LINGUISTIC DEVELOPMENT
OF CHILD AND
ADOLESCENTS
  . LANGUAGE
A
DEVELOPMENT
CONTENT OF SPEECH
EARLY CHILDHOOD
HOLOPHRASTIC SPEECH:
* IN VERY YOUNG CHILDREN, SINGLE WORDS OFTEN
REPRESENT ENTIRE PHRASES OR IDEAS. FOR EXAMPLE,
"JUICE" MIGHT MEAN "I WANT JUICE."
CONTENT OF SPEECH
EARLY CHILDHOOD
TELEGRAPHIC SPEECH:
* AS CHILDREN PROGRESS, THEY BEGIN TO FORM SHORT,
TWO-WORD PHRASES, LIKE "BABY GO," FOCUSING ON
ESSENTIAL WORDS AND OMITTING GRAMMATICAL ELEMENTS.
THE CONTENT OF THEIR SPEECH AT THIS STAGE IS VERY MUCH
BASED ON NEEDS, AND OBSERVATIONS OF THEIR IMMEDIATE
SURROUNDINGS.
CONTENT OF SPEECH
EARLY CHILDHOOD
* VOCABULARY EXPANSION:
* RAPID VOCABULARY GROWTH OCCURS, WITH CHILDREN
QUICKLY LEARNING NEW WORDS AND THEIR MEANINGS.
* THE CONTENT OF THEIR SPEECH BEGINS TO INCLUDE MORE
NOUNS, VERBS, AND SIMPLE DESCRIPTIVE WORDS.
CONTENT OF SPEECH
EARLY CHILDHOOD

* EARLY GRAMMATICAL DEVELOPMENT:

* CHILDREN BEGIN TO IMPLEMENT EARLY
GRAMMATICAL RULES, THOUGH OFTEN
INCORRECTLY.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE
* INCREASED COMPLEXITY:
* SENTENCE STRUCTURE BECOMES MORE COMPLEX, WITH
THE USE OF CONJUNCTIONS, CLAUSES, AND VARIOUS
GRAMMATICAL FORMS.
* THE CONTENT OF SPEECH BECOMES MORE NUANCED,
REFLECTING INCREASED COGNITIVE ABILITIES.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE
* ABSTRACT THOUGHT:
* ADOLESCENTS DEVELOP THE CAPACITY FOR ABSTRACT
THOUGHT, WHICH IS REFLECTED IN THEIR LANGUAGE. THEY
BEGIN TO USE AND UNDERSTAND FIGURATIVE LANGUAGE,
SUCH AS METAPHORS, SIMILES, AND IDIOMS.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE

* THEY ALSO BEGIN TO UNDERSTAND AND USE SARCASM,

AND OTHER COMPLEX LANGUAGE TOOLS.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE
* SOCIAL AND CONTEXTUAL AWARENESS:
* ADOLESCENTS BECOME MORE AWARE OF HOW
LANGUAGE VARIES IN DIFFERENT SOCIAL CONTEXTS. THEY
LEARN TO ADJUST THEIR SPEECH TO SUIT DIFFERENT
AUDIENCES AND SITUATIONS.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE

