oral language development: the pathway to literacy arizona branch of the international dyslexia...
TRANSCRIPT
Oral Language Development: The Pathway to Literacy
Arizona Branch of The International Dyslexia AssociationAnnual Meeting
May 9, 2009
Stacy Fretheim, MS, CCC-SLP
Definition of Language
• Language is a code made up of rules including
• how to make words• what words mean• how to put them together• what word combinations are best in what
situations.
• Language develops naturally– Innate skill– Brains are hard-wired for language
• Requires exposure to language stimuli
Two Main Divisions
• Language falls into two main divisions:– Receptive language:
• understanding what is said, written or signed
– Expressive Language: • speaking, writing or signing.
A Rough Guide for Language Development
• Babies start “playing with sound” early(cooing 2-3 months, babbling 5-7 months)
• Expect first words between 12 and 18 months. • There is usually a "spurt" of language
development before 2 years. • Expect to hear 4 to 5 word sentences by 4
years. • Grammar should be correct most of the time by
4 years.• "Other people" should understand almost
everything your child says by the time he or she is 4!
Going from “Ga-Ga” to “Good Morning”
•The development of language depends upon the ability to tell the difference between simple sounds
•In typical development, this happens innately
•Studies show that babies up to 6 months of age can perceive the differences in all sounds in any language
Kuhl, 2008
Citizens of The World: Early Phonological
Discrimination
Creating Phonological Maps
• Clear distinct representations of the sounds are “mapped” out with respect to:– Auditory Features– Visual Features– Tactile Kinesthetic
Features
LANGUAGE(BUILDING BLOCKS)
18 MONTHS ___
1 MONTH ___
9 MONTHS ___
5 YEARS ___
9 YEARS ___
PHONOLOGY(FORM)
PRAGMATICS(FUNCTION)
SEMANTICS
(MEANING)
SYNTAX
(FORM)
READING
WRITINGSPELLING
METALINGUISTIC
PHONOLOGY
EXECUTIVE FUNCTION / INTENTION
WORKING MEMORYHOLD / MANIPULATE
(PERCEPTION / PRODUCTION)
ATTENTION / AROUSAL
ACOUSTIC
SUBREPRESENTATION
VISUAL
SUBREPRESENTATION
MOTOR ARTICULATORY
SUBREPRESENTATION
SOMATOSENSORY ARTICULATORY
SUBREPRESENTATION
PHONEMIC REPRESENTATION
PROSODICREPRESENTATION
(WORD LEVEL)
Alexander, 2004
Providing a Strong Foundation
“The development of phoneme awareness, thedevelopment of an understanding of the alphabeticprinciple, and the translation of these skills to the application of phonics in reading words are non-negotiable beginning reading skills that ALL children must master in order to understand what they read and to learn from their reading sessions.”
Dr. Reid Lyon STATEMENT OF DR. G. REID LYONCHIEF CHILD DEVELOPMENT AND BEHAVIOR BRANCH NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT (April 1998)
Red Flags
• Warning signs that language may not be developing typically:– Lack of appreciation for rhyme or lack of
interest in sound or word play– Difficulty telling an event/story in sequence– Difficulty appreciating the individual sounds
in words heard, spoken or read– Difficulty pronouncing multisyllabic words– Difficulty following directions
What’s next?• If you suspect that your child is having
trouble with language:– Schedule an audiological
screening/evaluation to make sure that your child is hearing well
– Schedule a screening/evaluation with a speech-language pathologist
Difficulties with oral-language as a young child put one at high-risk for developing dyslexia!
Get help early!
Feel free to contact me with questions:
480-629-4461
Parents know their children best; Listen to your intuition!