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90000 First Words, Gestures, and More 90001 90002 Language milestones are successes that mark various stages of language development. They are both receptive (hearing and understanding) and expressive (speech). This means that in addition to being able to make sounds and words, your baby also needs to be able to hear and understand. 90003 90002 90005 Most children speak their first word between 10 to 14 months of age. 90006 90003 90002 By the time your baby is a year old, he or she is probably saying between one to three words.They will be simple, and not complete words, but you will know what they mean. They may say «ma-ma,» or «da-da,» or try a name for a sibling, pet, or toy. If they are not doing this at 12 months, you should not be worried, as long as they are producing lots of sounds, seem like they are trying to speak, and seem to understand you. They should be using gestures, responding to their name, and stopping activity when they hear «no.» They probably enjoy playing peek-a-boo. 90003 90002 While nothing quite matches the thrill of hearing the first word, or seeing the first step, the language development during this year can be a lot of fun.There are lots of games to be played as your baby learns words. You also will increasingly be able to understand your child, and this makes many things easier; they will also understand you better. Children are very proud of what they are learning during this time and enjoy announcing new words. Talking to your child often and reading to them starting no later than 6 months will go a long way towards helping with language development. 90003 90012 90013 The first word — If your child has not already spoken their first word, they will soon.Most children speak their first word between 10 to 14 months of age. More true words will follow the first one. 90014 90013 Gestures — Your child may use a lot of gestures with words to try and get the meaning across to you. As time goes on, there will be more words than gestures. 90014 90013 Parts of the body — By around 15 months, your child will be able to point to some parts of the body when you name them. 90014 90013 Naming familiar objects — They will begin to be able to name some familiar objects between 12 and 18 months.90014 90013 Listening — During this time, they will enjoy being read to and listening to songs and rhymes. They will begin to be able to name familiar objects that you point to in a book. 90014 90013 Vocabulary — By 18 months of age, most children have at least ten words. After 18 months, word acquisition increases dramatically. There may be a «word spurt» after a child has a vocabulary of 50 words. Some children then learn new words at a very rapid pace. Your child will be able to use and understand many words by 24 months of age.90014 90013 Name — By 24 months, your child should be referring to themselves by name. 90014 90013 Directions — Your child will understand and follow simple directions between 12 and 15 months of age. By the age of two, they should be able to understand more complicated sentences. 90014 90013 Two word «sentences» — By 24 months, they will also be putting two words together. This could be their name and a request, or your name and a request, or a question, like «mama car?» 90014 90031 90002 90005 Children master different language skills at different ages.90006 90003 90002 Words will still not be perfect. Your child will start using some of the harder consonants, first the d, n, and t, which are produced between the tongue and the roof of the mouth. 90003 90002 That will be followed by g, k, and ng, which are made farther back inside the mouth. 90003 90002 During this year, your child will use more consonants, although they may be mixed up, and they may drop the syllables at the end of words. 90003 90012 90013 Understanding simple words — You should be concerned if your child does not understand the words no, bye-bye, and bottle (if appropriate) by the age 15 months.90014 90013 Vocabulary — Your child should use single words by 15 to 16 months of age at the latest. They should have a 10-word vocabulary by 18 months of age. 90014 90013 Following directions — They should be able to follow simple directions by the time they are 21 months old. An example would be «Come here.» 90014 90013 Excessive jargon or babbling — A two year old should not be mainly babbling. They should be using more real words. 