* THE CONTENT OF SPEECH, IN ADOLESCENCE, BEGINS TO

HEAVILY REFLECT SOCIAL SITUATIONS, AND ABSTRACT
CONCEPTS SUCH AS POLITICS, AND PHILOSOPHY.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE
* DEVELOPMENT OF PRAGMATICS:
* THIS INCLUDES THE UNDERSTANDING OF SOCIAL RULES OF
LANGUAGE, SUCH AS TAKING TURNS IN CONVERSATION, AND
UNDERSTANDING IMPLIED MEANINGS.
IN ESSENCE, THE CONTENT OF SPEECH PROGRESSES FROM SIMPLE,
CONCRETE EXPRESSIONS IN EARLY CHILDHOOD TO COMPLEX,
ABSTRACT, AND SOCIALLY NUANCED COMMUNICATION IN
ADOLESCENCE.
CONTENT OF SPEECH
LATE CHILDHOOD AND ADOLESCENCE
* DEVELOPMENT OF PRAGMATICS:
* THIS INCLUDES THE UNDERSTANDING OF SOCIAL RULES OF
LANGUAGE, SUCH AS TAKING TURNS IN CONVERSATION, AND
UNDERSTANDING IMPLIED MEANINGS.
IN ESSENCE, THE CONTENT OF SPEECH PROGRESSES FROM SIMPLE,
CONCRETE EXPRESSIONS IN EARLY CHILDHOOD TO COMPLEX,
ABSTRACT, AND SOCIALLY NUANCED COMMUNICATION IN
ADOLESCENCE.
LEARNING WORDS
EARLY CHILDHOOD
* EARLY WORD ACQUISITION:
* INFANTS BEGIN TO RECOGNIZE AND UNDERSTAND
WORDS LONG BEFORE THEY CAN PRODUCE THEM.
* EARLY VOCABULARY OFTEN CONSISTS OF
CONCRETE NOUNS (E.G., "MAMA," "DADA," "DOG,"
"BALL").
LEARNING WORDS
EARLY CHILDHOOD
* FAST MAPPING:
* CHILDREN POSSESS AN AMAZING ABILITY TO "FAST
MAP," MEANING THEY CAN QUICKLY LEARN A NEW
WORD AFTER ONLY A FEW EXPOSURES.
* THIS RAPID LEARNING IS CRUCIAL FOR THEIR
EXPANDING VOCABULARY.
LEARNING WORDS
EARLY CHILDHOOD
* VOCABULARY SPURT:
* AROUND 18-24 MONTHS, MANY CHILDREN
EXPERIENCE A "VOCABULARY SPURT," WHERE THEIR
WORD ACQUISITION ACCELERATES DRAMATICALLY.
LEARNING WORDS
EARLY CHILDHOOD
* CONTEXTUAL LEARNING:
* CHILDREN RELY HEAVILY ON CONTEXT TO LEARN
NEW WORDS. THEY GLEAN MEANING FROM THE
SURROUNDING ENVIRONMENT, INTERACTIONS, AND
GESTURES.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* VOCABULARY EXPANSION AND REFINEMENT:
* VOCABULARY GROWTH CONTINUES THROUGHOUT
CHILDHOOD AND ADOLESCENCE, WITH A SHIFT
TOWARDS MORE ABSTRACT AND COMPLEX WORDS.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE

* READING PLAYS A VITAL ROLE IN EXPANDING

VOCABULARY DURING THESE YEARS.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* UNDERSTANDING WORD NUANCES:
* ADOLESCENTS DEVELOP A DEEPER UNDERSTANDING
OF WORD NUANCES, INCLUDING SYNONYMS,
ANTONYMS, AND FIGURATIVE LANGUAGE.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE

* THEY LEARN TO APPRECIATE THE SUBTLE

DIFFERENCES IN MEANING BETWEEN RELATED WORDS.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* DEVELOPMENT OF METALINGUISTIC AWARENESS:
* ADOLESCENTS BEGIN TO THINK ABOUT LANGUAGE
ITSELF, INCLUDING THE STRUCTURE AND MEANING OF
WORDS.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* THIS METALINGUISTIC AWARENESS ENHANCES
THEIR ABILITY TO LEARN AND USE LANGUAGE
EFFECTIVELY.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* SOCIAL AND ACADEMIC VOCABULARY:
* ADOLESCENTS ACQUIRE SPECIALIZED VOCABULARY
RELATED TO SOCIAL INTERACTIONS AND ACADEMIC
SUBJECTS.
 LEARNING WORDS

LATE CHILDHOOD AND ADOLESCENCE
* THEY LEARN TO ADAPT THEIR LANGUAGE TO
DIFFERENT CONTEXTS AND AUDIENCES.
 LEARNING WORDS
KEY FACTORS INFLUENCING WORD LEARNING:
* EXPOSURE TO LANGUAGE:
* THE AMOUNT AND QUALITY OF LANGUAGE
EXPOSURE SIGNIFICANTLY IMPACT VOCABULARY
DEVELOPMENT.
 LEARNING WORDS
KEY FACTORS INFLUENCING WORD LEARNING:
* INTERACTION WITH CAREGIVERS:
* ENGAGING IN CONVERSATIONS WITH
CAREGIVERS PROMOTES WORD LEARNING.
 LEARNING WORDS
KEY FACTORS INFLUENCING WORD LEARNING:
* READING:
* READING EXPOSES CHILDREN AND
ADOLESCENTS TO A WIDE RANGE OF
VOCABULARY AND LANGUAGE STRUCTURES.
 LEARNING WORDS
KEY FACTORS INFLUENCING WORD LEARNING:
* COGNITIVE DEVELOPMENT:
* COGNITIVE ABILITIES, SUCH AS MEMORY AND
ATTENTION, PLAY A ROLE IN WORD LEARNING.
IN ESSENCE, LEARNING WORDS IS A DYNAMIC
PROCESS THAT EVOLVES ALONGSIDE COGNITIVE
AND SOCIAL DEVELOPMENT.
B. THEORY OF LANGUAGE
DEVELOPMENT
 “THEORIES OF LANGUAGE DEVELOPMENT”

