Tag: receptive language

Categories
1.5 Communication Development: Overview

Communication Development

A Brief Overview1

Being aware of language and communication milestones is important for parents and other caregivers.  We often hear statements like the ones listed below from parents whose children are not speaking “like other children”, or from professionals, including family physicians:

  • “My two year-old has yet to utter her first words, but since her pediatrician is not concerned, I guess I should not think about this too much.
  • My three year-old only uses one-word phrases, but so did his father. I guess this runs in my husband’s family and I should not be worried.
  • Leave your child alone. She will talk when she is good and ready. You are ‘making a mountain out of a mole hill’ (exaggerating).”

Nevertheless, the speech and language patterns of these children seem to be different than those of others their age. These differences show both in the way they talk, or the quality of their expression, and in quantity, or how many words they know and can put together into sentences.

It may be that some physicians are not aware of the early signs of speech and language delay in young children. They may want to avoid worry for parents so they reassure parents that their children will develop language at their own pace.

It is also true that some children talk earlier than others. These children usually fall within the typical range of speech and language development. At the same time, a parent’s concerns about their child’s speech and language development are always valid and need to be heard.  Parents need to consult with a public health nurse or a speech and language pathologist.

Signs of severe delay include:

  • Not talking at three years of age;
  • Speaking in only one word phrases at five years of age;
  • Not speaking clearly (e.g., having severe speech difficulties at seven years of age).

Resources:

Click here for a list of different speech, language and communication disorders.

1 see References
Categories
1.5 Communication Development: Receptive Language

Receptive Language

The Typical Language section of this course describes receptive language1 as the ability to understand and process language. It usually develops earlier than expressive language. The development of expressive language depends on the development of receptive language.

As part of our communication with others, receptive language is a large part of our life. Therefore, a delay in the development of receptive language skills will very likely influence the development of expressive language, as well as other areas of development.

Signs indicators of receptive language delay that appear by 12 months may include:

  • Not imitating others’ sounds or behaviors;
  • Not responding to name being called;
  • Appearing not to listen.

Some indicators that appear by age three years:

  • Appearing non-compliant (e.g. not following directions);
  • Showing delays in learning how to speak, or in developing expressive language skills.

Some indicators that appear by age five years:

  • Asking others to repeat themselves;
  • Finding it difficult to answer questions.

Some indicators that appear by age seven years:

  • Finding it difficult to make sense, or ‘process’ information (see full Glossary);
  • Not wanting to join in activities with others;
  • Having difficulty understanding stories.

Some indicators that appear by age nine years:

  • Having difficulties reading sentences.
1 see References
Categories
1.5 Communication Development: How Development In Early Years Affects Development in the Elementary Years

How Development in Early Years Effects Development in Elementary Years

Children who have difficulties with language in the early childhood years1 will very likely continue to exhibit difficulties with language in the elementary years and beyond. If these difficulties are not addressed, they will get more serious and will have a negative effect on practically all aspects of the child’s life. This applies to all aspects of language: receptive, expressive, pragmatic and articulation. Children with language delays do not “outgrow” them. With appropriate support however, they may acquire and develop many of the basic skills.

Children with language delays by age 5 years, at they begin the elementary school years (and beyond) may exhibit the following behaviours:

Children with difficulties with receptive language:

  • May look as if they do not pay attention, because they may not understand what is being asked of them;
  • May only hold a small number of words in their vocabulary;
  • May continue to experience difficulties in social situations, because of their receptive language skills difficulties.

Children with difficulties with expressive language:

  • May continue to find it difficult to be part of groups and  other social situations, and avoid them completely;
  • May continue to feel that they are “different” from others (e.g., things that are easy for others are difficult for them, both in and out of school situations);
  • May struggle with learning how to read and write, and have trouble with subjects like socials, sciences and math that are language-based.

Children with difficulties with pragmatics :

  • May continue to avoid social situations, because it is hard for them to be a part of a conversation;
  • May be avoided or made fun of by other children, because of their  difficulties with language when sharing with others;
  • May be aware of their language difficulties, continue to feel ‘bad’ (see full Glossary) about themselves.

Children with difficulties with articulation:

  • May avoid social situations, because of difficulties with some speech sounds
  • May choose not to talk to avoid other children making fun of them.
  • May be aware of their speech difficulties, continue to feel ‘bad’ about themselves.

Children with language delays who show these behaviours need additional support at school; otherwise, these behaviours could become more complex between 5 and 12 years old. Knowing of how these language difficulties may effect a child is important in any of the four aspects of language. Not being successful in language and communication skills may have long lasting effects. These difficulties may prevent the child from being included in activities such as school plays, debates or any other meetings, or just ‘mingling’ with children and adults. As adolescents and young adults, any daily life situations that include language and communication become difficult, for example, talking to a bank-teller or contacting one’s doctor.

1 see References

Spam prevention powered by Akismet