90014 90013 Body parts — At two, your child should be able to point to a number of body parts.90014 90013 Two word phrases — A two-year-old should be putting two words together. 90014 90031 90002 You will still have many visits to the pediatrician during this year. The doctor will still be evaluating your child’s development, including language development. You should share any concerns you have. 90003 90002 It is still important to remember that every child is different and may master different language skills at different ages. You should be looking for evidence of increasing mastery of language and growth of vocabulary.Your child should be increasingly able to understand you. This should be easy for you to recognize as you read to and play with them. 90003.90000 Language Development in Children 6-7 Years 90001 90002 90003 Language development in children 6-7 years: At this age your child’s language abilities are becoming much more complex. They should be able to understand and use more sophisticated language forms. 90004 90003 Children’s language skills become this way because they are using more correct grammar and more variety in their vocabulary. 90004 90003 Children at this age also think and understand more complex concepts, which naturally makes them want to express more complex ideas.90004 90003 A child at this age is also better at interacting socially with his / her peers and adults. 90004 90003 Their desire to be a part of adult conversations and behave more like an adult is also increasing. 90004 90003 * 90014 NOTE: 90015 The ages and their corresponding grades are based upon guidelines followed in the United States. 90016 90004 90016 90019 SEE ALSO: The Best Books for Home Speech Therapy Practice 90020 90021 90016 90023 1st Grade (6-7 Years) 90024 90025 90019 Expressive Language / What the Child Says 90020 90028 90029 Uses preposition «above» (6 years, 6 months) 90030 90031 90028 90029 Uses most parts of speech, grammar is mostly acquired 90030 90031 90028 90029 Begins to master exceptions to grammatical rules (5-7 years) 90030 90031 90019 Receptive Language / What the Child Understands 90020 90028 90029 Follows 3 step directions and multi-step unrelated commands 90030 90029 Answers more complex «who», «what», «where», «when», «how» and «why» questions 90030 90029 Listens to and understands grade level stories that are read aloud to them 90030 90029 Demonstrates listening comprehension by recalling information and responding to instruction 90030 90031 90019 90016 The Best Free App for Speech Therapy 90020 90055 90056 90016 90019 Narrative Development 90020 90028 90029 Complex Episodes / Multiple Episodes (7 years) 90030 90029 Complete Episodes / True Narratives (6 years) 90030 90029 Narratives have a theme, character, plot, logically sequenced, temporally ordered, initiating even, action, consequences, emotion, and resolution 90030 90029 Contain at least 5 story grammar elements (example: setting, characters) 90030 90031 90003 Back to top language development in children 6-7 years page 90004 90019 Phonological Awareness (5-7 years) 90020 90028 90029 Able to match all sounds with the written letter and name (grapheme / phoneme correspondence) 90030 90029 Alliteration solidifies.They can identify words beginning with the same letter. 90030 90029 Rhyming solidifies. They know the onset (the beginning sound that changes) and the rime (the last part of the word that rhymes) 90003 90081 Examples 90082: 90004 90003 «park» and «bark» rhyme ( «p» and «b» are the onsets , «ark» is the rime) 90004 90003 «witty» and «kitty» rhyme ( «w» and «k» are the onsets, «itty» is the rime) 90004 90030 90029 Segmentation, blending, and manipulating of words and syllables solidifies 90003 90081 Examples: 90082 90004 90003 put the words «butter» and «fly» together and you 90004 90003 get… «butterfly» 90004 90003 take «room» off of «bedroom» and you get … «bed» 90004 90003 change «cat» to a new word by putting «p» in the front and it becomes … » pat «90004 90003 take the» t «off the end of» cat «and you have …» ca «90004 90003 put» s «on the end of» cat «and you have …» cats «90004 90030 90031 90019 Reading 90020 90028 90029 Blends separate sounds to form words 90030 90031 90028 90029 Identify all sounds in short words 90030 90031 90028 90029 Match spoken words with print 90030 90031 90028 90029 Reads words by sight (about 100) 90030 90029 Applies knowledge of how print is organized 90030 90029 Reads 60 words per minute (wpm) 90030 90031 90016 90131 90016 90019 Writing 90020 90028 90029 Expresses ideas through writing 90030 90031 90028 90029 Prints clearly 90030 90029 Spells frequently used words 90030 90031 90028 90029 Begins sentences with capital letters & uses end punctuation (.? !) 