Psychological theories of language learning differ in terms of the

importance they place on nature and nurture. Remember that we are a
product of both nature and nurture. Researchers now believe that language
acquisition is partially innate and partially learned through our
interactions with our linguistic environment.
HUMANS, ESPECIALLY CHILDREN, HAVE AN AMAZING ABILITY TO LEARN LANGUAGE.
WITHIN THE FIRST YEAR OF LIFE, CHILDREN WILL HAVE LEARNED MANY OF THE
NECESSARY CONCEPTS TO HAVE FUNCTIONAL LANGUAGE, ALTHOUGH IT WILL STILL
TAKE YEARS FOR THEIR CAPABILITIES TO DEVELOP FULLY. AS WE JUST EXPLAINED,
SOME PEOPLE LEARN TWO OR MORE LANGUAGES FLUENTLY AND ARE BILINGUAL OR
MULTILINGUAL.
HERE IS A RECAP OF THE THEORISTS AND THEORIES THAT HAVE BEEN PROPOSED TO EXPLAIN THE
DEVELOPMENT OF LANGUAGE AND RELATED BRAIN STRUCTURES, IN CHILDREN.

THE BEHAVIOURAL THEORY: IT SAYS

PROPOSES THAT LANGUAGE IS -LANGUAGE CAN BE OBSERVED AND MEASURED
ACQUIRED THROUGH OPERANT -LANGUAGE CANNOT BE LANGUAGE WITHOUT SPEAKING
CONDITIONING, IMITATION AND
REINFORCEMENT. WHAT ABOUT SIGN LANGUAGE?
-LANGUAGE USED NEEDS A STIMULUS AND WITHOUT
THAT THERE IS NO NEED FOR LANGUAGE USE.

-IT FAILS TO EXPLAIN WHAT INFLUENCES CHILD'S

LEARNING OF LANGUAGE.
 BEHAVIORAL THEORY

BEHAVIORAL THEORY HAS ITS ROOTS IN CLASSICAL CONDITIONING THAT WAS

FORMALIZED AND APPLIED TO LANGUAGE DEVELOPMENT BY B.F. SKINNER IN THE LATE
1950S. SKINNER BELIEVED THAT ALL BEHAVIOR, INCLUDING LANGUAGE, WAS A
LEARNED RESPONSE. THIS THEORY MINIMIZED THE INFLUENCE OF MENTALISTIC
EXPLANATIONS OF LANGUAGE BEHAVIOR. ACCORDING TO SKINNER, BEHAVIOR WAS
MODIFIED OR CHANGED THROUGH FORMING ASSOCIATIONS WITH CERTAIN STIMULI IN
THE ENVIRONMENT. A MAJOR TENET OF BEHAVIORAL THEORY IS OPERANT
CONDITIONING WHICH SUGGESTS THAT LIKELIHOOD OF A BEHAVIOR OCCURRING IS
INCREASED OR DECREASED AS A RESULT OF REWARD AND PUNISHMENT. BEHAVIORAL
THEORY ASSUMED LANGUAGE WAS A SPECIAL CASE OF BEHAVIOR ONLY BECAUSE IT IS
A BEHAVIOR THAT IS REINFORCED SOLELY BY OTHER INDIVIDUALS. AS CHILDREN ARE
LEARNING LANGUAGE, THEY TRY TO PRODUCE LANGUAGE THAT IS SIMILAR TO ADULT
LANGUAGE BECAUSE IT IS REWARDED THROUGH PRAISE AND RESPONSE, WHILE
INAPPROPRIATE LANGUAGE IS IGNORED OR CORRECTED.
 SKINNER: OPERANT CONDITIONING
B. F. SKINNER BELIEVED THAT CHILDREN LEARN LANGUAGE THROUGH OPERANT
CONDITIONING; IN OTHER WORDS, CHILDREN RECEIVE “REWARDS” FOR USING
LANGUAGE IN A FUNCTIONAL MANNER.

