| Věk (rok/měsíc) |
Vývoj
jazyka
R:
Receptive language: that which the child
understands.
For example, you may
say to a one year old -- Get your shoes.
They will get the
shoes, but cannot say those same words.
Receptive language
comes first.
E:
Expressive language: begins with
words the child understands and can SAY.
Many hearing
impaired children have a vastly greater receptive
vocabulary than expressive because of delayed speech
production.
MLU: Mean length of utterance: mean
number of morphemes per utterance |
| 0/0 - 0/3 |
-
attends to speaker's mouth or eyes
-
moves in response to voice
-
expresses feelings by cooing (one syllable - "ah"),
gurgling (at back of
throat), and crying (E)
-
exhibits differentiated crying (E)
-
vocalizes to caregiver's smile and voice and to
express pleasure (E)
|
0/4 - 0/6
|
-
smiles at speaker (R)
-
vocalizes to objects (E)
-
laughs
-
says "mama/dada" without meaning (E)
-
babbles to gain attention (E)
-
shows pleasure/ displeasure by vocalizing (E)
|
0/7 - 0/9
|
-
recognizes names of family members (R)
-
responds to "no" most of the time (R)
-
attends to pictures (R)
-
uses gesture and vocalization to protest (E)
-
vocalizes during games (E)
-
sings along with a familiar song (E)
|
0/10 - 1/0
|
-
recognizes familiar persons or objects when named (R)
-
looks at named pictures with an adult (R)
-
attends to new words (R)
-
identifies two body parts on self (R)
-
gives objects upon verbal request. (R)
-
uses social gestures (waving "bye-bye") (E)
-
vocalizes with intent frequently (E)
-
uses onomatopoeias to refer to objects (E)
-
says one to two words spontaneously
|
1/0 - 1/6
|
-
follows 1-step commands without a gesture/verbal cue
alone (R)
-
uses true words within jargon-like utterances (E)
-
combines vocalization and gesture to obtain a desired
object (E)
-
identifes/points to 3+ body parts (on self or doll),
clothing item, or
a toy on verbal request (R)
-
names objects on request (E)
-
gives objects if asked (R)
-
by 18 months, uses 20 - 100 meaningful words; 50% of
words are nouns
(E)
|
1/6 - 2/0
|
-
follows 2-step related commands without visual
cues (R)
-
points to 4+ body parts (on self or doll) (R)
-
uses question intonation to ask yes/no
questions (E)
-
uses 2-word phrases/sentences frequently by 24 months
("more milk," "a
doggie," "read book"); MLU 1.50-2.0 (E)
-
names most common objects (E)
-
understands questions where? and what's
that? (R)
-
begins using pronouns like "my," "me," "mine"; refers
to self by name (E)
-
uses 200+ words (E)
|
| 2/0 - 2/6 |
-
responds appropriately to location phrases ("in,"
"on") (R)
-
recognizes family member names (R)
-
uses "and" ("mommy and daddy") (E)
-
uses 3-word sentences frequently; MLU 2.0-2.5 (E)
-
begins using verb endings (-ing) ("Mommy pushing") (E)
-
refers to self as "me" rather than by name (E)
-
asks simple questions ("Where ball?" "What Daddy
doing?" "What color?")
(E)
-
uses number + noun ("two doggie") (E)
|
| 2/6 - 3/0 |
- answers questions with "yes" or "no" (E)
-
understands the concepts of "one" and "all" (R)
-
uses subject pronoun: he (E)
-
asks "What happened?" (E)
-
uses "gonna" and "wanna" (E)
-
uses 3-4 word sentences; converses with self; MLU
2.5-3.0 (E)
-
shows interest in "why" and "how" explanations (R)
-
expands use of verb endings (-ing),
plurals/possessives ("eat
cookies"), contractions (E)
-
begins the "why" question stage; asks "wh"- questions
("What's that?" and
"Where ball?") (E)
-
uses 2-/3-word negative phrases (/"no want that")(E)
-
asks for "another" (E)
-
understands "now," "soon," and "later" (R)
-
begins using singular/ plural noun-verb agreement (E)
-
"converses:" relates simple imaginative tales;
describes actions in book
(E)
-
vocabulary: 900+ words (E)
|
3/0 - 4/0
|
-
uses possessives (E)
-
uses "we," "she," and "they" (E)
-
uses "some," "many," and "all" (E)
-
uses present progressive: is/are/am + verb ing (E)
-
Uses some irregular verbs (E)
-
Uses "can't," "not," and "didn't" (E)
-
uses "hafta," "have to," and "want to" (E)
-
uses 3rd person singular –s (E)
-
expresses ideas and feelings rather than just talking
about the world around
him/her (E)
-
begins using analogies, comparisons; can complete
opposite analogies ("sister
is a girl; brother is a ___.") (E)
-
describes the use of objects such as "fork," "car" (E)
-
enjoys poems and recognizes language absurdities such
as, "Is that an elephant
on your head?" (R)
-
uses do to ask yes/no questions (E)
-
vocabulary: 1500+ words (E)
|
| 4/0 - 5/0 |
-
asks what/who/where or why do
questions (E)
-
asks what/who/where or why did
questions (E)
-
asks whose (E)
-
uses does to ask yes/no questions (E)
-
converses with longer, more complex sentences, but
still makes grammar
errors; MLU 4.5+ (E)
-
uses has, does, had (E)
-
uses because, when, if, and so
in clauses (E)
-
uses these and those (E)
-
uses before and after (E)
-
uses comparative adjectives ("small-smaller") (E)
-
answers "why" and "how" questions ; replies to
questions like "What is
a house made of?" (E)
-
By age 5, uses 2500 words (E)
-
ends conversations appropriately
|
| 5/0 - 6/0 |
-
stabilizes correct usage of irregular plurals and past
tense/irregular
verbs (E)
-
uses pronouns, prepositions, and articles correctly,
consistently (E)
-
uses superlative –est (E)
-
uses –er to form nouns (teach/teacher) (E)
-
uses future progressive: will be + verb + __ing
(E)
-
asks wh questions with does (E)
-
uses sentences with 8+ words; uses compound and
complex sentences (E)
-
understands time sequences (what happened first,
second, etc.) (R)
-
vocabulary: 2800+ words (R); 2500+ (E)
|
| 6/0 - 8/0 |
-
uses irregular comparative/ superlative: better,
best: worse, worst
(E)
-
uses past perfect tense ("She had read the book.")
-
uses past perfect progressive ("had been camping") (E)
-
asks have questions with present perfect ("Have you
been there before?")
(E)
-
passive voice developed by most children (E)
-
uses well formed narratives (E)
|