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Development of communication skills is a lifelong process that begins at birth.

Speech-language
problems are one of the most common developmental delays yet they are often undetected. If left
untreated speech and language delays can cause academic problems such as reading difficulties
and behavioral problems.

Speech-Language Definitions according to the Pediatric Therapy Network


Articulation is how clearly a speech sound is produced.
Expressive language is a broad term that describes how a person communicates their wants and
needs. It encompasses verbal and nonverbal communication skills and how an individual uses
language. Expressive language skills include: facial expressions, gestures, intentionality,
vocabulary, semantics (word/sentence meaning), morphology, and syntax (grammar rules).
Receptive language skills describe the comprehension of language. Comprehension involves
attention, listening, and processing the message to gain information. Areas of receptive language
skills include: attention, receptive vocabulary, following directions, and understanding questions.
Fluency is the fluidity or flow of speech.
Pragmatic Skills are the way a person uses language in social contexts. Incorporating verbal and
nonverbal communication, pragmatic skills are the essence of communication. Each culture has
its own pragmatic use of language including idioms, jokes, slang, affect, and tone of voice.
Voice is composed of three characteristics: pitch (intonation), intensity (loudness), and quality
(resonance).

As your childs teacher I feel that one of the best times to observe the above domains of speechlanguage is during center time. This part of the day allows students the independence to choose
what activity they are interested in and who they interact with. Students use all parts of speech
and language as they play in the dress up area, share blocks with their peers, or use words to
describe objects in the sensory table.
Below is a checklist describing the five domains of speech and language and the key features
where students may have difficulty in that particular area. I have also included a listed of
developmental milestones for children three to five years of age and activities where I feel that
the speech-language domains can be observed.

Speech and Language Domains Checklist


Speech and Language
Domains
Articulation

Expressive-Receptive
Language

Fluency

Pragmatics

Voice

Age
By 36 months of age

Key Features - (Wang & Baron, 1997)


Difficulty in producing speech sounds. Problems with articulation can
range from mild to severe and can make a childs speech difficult to
understand.
Difficulty with auditory comprehension and or verbal expression.
Auditory comprehension may include a childs ability to understand
words, commands and concepts. Verbal expression includes
vocabulary and the ability to put words together to form a sentence in
order to communicate.
Difficulty in speech fluency is often characterized by hesitations and
repetitions of sounds and syllables and words. Students with fluency
issues may stutter and avoid speaking situations.
Difficulty in understanding the meaning of what others are saying,
difficulty using language appropriately to convey their needs, and
difficulty interacting with others. They may exhibit difficulty reading
body language, making choices and making decisions, understanding
satire and jokes and context clues.
Difficulty in vocal quality, loudness and pitch. Symptoms may include
hoarseness or loss of voice.

Milestone - Language Development


Identifies body parts
Carries on 'conversation' with self and dolls
Asks "what's that?" And "where's my?"
Uses 2-word negative phrases such as "no want".
Forms some plurals by adding "s"; book, books
Has a 450 word vocabulary
Gives first name, holds up fingers to tell age
Combines nouns and verbs "mommy go"
Understands simple time concepts: "last night", "tomorrow"
Refers to self as "me" rather than by name
Tries to get adult attention: "watch me"
Likes to hear same story repeated
May say "no" when means "yes"
Talks to other children as well as adults
Solves problems by talking instead of hitting or crying
Answers "where" questions
Names common pictures and things
Uses short sentences like "me want more" or "me want cookie"
Matches 3-4 colors, knows big and little (PRO-ED Inc., n.d.)

By 48 months of age

By 5 years of age

Can tell a story


Has a sentence length of 4-5 words
Has a vocabulary of nearly 1000 words
Names at least one color
Understands "yesterday," "summer", "lunchtime", "tonight",
"little-big"
Begins to obey requests like "put the block under the chair"
Knows his or her last name, name of street on which he/she
lives and several nursery rhymes (PRO-ED Inc., n.d.)

Has sentence length of 4-5 words


Uses past tense correctly
Has a vocabulary of nearly 1500 words
Points to colors red, blue, yellow and green
Identifies triangles, circles and squares
Understands "In the morning" , "next", "noontime"
Can speak of imaginary conditions such as "I hope"
Asks many questions, asks "who?" And "why?" (PRO-ED Inc.,
n.d.)

Natural Environments for Observations:


The five speech and language domains; articulation, receptive-expressive language, pragmatics,
voice, and fluency; are all intertwined at the preschool level. Children use speech and language
in all aspects of their preschool day. From greeting their teachers and other students during
morning drop off, to listening and responding during circle time, to interacting with peers during
center time, to asking for help with food packages during snack time, to free play with their
friends during recess. Any of these activities would provide a great time to observe a student to
see if they have a speech and/or language developmental delay. Having students sing songs,
repeat nursery rhymes, answer questions about a story that was read out loud or listening to them
talk among their peers during play time would all allow an observer to see and hear if a student
had a speech or language concern. If the student displays some of the key features listed above,
in one or more of the domains, then the student could be pulled out for additional testing such as
hearing tests, tests of phonological awareness skills, photo articulation tests, and non-speech tests
for receptive/expressive language.

Reference
Pediatric Therapy Network (n.d.). Speech-language definitions. Retrieved on March 22, 2015
from http://www.pediatrictherapynetwork.org/services/speech_language_definitions.cfm
PRO-ED Inc. (n.d.). Speech and language milestone chart. Retrieved on March 8, 2015 from
http://www.ldonline.org/article/6313/
Wang, P.P. & Baron, M. A. (1997). Language: A code for communicating. Retrieved on March
22, 2015 from http://www.apraxia-kids.org/library/language-a-code-for-communicating/

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