| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 0-3 mos. |
Auditory detection/ attention:
-
reacts to loud sounds with startle (Moro
reflex)
-
reacts initially to sounds that are close by; between 2-4 months
begins to develop distance hearing
-
responds to LF sounds (vowels) better than to HF sounds (consonants)
-
is awakened by loud voices and sounds
-
By the end of the 3rd month, an infant recognizes his mother's voice; stops
crying to listen; listens to his/her own sounds
-
enjoys a few noisemakers
|
-
Infants are unable to control motor movements; therefore, most actions
are reflexes. The most important reflex for speech development is the rhythmic
suck-swallow pattern, established 3 months prior to birth.
-
produces sounds such as fussing, crying, burping, and cooing.
-
produces most sounds on exhalation with lengthy vowel-like sounds (back
vowels)
-
makes single vowel sounds "ah" "eh" "uh" -- one syllable
-
sustains cooing 15-20 seconds
-
Different kinds of crying for pain and hunger
|
-
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)
|
-
responds to and imitates facial expressions of others (Meltzoff & Moore,
1977)
-
recognizes bottle or breast
-
briefly looks at objects
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 4-6 mos. |
-
turns his eyes/head to search for sounds
-
enjoys hearing his own sounds (gurgling, laughing, and babbling)
- auditory feedback loop develops
-
enjoys sound of musical toys (rattles, bells)
-
responds to voices by babbling
-
begins differentiating between environmental and speech sounds
-
after hearing his mother's voice, cries if the face he/she then sees is
not his mother's face
-
recognizes familiar sounds for feeding (e.g. spoon in a dish)
|
-
vocalizes in self-initiated sound play
-
coos to music
-
vocalizes "ma" or "mu"
-
tries to repeat heard sound sequences
-
babbling
begins
-
experiments/plays with sounds (yells, gurgles, blows raspberries and bubbles)
-
varies volume, pitch, and rate (suprasegmentals)
|
-
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)
|
-
explores with hands and mouth
-
smiles/vocalizes to mirror image; reaches out to mirror image
-
experiments with cause-effect: shakes rattle
-
reaches for objects
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 7-9 mos. |
-
in sitting position, turns eye/head/body to source of sound (sound localization);
has difficulty locating sounds above or behind
-
responds to simple requests
-
modifies speech to match what was heard
-
imitates speech and non-speech (blowing raspberries) sounds
-
responds to name
-
attends to music/singing
-
understands many onomatopoeias (Learning
to Listen Sounds)
|
-
produces sounds in one breath
-
enjoys imitating sound sequences
-
babbles with some CV syllables ("bababa")
-
uses /m/, /n/, /b/, /p/, /t/, /d/ in babbling
-
imitates sounds, cough, tongue clicking (increased tongue tip activity),
etc.
-
imitates some onomatopoeias
-
babbling shows pitch and inflectional changes
-
copies (sometimes inaccurately) intonational contours
-
beginning of adult speech (starting to develop certain vowels, syllables,
diphthongs)
|
-
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)
|
-
searches for partially hidden object
-
struggles to get objects that are out of reach
-
plays game like "peek-a-boo"
-
imitates simple acts, e.g. clapping, nodding
-
gives, points, shows
-
pulls rings off peg
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
10-12 mos.
1 yr. |
-
responds physically to music
-
responds to questions by searching
-
can look for named object that is out of sight
-
understands some common phrases
|
-
uses variegated (non-reduplicative) babbling ("dageedagee")
-
begins changing babbling to real words
-
continues imitating sounds
-
begins using more back vowels, central vowels, and consonants
|
-
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
|
-
tries to accomplish simple goals (seeing and then crawling to a toy)
-
looks for/finds objects that are out of sight (such as a spoon that falls
under the table)
-
stacks rings on peg
-
begins awareness of in/out (objects/ containers)
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 12-18 mos. |
-
shows interest in sounds of radio and television
-
listens to simple stories, songs, and rhymes
-
demonstrates 2 item memory
|
-
uses echolalia
and unintelligible speech/jargon
-
omits some initial consonants and almost all final consonants
-
continues to develop vowels and diphthongs
-
varies pitch when vocalizing
-
uses 21 different phonemes
-
imitates words inexactly
|
-
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)
|
-
explores objects in many different ways (shaking, banging, throwing, dropping)
-
points to named pictures
-
begins to use objects correctly (drinking from cup, brushing hair, dialing
phone, listening to receiver)
-
laughs at silly actions (as in wearing a bowl as a hat)
-
solves problems by trial and error, e.g. inverts bottle to obtain object;
obtains toy with stick
-
scribbles spontaneously
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognitive |
|
|
|
|
|
18-24 mos.
2 yrs. |
-
understands when called from another room
-
remembers what was heard in the correct order (e.g. "Put the fish in the
water and the turtle on the grass.") (auditory sequencing)
-
follows a conversation when the topic is known
-
answers questions about a picture or book
|
-
jargon peaks at 18 mos.