FOR EXAMPLE, A CHILD LEARNS TO SAY THE WORD “DRINK” WHEN SHE IS THIRSTY; SHE RECEIVES
SOMETHING TO DRINK, WHICH REINFORCES HER USE OF THE WORD FOR GETTING A DRINK, AND THUS SHE
WILL CONTINUE TO DO SO. THIS FOLLOWS THE FOUR-TERM CONTINGENCY THAT SKINNER BELIEVED WAS
THE BASIS OF LANGUAGE DEVELOPMENT
MOTIVATING OPERATIONS DISCRIMINATIVE STIMULI, RESPONSE, AND REINFORCING STIMULI. SKINNER
SUGGESTED THAT CHILDREN LEARN LANGUAGE THROUGH IMITATION OF OTHERS, PROMPTING, AND SHAPING.
 NATIVISTIC THEORY

IN LINGUISTICS, THE THEORY THAT HUMAN BEINGS ARE BORN WITH AN INNATE
KNOWLEDGE OF LANGUAGE THAT ENABLES THEM TO STRUCTURE AND INTERPRET THE
DATA THEY ENCOUNTER AS LANGUAGE LEARNERS. ALTHOUGH CERTAIN THEORIES
ABOUT THE ORIGINS OF HUMAN LANGUAGE IN PREHISTORY HAVE BEEN TERMED
NATIVISTIC (SEE LANGUAGE-ORIGIN THEORY), THE TERM IS NOW MAINLY ASSOCIATED
WITH NOAM CHOMSKY’S THEORY OF LANGUAGE ACQUISITION IN YOUNG CHILDREN. SEE
LANGUAGE ACQUISITION DEVICE; LANGUAGE UNIVERSAL.
 CHOMSKY: LANGUAGE ACQUISITION DEVICE

NOAM CHOMSKY’S WORK DISCUSSES THE BIOLOGICAL BASIS FOR LANGUAGE AND CLAIMS
THAT CHILDREN HAVE INNATE ABILITIES TO LEARN LANGUAGE. CHOMSKY TERMS THIS
INNATE ABILITY THE “LANGUAGE ACQUISITION DEVICE.” HE BELIEVES CHILDREN
INSTINCTIVELY LEARN LANGUAGE WITHOUT ANY FORMAL INSTRUCTION. HE ALSO BELIEVES
CHILDREN HAVE A NATURAL NEED TO USE LANGUAGE, AND THAT IN THE ABSENCE OF
FORMAL LANGUAGE CHILDREN WILL DEVELOP A SYSTEM OF COMMUNICATION TO MEET
THEIR NEEDS. HE HAS OBSERVED THAT ALL CHILDREN MAKE THE SAME TYPE OF LANGUAGE
ERRORS, REGARDLESS OF THE LANGUAGE THEY ARE TAUGHT. CHOMSKY ALSO BELIEVES IN
THE EXISTENCE OF A “UNIVERSAL GRAMMAR,” WHICH POSITS THAT THERE ARE CERTAIN
GRAMMATICAL RULES ALL HUMAN LANGUAGES SHARE. HOWEVER, HIS RESEARCH DOES NOT
IDENTIFY AREAS OF THE BRAIN OR A GENETIC BASIS THAT ENABLES HUMANS’ INNATE
ABILITY FOR LANGUAGE.
 Cognitive Development Theory
Jean Piaget's theory of cognitive development suggests that children move through
four different stages of learning. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence
Piaget's stages are:

Sensorimotor stage: Birth to 2 years

Preoperational stage: Ages 2 to 7
Concrete operational stage: Ages 7 to 11
Formal operational stage: Ages 12 and up
 PIAGET: ASSIMILATION AND ACCOMMODATION

