareness Blending

As difficult as it might be to match all the sounds to the right letters and memorize them all, learning to read requires even more. Children must also be able to link printed words to sounds. That is more complex than it sounds because a word is more than the sum of its letters.

The word cat, for example, is made of up three sounds represented by three different letters: c-a-t. Children must be able to recognize that these sounds blend together to form the word cat.

Making the connections between sounds and printed words is so complex that we still don't know exactly how children do it. But when they are able to manage it, we say they have "broken the code."

Stages of Learning to Read

Like learning language, learning to read occurs in stages. Although not everyone agrees on exactly how those stages progress, knowing what the stages are can provide you with an idea on how children come to break the written code and learn to read.

Pre-Alphabetic Phase

At this stage, children recognize and basically remember words by their shapes. Words are something like pictures and the letters provide cues to what the word is. For example, a child might see that the word bell has a rounded letter at the beginning and two l's at the end.

The shapes of those letters provide visual cues. At this stage, children can easily confuse words with similar shapes. The word bell, for example, could be confused with ​ doll.

Partial Alphabetic Phase

Children at this stage can memorize printed words by connecting one or more of the letters to the sounds they hear when the word is pronounced. That means they can recognize the word boundaries in print and usually the beginning and ending letters and sounds of a word.

For example, they might be able to recognize the word talk by the t at the beginning and the k at then end. However, they can easily confuse talk with other words that begin and end with the same sounds, like take and tack.

Full Alphabetic Phase

In this stage, children have memorized all the sounds represented by the letters and can read words by recognizing each letter in a word and the way the sounds represented by those letters blend together to form words. They can tell the difference between talk, take, and tack.

Consolidated Alphabetic Phase

In this stage, children have become aware of multi-letter sequences in familiar words. For example, they can see the similarities in the words take, cake, make, and lake. Instead of looking at each letter in these sequences, children memorize the whole group of sounds as a single sound. This is called "chunking," and it helps children read words more efficiently because they don't have to think about letters one at a time.

Children eventually learn to see other kinds of "chunks" in written words that continue to make reading easier. They begin to recognize morphemes rather than single letters. For example, they can recognize the word ​ walk and the ending ed and blend the two morphemes to get the word walked.

Being able to recognize morphemes also helps children recognize whether a word is a noun, verb, or adjective. The ​​- ion at the end of a word, for example, makes the word a noun. This kind of chunking also helps children decode words with more than one syllable, like ​ unbelievable.

Once children can recognize enough words relatively quickly and easily, they are ready to move from reading individual words to reading sentences and then paragraphs. At that point, they can start to focus on comprehending what they are reading. Most children reach this stage sometime during third grade.﻿﻿

By Carol Bainbridge
Carol Bainbridge has provided advice to parents of gifted children for decades, and was a member of the Indiana Association for the Gifted.

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Find out about the process of how children learn to read, which differs from the process of learning language, and what happens in stages.

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