SPEECH and LANGUAGE SERVICES with Mrs. Engel Mrs. Kyros Mrs. Eden
email these teachers by clicking on their names: Mrs. Engel or Mrs. Kyros or Mrs. Eden

 

Normal Development of Speech Sounds
This normative information was taken from the Nebraska-Iowa Articulation Norms Project (19 )

Please note these notations: f- (beginning f sound), -f (ending f sound)

Females

These sounds are typically in place at the following ages:

By age 3: p, b, m, n, h, w, d, k, f-, g

By age 4: t, y, kw, voiced th (as in these), tw

By age 5: v, l-, -f, pl, bl, kl, fl, gl

By age 6: sh, voiceless th (these), j, ch, -l

By age 7: z, ing, s, sp, st, sk, sm, sn, sw, sl, skw, spl

By age 8: r-, -er, pr, br, tr, dr, kr, fr, gr

By age 9: thr, spr, str, skr

Males

By age 3: f-, m, n, h, w, p, b, k, d, t

By age 4: g

By age 5: v, f, y, tw, kw

By age 6: l-, pl, bl, kl, gl, fl

By age 7: voiced th, sh, ing, s, z, ch, j, -l, spl, sp, sm, sn,

sk, sw, st, sl, skw

By age 8: voiceless th, r-, pr, br, tr, -or, kr, dr, gr, fr

By age 9: thr, str, spr, skr

LANGUAGE PROBLEMS:

Students who have language problems have trouble with the two key parts of language: receptive language and expressive language. Receptive language involves understanding what people mean when they speak to you. Expressive language concerns speaking in such a way that others understand you. Receptive language problems occur when students are unable to understand what their teachers and peers are sayiang. For example, students with receptive language difficulties may not understand questions, have trouble following directions, and cannot retain information presented verbally. Students with expressive language problems are unable to communicate clearly; their spoken language may include incorrect grammar, a limited use of vocabulary, and frequent hesitations.

Students with speech and language problems may also have difficulty using language in social situations. For example, they may be unable to vary their language to match the person they are talking with or the context in which it is occurring, maintaining a topic during conversations, take turns during a conversation, recognize when a listener is not understanding and take action to clarify and be a considerate speaker and listener. As with problems in communicating clearly, problems in using language appropriately can seriously impede students’ social development and peer relationships.

Early speech and language development forms the underpinning for much of the academic learning that comes when students go to school. It is not surprising that students with speech and language problems are likely to have trouble with academics as well. Problems with speech sounds can result in students having difficulties acquiring word-analysis and spelling skills. Receptive language problems can make reading comprehension difficult as well as understanding math concepts and other vocabulary related to science, social studies, etc. Expressive language problems can make it difficult for students to verbally practice the grammar used for later writing development.

Should you have concerns for your child’s speech and language development, please contact your child’s classroom teacher who can make the necessary referral to the Millard Intervention Team (MIT) located at Wheeler Elementary School. MIT members work together to design strategies that may help students to change how they communicate. Those students who do not exhibit changes will be referred on to the Multidisciplinary Team (MDT). This team is comprised of a speech/language pathologist, school psychologist, special education teacher, classroom teacher, and other professionals who may be needed (e.g., occupational therapist, physical therapist, vision specialist, augmentative communication specialist, audiologist, adaptive physical education specialist).

Indicators of a Receptive Language Problem:

cannot abstract or comprehend abstractions as idioms (“mind sharp as a tack”)

cannot retain information presented verbally

difficulty following oral directions

cannot detect breakdowns in communication

misses part of material presented verbally

does not respond to questions appropriately

cannot recall sequences of ideas presented orally

may confuse the sounds of letters that are similar (b,d; m,n) or reverse the order of sounds and syllables in words (was,saw)

difficulty understanding humor or figurative language

difficulty comprehending concepts showing quantity, function, comparative size, and time and space relationships

difficulty comprehending compound and complex sentences

Indicators of an Expressive Language Problems:

use of incorrect grammar (“They walk down together the hill”; “I go not to school).

lack of specificity (“It’s over there by the place over there”).

frequent hesitations (“You know, uhm, I would, uhm, well, er, like a, er, Coke”)

Jumping from topic to topic (“What are feathers? Well, I like to go hunting with my uncle.”)

limited use of vocabulary

trouble finding the right word to communicate meaning (word finding)

poor social use of language (inability to change communication style to fit specific situations, to repair communication breakdowns, and to maintain the topic during a conversation

is afraid to ask questions, does not know what questions to ask, or does not know how to ask a question

repeats same information over and over in a conversation

difficulty discussing abstract time and space concepts

often does not provide enough information to the listener (saying, “We had a big fight with them,” when we and them were not explained).