JEAN PIAGET’S THEORY OF LANGUAGE DEVELOPMENT SUGGESTS THAT

CHILDREN USE BOTH ASSIMILATION AND ACCOMMODATION TO LEARN
LANGUAGE. ASSIMILATION IS THE PROCESS OF CHANGING ONE’S
ENVIRONMENT TO PLACE INFORMATION INTO AN ALREADY-EXISTING SCHEMA
(OR IDEA). ACCOMMODATION IS THE PROCESS OF CHANGING ONE’S SCHEMA
TO ADAPT TO THE NEW ENVIRONMENT. PIAGET BELIEVED CHILDREN NEED TO
FIRST DEVELOP MENTALLY BEFORE LANGUAGE ACQUISITION CAN OCCUR.
 Social Pragmatic Theory

Social pragmatic theory is a perspective on language acquisition that emphasizes the

importance of social interactions and context in the development of language skills. It
suggests that language is learned through communication and social engagement,
highlighting the role of shared intentions, gestures, and conversational cues in
understanding and producing language.
 VYGOTSKY: ZONE OF PROXIMAL DEVELOPMENT

LEV VYGOTSKY’S THEORY OF LANGUAGE DEVELOPMENT FOCUSED ON SOCIAL

LEARNING AND THE ZONE OF PROXIMAL DEVELOPMENT (ZPD). THE ZPD IS A
LEVEL OF DEVELOPMENT OBTAINED WHEN CHILDREN ENGAGE IN SOCIAL
INTERACTIONS WITH OTHERS; IT IS THE DISTANCE BETWEEN A
CHILD’S POTENTIAL TO LEARN AND THE ACTUAL LEARNING THAT TAKES
PLACE. VYGOTSKY’S THEORY ALSO DEMONSTRATED THAT PIAGET
UNDERESTIMATED THE IMPORTANCE OF SOCIAL INTERACTIONS IN THE
DEVELOPMENT OF LANGUAGE. PIAGET’S AND VYGOTSKY’S THEORIES ARE
OFTEN COMPARED WITH EACH OTHER, AND BOTH HAVE BEEN USED
SUCCESSFULLY IN THE FIELD OF EDUCATION.
 C- HALLMARK OF
LANGUAGE DEVELOPMENT
 HALLMARKS OF LANGUAGE DEVELOPMENT IS ABOUT.....

the development of language in children from birth through early word

acquisition. It covers:

How infants begin communicating nonverbally through gestures and vocalizations like cooing and
babbling before learning words

The earliest receptive language skills in infants include speech perception and recognition of
sounds and words in speech by 2 months of age.
PRODUCTIVE LANGUAGE EMERGES THROUGH BABBLING, WHICH
RESEMBLES EARLY MEANINGFUL WORDS AND AIDS LINGUISTIC
DEVELOPMENT.

CHILDREN'S VOCABULARIES GROW RAPIDLY AROUND 18 MONTHS

THROUGH "NAMING EXPLOSIONS" AND THEY LEARN CONSTRAINTS
TO IDENTIFY NEW WORDS. COMMON EARLY WORDS INCLUDE
OBJECTS BUT OTHER WORD TYPES ARE ALSO LEARNED.
 LANGUAGE

⚫ serves a variety of purposes for the developing child. It facilitates

interpersonal communication, helps organize thinking, and aids in
learning. The development of communicative competence is an
important part of children's language learning.

The traditional learning view holds that language development

depends upon the principle of (reinforcement.)

From the point of view of other learning theorist however primarily is

learned through (Imitation.)
MAJOR ELEMENTS OF
LANGUAGE STAGES
 1. Phonetics: The study of speech sounds (phones) and their physical properties.

Example: The sound /k/ as in “cat” is produced by stopping the airflow in the back of the
mouth and then releasing it. The vowel sound /æ/ is a low front unrounded vowel, and the
sound /t/ is produced by placing the tongue tip against the alveolar ridge and releasing the
air.
 PHONOLOGY
A child begins to use his or her first words around the time of the first year.once
learned to use words, a single word is often used to ommunicate a variety of
messages
Example: In English, /k/, /æ/, and /t/ are distinct phonemes. If you change any of
these sounds (e.g., /bæt/ or /kɪt/), you create a different word with a different
meaning. The order of these phonemes is also significant; “/tæk/” isn’t a
standard English word.
 3. Morphology: The study of word structure and how words are formed
from smaller meaningful units (morphemes).

