D Sanchez's Week 2 Language Development Timeline

By pmsanchez09

  • 3 Months: Responds vocally to partner (Owens, 2013)

    This event is significant because it is the beginning of all speech development. (Owens, 2013)
    Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 8 Months: Begins gesturing (Owens, 2013)

    This event is significant because it begins the development towards the intention to communicate (Owens, 2013)
    Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 12 Months: First word spoken (Owens, 2013)

    This event is significant because it signifies when a child chooses to use verbal communicative form to express his or her will. (Owens, 2013)Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 4. 18 Months: Beginning to combine words in proper order (Owens, 2013)

    This event is significant because it helps a child to better communicate what they want to their communicative partner as opposed to one word utterances. (Owens, 2013)Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 2 Years: Begins adding morphemes (Owens, 2013)

    This event is significant because it helps the child to communicate better when they learn to use plural’s or verb endings such as “–ing”. (Owens, 2013)Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 3 Years: More adult like speech (Owens, 2013)

    This event is significant because it helps the child to communicate better with adults and other caregivers. (Owens, 2013)Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 4 Years: Able to change style of speech to fit partner (Owens, 2013)

    “In conversations, preschool children begin to consider that the listener needs to know certain information and the amount of information needed and that there is a need to change conversational style when speaking to younger children.” (Owens, 2013) Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • 5 Years: 90% of speech has been learned (Owens, 2013)

    This becomes a significant achievement when a child has learned about ninety percent of all language form. (Owens, 2013) “In addition, adultlike negative, interrogative, and imperative sentence forms evolve. For example, a toddler negative consisting of No cookie is modified by words such as no, not, can’t, don’t, and won’t being placed between the subject and verb, as in Mommy can’t catch me. Other negatives such as wouldn’t, couldn’t, is not, and isn’t are added later.” (Owens, 2013)Referenc

  • 6 Years: Begins to learn visual mode of communication with reading and writing (Owens, 2013)

    “Reading and writing development is related to metalinguistic skills, which enable a child to consider language in the abstract, to make judgments about its correctness, and to create verbal contexts, such as in writing.” (Owens, 2013)Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pearson Learning Solutions, 04/2014. VitalBook file.

  • Adolescence: Able to participate in conversation, knows multiple meanings of words, gender styles, and figurative language (Owens, 2013)

    “Over the next few years, language development slows and begins to stabilize, but it will be nonetheless significant. Many complex forms and subtle linguistic uses are learned in the adolescent period.” (Owens, 2013) These complex forms of language will be the precursors to extended knowledge of grammar. Reference:Owens, Robert E., Jr, Kimberly Farinella, Dale Metz. (2013) Introduction to Communication Disorders: A Lifespan Evidence-Based Perspective, VitalSource for Ashford University. Pear