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Normal Language Development
Phonological Development
Developmental Norms

CHART OF NORMAL LANGUAGE DEVELOPMENT

0-1 Years

 
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
Responds to speech by looking at speaker Makes crying and noncrying sounds.
Responds differently to aspects of speaker's voice (for example, friendly or unfriendly, male or female). Repeats some vowel and consonant sounds (babbles) when alone or when spoken to.
Turns to source of sound. Interacts with others by vocalizing after adult.
Responds with gesture to Hi, Bye-bye, and Up when these words are accompanied by appropriate gesture. Communicates meaning through intonation.
Stops ongoing action when told No (when negative is accompanied by appropriate gesture and tone).

1-2 Years

 
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
Responds correctly when asked where, when Question is accompanied by gesture. Says first meaningful word.
Understands prepositions: on, in, and under. Uses single words plus a gesture to ask for objects.
Follows request to bring familiar object from another room. Says successive single words to describe an event.
Understands simple phrases with key words (for example, Open the door, or Get the ball). Refers to self by name.
Follows a series of two simple but related directions. Uses my or mine to indicate possession.
Has vocabulary of about 50 words for important people, common objects, and the existence, non-existence and recurrence of objects and events (for example, more and all gone).

2-3 Years

 
RECEPTIVE LANGUAGE
Points to pictures of common objects when they are named. 		 EXPRESSIVE LANGUAGE
Joins vocabulary words together in two word phrases.
Can identify objects when told their use.  Gives first and last name.
Understands question forms what and where. Understands negatives no, not, can't, and don't.  Asks what and where questions.
Enjoys listening to simple storybooks and requests them again. Makes negative statements (for example, Can't open it).
Shows frustration at not being understood.

3-4 Years

 
RECEPTIVE LANGUAGE EXPRESSIVE LANGUAGE
Begins to understand sentences involving time concepts (for example, We are going to the zoo tomorrow). Talks in sentences of three or more words, which take the form agent-action-object (I see the ball) or agent-action-location (Daddy sit on chair).
Understands size comparatives such as big and bigger. Understands relationships expressed by if...then or because sentences. Tells about past experiences.
Carries out a series of two to four related directions. Uses "s" on nouns to indicate plurals.
Understands when told, 'Let's pretend'. Uses "ed" on verbs to indicate past tense.
Refers to self using pronouns I or me.
Repeats at least one nursery rhyme and can sing a song.
Speech is understandable to strangers, but there are still some sound errors.

4-5 Years

 
RECEPTIVE LANGUAGE EXPRESSIVE LANGUAGE
Follows three unrelated commands in proper order. Asks when, how, and why questions.
Understands comparatives like pretty, prettier, and prettiest. Uses words like can, will, shall, should, and might.
Listens to long stories but often misinterprets the facts. Joins sentences together (for example, I like chocolate chip cookies and I like milk).
Incorporates verbal directions into play activities. Talks about causality by using because and so.
Understands sequencing of events when told them (for example, First we have to go to the store, then we can make the cake, and tomorrow we will eat it). Tells the content of a story but may confuse facts.

5-6 Years

 
RECEPTIVE LANGUAGE
Demonstrates pre academic skills.		 EXPRESSIVE LANGUAGE
Can take appropriate turns in conversation.
There are few obvious differences between child's grammar and adult's grammar. Gives and receives information.
Still needs to learn such things as subject-verb agreement, and some irregular past tense verbs. Communicates well with family, friends or strangers.

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CHART OF PHONOLOGICAL DEVELOPMENT

0-3 Months

 
Reflexive sound making (sigh, glottal catch)
Sucks well with inner mouth and lips
Differentiated cry-  true vocal communication begins
Coos and gurgles
Produces single syllables

4-6 Months

 
Babbling begins
Vocalizes pleasure and displeasure
Stops vocalizing when adult enters
Self initiated vocal play
Coos, chuckles, gurgles, and laughs
Babbles to self, others, and objects
Babbling shows pitch and inflection change
Calls for attention
Vocally expresses eagerness

7-9 Months

 
Uses m,n,t,d,b,p when babbling multiple syllables
Babbles tunelike-singing tones
Uses wide variety of sound combinations including non-English sounds
Inflected vocal play-intonation patterns heard
Intentional vocalizations
Imitates intonation and speech sounds of others (9 mo.)

10-12 Months

Vocalizes during play
Vocalizes to mirror
Jabbers loudly, wide variety of sounds and intonations 
Uses all sounds (consonants and vowels) in vocal play-  beginning of phonetic drift
Closes mouth without drooling
Jargon begins as babbling stops
May acquire first true word (10-18 mo.)

13-18 Months (1-1 to 1-6 years)

Uses sentence like intonations (jargon)
Some echolalia
Uses all vowels and consonants in jargon
Omits final consonants and some initial consonants 
Basically unintelligible with exception of a few words

19-24 Months (1-7 to 2-0 years)

More words than jargon-  jargon almost gone by 2 yrs.
Asks questions by raising intonation at end of phrase
Improvement in intelligibility-  approximately 65% intelligible by 2 yrs.

25-30 Months (2-1 to 2-6 years)

Much substitution and omission of final consonants
Approximately 70% intelligible

31-36 Months (2-7 to 3-0 years)

M, H, W, P, B tend to be used with high degree of accuracy in most children
Still some substitutions and distortions of consonants
Communication at approximately 80% intelligible

37-42 Months (3-1 to 3-6 years)

M, H, W, P, B mastered
N and D used consistently although not completely mastered

43-48 Months (3-7 to 4-0 years)

K and G is beginning to be used correctly 
Becoming more intelligible in connected speech 
Continued refinement of articulation skills taking place

4 Years Through 9 Years
4 years - 0 months through 4 years- 6 months Development of /t/ begins
5 Years Development of /y/
5 1/2 Years Development of /f, v, ch/
6 Years Development of /sh, j/
7 Years Development of /l, ng/
8 Years Development of /s, r, th, z/

SOURCE: Mainstreamin Preschoolers: CHILDREN WITH SPEECH AND LANGUAGE IMPAIRMENTS, U.S. Department of Health and Human Services, Office of Human Development Services, Administration for Children, Youth and Families, Head Start Bureau, DHHS Publication Number (OHDS) 81-31113, 1978.

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Last Updated 1/30/06