Example: The word “cats” is formed by combining two morphemes:

“cat” (the root morpheme, carrying the core meaning)
“-s” (the suffix morpheme, indicating plurality) Other related words formed
morphologically could be “kitten” (root + diminutive suffix), “catlike” (root +
adjective-forming suffix).
 SEMANTICS
Sounds of a language and the structure of those sounds. The majority
of English-speaking children can properly pronounce most of the
sounds of their languages by the time they reach school.

Example: The word “cat” semantically refers to a small, domesticated

carnivorous mammal with soft fur, a short snout, and retractable
claws. The sentence “The fluffy cat sat on the mat” has a combined
meaning that describes a specific action of a particular type of animal
in a specific location.
 SYNTAX
The grammatical structure of sentences. The format in which words and phrases
are arranged to create sentences is called syntax.

Example:
Correct Syntax: “The fluffy cat sat on the mat.” (Determiner + Adjective + Noun +
Verb + Preposition + Determiner + Noun)
Incorrect Syntax (in English): “Cat the fluffy mat on sat the.” (The word order
violates English grammatical rules, making it difficult to understand).
 PRAGMATICS
- Refers to the contexts in which language is used and the way language can be used to create
contexts.
Occurs as a child becomes capable of using his or her grammatical competence to communicate in a
variety of contexts.
Example: If someone says, “There’s a cat on the mat,” the pragmatic interpretation depends on the
context:
Literal: They are simply stating a fact about the location of a cat.
Warning: If the cat is known to scratch furniture, it could be a subtle warning.
Answer to a question: If someone asked, “Where’s the cat?”, this would be a direct answer.
Figurative (less likely in this simple case): It could potentially be used metaphorically in a very
specific context
stages of oral Language
development
 The prelinguistic stage
-During the first year of life the child is in a pre-speech
stage. Developmental aspects related to speech would
include the development of gestures, making adequate
eye contact, sound repartee between infant and
caregiver, cooing, babbling and crying.
EX- DADA ‘ MAMA ‘
 The holophrase or one-word sentence
•The child usually reaches this phase between the age of 10 and 13 months. Although
the child tends to utter a single word at a time, its meaning is also supplemented by
the context in which it takes place, as well as by nonverbal cues.

EX- WHEN THE BABY SAY “DADA” WHICH MEANS “ DADDY PLEASE COME TO ME”
 The two-word sentence or telegraphic
speech
By 18 months the child reaches this stage. His or her “sentences” now usually
comprise a noun or a verb plus a modifier. This enables the child to formulate
a sentence which may be either declarative, negative, imperative or
interrogative.

• “Doggy big” (declarative)

• “Where ball” (interrogative)
“Not egg” (negative)
“More sugar!” (imperati
 Multiple-word sentences
• The child reaches this stage between the age of two and two and a half. Grammatical morphemes
in the form of prefixes or suffices are used when changing meanings or tenses. Furthermore, the
child can now form sentences with a subject and a predicate.

• “Doggy is big”
• “Where is ball?”
• “That is not egg”
“I want more sugar”
More complex grammatical structures
• Children reach this stage roughly between two and half and three
years of age. They use more intricate and complex grammatical
structures, elements are added (conjunction), embedded and
permuted within sentences and prepositions are used.
“Read it, my book” (conjunction)
• “Where is Daddy?” (embedding)
“I can’t play” (permutation)
• “Take me to the shop” (uses preposition of place)
 Adult-like language structures
• The five to six-year-old child reaches this developmental
level. Complex structural distinctions can now be made,
such as by using the concepts “ask/tell” and “promise” and
changing the word order in the sentence accordingly.
Examples are:
• “Ask her what time it is.”
• “He promised to help her.”
.
THANKYOU!!!
D. DEVELOPMENT OF WORD
RECOGNITION SKILLS
 Recognition skill development, whether for words,
objects, or situations, involves learning to identify and
differentiate stimuli, building upon foundational skills
like phonemic awareness and phonics, and ultimately
leading to fluent and accurate recognition.
STAGES OF DEVELOPMENT
 PRE- ALPHABETIC STAGE