90030 90029 Writes a variety of short compositions 90030 90031 90019 Social / Play 90020 90028 90029 Starts and takes turns in conversations 90030 90029 Stays on topic 90030 90029 Uses many types of expression to express needs, wants, and ask questions or give information 90030 90031 90003 Back to top language development in children 6-7 years page 90004 90016 90016 90025 90016 Homepage > Language Development in Children 6-7 Years 90016 90025 90016 .90000 Clues to Dyslexia in Early Childhood 90001 90002 The specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person. The five-year-old who can not quite learn his letters becomes the six-year-old who can not match sounds to letters and the fourteen-year-old who dreads reading out loud and the twenty-four-year-old who reads excruciatingly slowly. The threads persist throughout a person’s life. 90003 90002 The earliest clues involve mostly spoken language.The very first clue to a language (and reading) problem may be delayed language. Once the child begins to speak, look for the following problems: 90003 90006 Kindergarten and first grade 90007 90008 90009 Failure to understand that words come apart; for example, that 90010 batboy 90011 can be pulled apart into 90010 bat 90011 and 90010 boy 90011, and later on, that the word 90010 bat 90011 can be broken down still further and sounded out as: «b» «aaa» «t» 90018 90009 Inability to learn to associate letters with sounds, such as being unable to connect the letter b with the «b» sound 90018 90009 Reading errors that show no connection to the sounds of the letters; for example, the word 90010 big 90011 is read as 90010 goat 90011 90018 90009 The inability to read common one-syllable words or to sound out even the simplest of words, such as 90010 mat, cat, hop, nap 90011 90018 90009 Complaints about how hard reading is, or running and hiding when it is time to read 90018 90009 A history of reading problems in parents or siblings 90018 90035 90002 In addition to looking for indications of 90010 problems 90011 in speaking and reading, here are some indications of 90010 strengths 90011 to look for and applaud in your child: 90003 90008 90009 Curiosity 90018 90009 A great imagination 90018 90009 The ability to figure things out 90018 90009 Eager embrace of new ideas 90018 90009 Getting the gist of things 90018 90009 A good understanding of new concepts 90018 90009 Surprising maturity 90018 90009 A large vocabulary for the age group 90018 90009 Enjoyment in solving puzzles 90018 90009 Talent at building models 90018 90009 Excellent comprehension of stories read or told to him 90018 90035 90002 Many of these indicate strengths in higher-level thinking processes.90003 .90000 Syllable Rules Make Reading and Spelling Much Easier 90001 90002 90003 90004 Learn syllable rules 90005 and you’ll find reading, spelling and speaking become so much easier. They help us to break words into small manageable chunks. That way we can work words out piece by piece, rather like doing a jigsaw puzzle. 90006 90002 90003 The reason they work is that they help our brains to process the English language. 90006 90003 When people have lack syllable awareness and the rules around syllables they often struggle with literacy.I will explain just how and why towards the end of this article. 90006 90003 In the meantime here are 10 easy-to-understand syllable rules with examples. 90006 90003 But first … a tip 90015 90006 90003 To hear the syllables in a word, say the word in slow motion. The word 90004 table 90005, said slowly, would be broken into two parts like this, 90004 ta 90005 …. 