-
correctly pronounces most vowels
-
uses /m/, /p/, /b/, /w/, /n/, /t/, /d/ correctly in
the beginning of syllables and short words
-
2 years: 25% - 50% intelligibility
-
commonly uses 25 different phonemes
-
uses beginning consonants
-
word-final consonants emerge
-
pitch is lower and more stable
|
-
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)
|
-
finds objects even when hidden under two or three covers
-
likes to take things apart
-
stacks rings on peg in order of size; builds higher towers
-
turns one page at a time
-
activates mechanical toy
-
pretend plays about familiar situations
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 2 - 2 ½ yrs. |
-
answers questions about a story
|
-
60% of speech is intelligible by 30 months of age
-
continues to develop front
consonants
|
-
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)
|
-
begins to sort by shapes and colors
-
names one color
-
begins make-believe play; dramatizes mother and baby
-
begins to understand functional concepts of familiar objects and part/whole
concepts
-
shares toys
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 2 ½ - 3 yrs. |
-
begins making cognitive judgments about what was heard, e.g. "Tell me about
your trip to Disney World." (auditory processing)
-
answers questions about an undisclosed but familiar topic
|
-
continues use of echolalia
when difficulties in speech are encountered
-
exhibits repetitions, especially starters ("I" and first syllables)
-
speaks with a loud voice
-
increases range of pitch
-
consistently uses initial consonants (some are misarticulated); frequently
omits medial consonants; frequently omits or substitutes final consonants
-
By age 3, 90 % of children produce the following consonants in conversation:
/p/, /m/, /n/, /h/, /w/
-
accurately pronounces all vowels and diphthongs
(except those with an r, such as in the word "bird")
-
uses approx. 27 phonemes
-
3 years: 75 - 80% intelligibility
-
masters 2/3 of the adult speech sounds
|
-
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)
|
-
matches an object in hand or in the room to a picture in a book
-
completes 5+ piece puzzle
-
counts 2 to 3 objects; knows more numbers (but not always in the right
order)
-
remembers what happened yesterday
-
knows where things usually belong
-
substitutes one object for another in pretend play (as in pretending a
block is a "car")
-
laughs at silly ideas (like milking a dog)
-
avoids some dangers, e.g. a hot stove or a moving car
-
selects objects not the same / Which doesn't belong? from
set of objects
-
names own drawings
-
pretends to be caregiver
-
holds up fingers to tell age
-
states first & last name
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
3 - 4
yrs. |
-
improves listening skills; comprehends auditory information in a variety
of settings (auditory understanding)
-
listens attentively and retells stories
-
accurately repeats sentences with high predictablility
-
identifies objects based on description (open set)
|
-
substitutes some stops for fricatives (i.e. "tat" for "sat")
-
increases speech rate
-
may delete a syllable in multi-syllabic words
-
simplifies words with blends
-
4 yrs: 80 % - 90% intelligibility
-
The following consonants emerge: /r/, /l/, /s/, /t
 /(ch),
//sh, /z/
-
By 4, 90% of children have mastered the following sounds in conversation:
/b/, /k/, /d/, /j/
 ,
/f/, /g/
|
-
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)
|
-
identifies and names primary colors
-
counts to ten
-
approaches problems from a single point of view
-
begins to have a clearer sense of time; wants to know what will happen
next
-
engages in fantasy play; distinguishes between the real and pretend
worlds
-
takes turns and can do so without always being reminded
-
identifies situations that would lead to happiness, sadness, or anger
-
draws somewhat recognizable picture that is meaningful to child if not
to adult; names and briefly explains picture
-
distinguishes day activity (playing) from night activity
(sleeping)
-
sequences familiar routines, simple finger plays, patterns of blocks
-
traces/copies figures (squares), drawn objects
-
knows division of day - morning, afternoon, night
-
matches object to occupation - fishing rod to fisherman
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 4 - 5 yrs. |
-
recalls 5+ facts from a familiar story
-
identifies word that rhymes or doesn't rhyme in set of 3-4
|
-
5 years: 98 - 100% intelligibility
-
By age 5, the phonological processes of syllable deletion and fronting
are suppressed.
-
The following consonants emerge: (/d
 /)
-"j" as in jump, /v/, voiced(/ð/) and voiceless(/ /)
"th"
|
-
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
|
-
draws recognizable pictures; copies more complex figures (triangle)
-
likes cutting/pasting
-
knows own street and town
-
begins to relate clock time to daily schedule
-
identifies a problem, lists possible solutions verbally and chooses which
one(s) are appropriate
-
tells color of unseen object - "What color is an apple?
-
categorizes, naming items without visual clues, e.g. animals,
food, toys; decides own criteria for categories
-
predicts story from book cover
-
names penny, nickel and dime
-
knows days of the week
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 5 - 6 yrs. |
-
expansion of auditory understanding
-
can provide a word that rhymes with a given word
-
learns letter-sound associations
|
-
By 6, 90% of children have mastered the following sounds in conversation:
/t/, /r/, /
 /(ng),
/l/
-
uses a variety of blends
-
self-monitors speech
|
-
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)
|
-
says letters of alphabet
-
understands that letters written on a page represent spoken words
-
understands number concepts to "ten"
-
rote counts to 30+
-
recognizes and can reproduce many shapes, letters, and numbers
-
plays games by the rules
-
understands seasons of the year
-
begins to think about their own behavior/actions and to see consequences/
explain situations
-
begins to read and write, distinguishing capitals and lowercase
-
uses invented spelling (e.g. color could be spelled "kulr") (E)
-
arranges objects in order, according to size
-
completes simple maze
-
adds, subtracts
-
comprehends directional commands - left/right
|
|
|
|
|
|
| Age |
Hearing |
Speech |
Language |
Cognition |
|
|
|
|
|
| 6 - 8 yrs. |
-
provides a synopsis/ summary after listening to information one time
|
-
Most children have typical articulation by age 7.
-
By 7, 90% of children have mastered the following sounds in conversation:
//(sh), /t/(ch),
/j/ ,
voiceless (//)
"th"
-
By 8 90% of children have mastered the following sounds in conversation:
/s/, /v/, /z/
|
-
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)
|
-
can develop a plan to meet a goal
-
rote counts to 100+
-
understand/use riddles and idioms ("Hold your horses.")
-
tells jokes
-
tells own address, phone number
-
names months of the year
-
names month for a given holiday
-
can tell time
|
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