The first step in word recognition is known as the pre-alphabetic stage. This usually
begins between 2.5 and 5 years of age. This is when a child begins to realize that
the
alphabet holds letters that make sounds. During this time, a child begins to try to
decode letters and learn what sounds they make. Students do not yet understand
that
letter combinations make specific words, but they may begin to recognize words in
context if seen enough time
 EXAMPlE
they may use the golden arches rather than the
letter M to read “McDonald's.” They may know
letters in their own names, but these are
memorized rather than connected to the sounds
in their names
 PARTIAL- ALPHABETIC
During the partial-alphabetic stage, children increase their understanding and
capacity
to comprehend the sounds that go to letters, which typically occurs between the ages
of 4 and 7. It is during this period that students gain the ability to recite which sounds
go with which letters. Typically, students gain comprehension of consonants first and
then vowel sounds follow. Since vowels usually have a long and a short sound, it can
take children a bit longer to learn those. Many pupils learn how to phonetically sound
out single-syllable words during this time also
Children know most letter names but just are
beginning to learn the relationship between
letters and their sounds.

EXAMPLE
 FULL - ALPHABETIC

As students become more proficient at identifying single letters and sounds, their
word attack skills become more sophisticated. During the full-alphabetic phase of
decoding, students demonstrate automaticity in decoding words by single letter
sounds. The first and last letter of a word are predominately used to attack new
words.
 If a child sees the word "cat," they can
sound out the "c" as /k/, the "a" as /a/, and
the "t" as /t/, and then blend the sounds
to read "cat"

EXAMPLE
 CONSOLIDATED ALPHABETIC PHASE

with intentional, systematic phonics instruction in kindergarten and first grade, and
much practice reading words in text and spelling words, children move closer to the
consolidated alphabetic phase in second grade. As readers in the full phase store more
and more words in memory, they learn about spelling patterns.
 EXAMPLE
Sight Words - Recognizing common words like "the", "and", "is" by sight
.
Word Families - Identifying words with similar patterns, such as "cat",
"hat", "mat".
Phonics Patterns - Recognizing words with consistent sound patterns,
like "ight" in
"light", "night", "flight".
Thank you for listening!!
 E.DEVELOPMENT OF
READING COMPREHENSION
 Children develop word recognition and reading
comprehension through a series of interconnected
and processes. Here’s a structured overview of how
development occurs:
1. Phonemic Awareness

- The ability to hear, identify, and manipulate

individual sounds (phonemes) in spoken word
- Importance: Phonemic awareness is crucial for
decoding words and is a foundational skill for reading.

- Activities: Rhyming games, sound matching, and

segmenting words into sounds help enhance this skill.
2. Decoding Skills

- The process of translating written words into t

spoken equivalents by recognizing letter-sound
relationships.
 Techniques: Children learn to decode through phonics
instruction, which teaches them the relationship between
letters and sounds.

Practice: Repeated exposure to words and practice with

phonics can improve decoding skills, leading to better word
recognition.
3. Vocabulary Development

- The process of acquiring new words and their meanings.

 Methods: Children expand their vocabulary through reading,
conversations, and explicit instruction of new words.

Impact: A rich vocabulary enhances comprehension, as children

can understand and interpret texts more effectively.
4. Reading Fluency

- The ability to read text smoothly and

accurately at an appropriate speed.
 Components: Fluency involves automatic word
recognition, proper pacing, and expression.

Strategies: Repeated reading, guided oral reading, and

using audiobooks can help improve fluency.
5.Comprehension Strategies

- Techniques that help readers understand and interpret texts.

Examples
- Predicting: Anticipating what will happen next in a text.

- Questioning: Asking questions about the text to enhance understanding.

- Summarizing: Retelling the main ideas in one’s own
words.

-Application: Teaching these strategies explicitly can help

children become more active and engaged readers.
6. Integration of Skills

- Holistic Approach: Effective reading instruction integrates pho

awareness, decoding, vocabulary, fluency, and comprehension
strategies.
- Balanced Literacy: A balanced approach that
includes reading aloud, shared reading, guided
reading, and independent reading fosters overall
reading development.
Conclusion

The development of word recognition and reading comprehension

is a complex process that involves multiple skills and strategies.
By focusing on phonemic awareness, decoding, vocabulary,
fluency, and comprehension strategies, educators and parents
can support children in becoming proficient readers.