90004 .ble 90005. Young children normally learn this as a pre-reading skill. The rules below, on the other hand, are learned at a later stage as they concern syllable patterns and help with correct spelling.90015 90006 90026 90015 Rule # 1 90015 90029 90003 Syllables can be made up of just one letter or several letters. 90006 90003 90033 Example: 90034 the word a as in «a» book contains only one letter (which is a vowel) and is made up of just one syllable 90006 90003 The word again is made up of two syllables 90006 90003 90039 a 90040 (1 syllable) + 90039 gain 90040 (1 syllable) = 2 syllables 90006 90026 Rule # 2 90015 90029 90003 Most words have between 1 and 6 syllables in them.Few words have more than six syllables. 90006 90003 90033 Examples: 90034 90015 90006 90003 1 syllable words … .. dog, man, think, fall, door, north, bath 90006 90003 2 syllable words …. water, money, daughter, swimming, weather 90006 90003 3 syllable words …. hospital, signature, travelling, maximum 90006 90003 4 syllable words …. dedicated, manifested, information, 90006 90003 5 syllable word s …. predisposition, understandable, psychological 90006 90003 6 syllable words ….responsibility, predictability, inconsequential 90006 90003 90006 90026 Rule # 3 90015 90029 90003 Note: This is one of the easiest and most important syllable rules to learn. 90015 90006 90003 Every syllable has at least one vowel … meaning there will be one or more of these letters …. 90004 a e i o u y 90005 in each syllable. (Note the letter 90004 y 90005 is not strictly a vowel but behaves like one, so it is included here.) 90006 90003 90033 Here are some examples of words broken into syllables.The vowels are marked in bold. 90034 90006 90003 m 90004 a 90005 n (1 vowel / 1 syllable) 90006 90003 pr 90004 o 90005 gr 90004 e 90005 ss (2 vowels) pr 90004 o / 90005 gr 90004 e 90005 ss (2 syllables) 90006 90003 b 90004 i 90005 c 90004 y 90005 cl 90004 e 90005 (3 vowels) 90004 90005 b 90004 i / 90005 c 90004 y / 90005 cl 90004 e (90005 3 syllables) 90006 90003 rh 90004 i 90005 n 90004 o 90005 c 90004 e 90005 r 90004 o 90005 s (4 vowels) rh 90004 i / 90005 n 90004 o 90005 c 90004 / e 90005 r 90004 / u 90005 s (4 syllables) 90006 90003 90006 90026 Rule # 4 90015 90029 90003 When a word has just one vowel, it is not divided.It is a one syllable word. 90006 90003 90033 Examples: 90034 egg, plant, flag, ball, sand, sky, stand, truck, sock 90006 90026 Rule # 5 90015 90029 90003 There are some circumstances when a vowel should not be counted when you are calculating the number of syllables in a word. 90015 A good way to check this is to place your hand under your chin. You will feel your jaw drop whenever you pronounce a vowel sound. Each time this happens count one syllable. 90015 90006 90003 90033 Examples: 90034 90006 90003 Silent 90004 e 90005 is not counted as a vowel in a syllable.90006 90003 * the word cam 90004 e 90005 has a silent 90004 e 90005 at the end of it. Your jaw will not drop. The syllable rule is to ignore the 90004 e 90005 when counting the vowels in words like this. You, therefore, only need to count the 90004 a 90005. In this case this makes the word 90004 came 90005 a one syllable word. 90006 90003 Other words like this include … save, bone, tube, late, fume 90015 90006 90002 90003 Count only one vowel in words where only one vowel sound can be heard.90006 90003 90033 Examples: 90034 90006 90003 In the word 90004 boat, 90005 count the 90004 o 90005 (that’s the sound you can hear) as one vowel and therefore one syllable. Ignore the silent 90004 a 90005 90004 90005 in the word. 90006 90003 Other words which have two vowels but make only one sound include … meat, suit, road, stream, through, night, clown, glue, roar, saw, door, earth 90006 90026 Rule # 6 90015 90029 90003 When a consonant is in the middle of a word, split the word in front of the consonant.The first vowel often says its name. 90006 90003 90033 Examples: 90034 90004 o 90005 / pen, b 90004 a 90005 / by, 90004 a 90005 / ble, pr 90004 o 90005 / ject, p 90004 a 90005 / per, sp 90004 i 90005 / der 90006 90003 90006 90026 Rule # 7 90015 90029 90003 A compound word is made up of two words which have been joined together. To break a compound word into syllables, just divide it again into two separate words. 90006 90003 90033 Examples: 90034 90015 90006 90003 basketball becomes 90004 basket 90005/90004 ball 90005 90006 90003 90004 90005 sunflower becomes 90004 sun 90005/90004 flower 90005 90006 90003 swordfish becomes 90004 sword 90005/90004 fish 90005 90006 90003 meatball becomes 90004 meat 90005/90004 ball 90005 90006 90026 Rule # 8 90015 90029 90003 When there are double consonants in a word, the syllable rule here is to split it between the consonants.90006 90003 90033 Examples: 90034 90015 90006 90003 yellow becomes 90004 yel / ow 90005 90006 90003 90004 90005 balloon becomes 90004 bal / oon 90005 90006 90003 90004 90005 buffalo becomes 90004 buf / fa / lo 90005 90006 90003 written becomes 90004 writ / ten 90005 90006 90026 Rule # 9 90015 90029 90003 When a word has a prefix or a suffix, each is counted as one syllable.Prefixes are small groups of letters that are attached to some words to alter their meaning. Suffixes are groups of letters that are added to the end of a word. 90015 90006 90003 90033 Examples 90034: 90015 90006 90003 (The prefix at the beginning of each word below is highlighted in bold.) 90015 90006 90003 90004 con 90005 cealed becomes 90004 con / cealed 90005 90006 90003 90004 re 90005 peat becomes 90004 re 90005 / 90004 peat 90005 90006 90003 90004 90005 90004 pre 90005 pare becomes 90004 p 90005 90004 re 90005 / 90004 pare 90005 90006 90003 90004 un 90005 seen becomes 90004 un / seen 90005 90006 90003 (The suffixes at the ends of the words below are highlighted in bold.) 90006 90003 Eg awak 90004 en 90005 becomes a / wak / 90004 en 90005 90006 90003 90004 90005 strang 90004 er 90005 becomes strang / 90004 er 90005 90006 90003 90004 90005 skat 90004 ed 90005 becomes skat / 90004 ed 90005 90015 90006 90003 90004 90005 walk 90004 ing 90005 becomes walk / 90004 ing 90005 90006 90003 90004 90005 happi 90004 ness 90005 becomes happ / i / 90004 ness 90005 90006 90003 90004 90005 play 90004 ful 90005 becomes play / 90004 ful 90005 90006 90003 90004 90005 90006 90026 Rule # 10 90015 90029 90003 When a word ends in 90004 le 90005 and it sounds like «el», count back three letters and split it there.It will include the 90004 90039 le 90040 90005 90039 and the consonant before that. 90040 90006 90003 Eg ta 90004/90005 90004 ble, 90005 crum / 90004 ble, 90005 cas / 90004 tle, 90005 wob / 90004 ble, 90005 wres / 90004 tle 90005 90006 90002 90003 I have taught many adults with literacy problems. When they speak I notice that they mispronounce longer words, omit groups of letters and sometimes slur words. When they read, they often sound out the first one or two letters of a longer word, then guess the rest.This means they have difficulty understanding what they read and other people find them hard to understand when they hear them speaking. 90015 90006 90003 Many of these adults grew up not hearing words spoken clearly. And this in turn affected the way they pronounced words. By the time they reached school, reading and spelling became impossible for them and they lost confidence. 90006 90003 It would have helped enormously if they had learned just a few syllable rules. Even to learn that in most cases each syllable contains one vowel would be beneficial.That rule alone would have made them realise that if they did not include at least one vowel in every syllable, they had misspelled the word. 90015 90006 90003 When I first met my adult student, Larry, he told me he hated having to read and spell big words. He told me … 90015 90006 90003 «They feel like mountains I can not climb over. I get stuck and just have to give up. It drives me crazy.» 90015 90006 90003 One of the many words he struggled with was 90004 dangerous. 90005 Unaware of syllable rules, he had always pronounced and spelled it like this … 90004 dangris 90005… as if it was a two syllable word. 90006 90003 Once I taught Larry some syllable rules, his confidence soared. He read and spelled words with much greater accuracy. He also found he could pronounced multi-syllable words correctly once he knew how to break them up. 90006 90003 He said something that most of my adult students say when they learn syllable rules. 90006 90003 «If only I had learned this 20 years ago! » 90006 90039 Go From Syllable Rules to 90040 90004 Phonics Rules 90005 90003 90039 Go From Syllable Rules to 90040 90004 Phonics Literacy Homepage 90005 90006 To 90004 Top of Page 90005.