Receptive, Expressive; Oral, Written - The L in SLP
Wednesday, May 21, 2014 at 3:20PM
Vlinder CT PLLC in BHSM, BHSM, Language, language

'Speech-Language Pathologist' is a mouthful to say.  Which often leads to the use of terms like 'speech therapy', 'speech therapist' or 'speech teacher'.  Which in turn (unfortunately) perpetuates the idea that SLPs only work with kids who struggle to say their /r/, /s/ or /l/ correctly.  However, speech disorders are only part of what the field of speech-language pathology covers.  Some SLPs do choose to focus on speech (e.g. specialize in treating apraxia or stuttering).  In reality, it only makes up a small percentage of what I do. 

Over the years I have had questions from parents, teachers, and other professionals along the lines of, "I understand Vanessa's speech just fine, why does she need to go to speech therapy?"  The "L" in SLP is for "language".  "Language" is a shared, rule-governed, symbolic system for communicating meaningful messages.  That shared symbolic system can be: oral/speech, written, or another symbolic system such as sign language, gestures, or picture symbols. 

We can break language down into four main areas:

You might be surprised to read that reading and writing difficulties are treated by SLPs.  Children with speech/language disorders (particularly more severe impairments) are at risk for literacy difficulties. Certainly SLPs are not the only professionals involved in the treatment of literacy disorders.  As the written word (whether being read or being written) is part of language - and a form of communication - SLPs bring a wealth of knowledge and skill to the intervention of literacy skills. 

Within each of these four areas, a language disorder may involve the form of language, the content of language, or the use of language (or any combination of form/content/use).

The form of language is what we think of as grammar, and includes: phonology (the sound system of a language and rules about how sounds are combined), morphology (the structure of words and how words are formed), and syntax (how words are put together to form sentences).

 

 

The content of language (also referred to as semantics) is the meaning conveyed by words, phrases and sentences. 

 

 

The use of language (also referred to as pragmatics) is how language is functionally used in context and the rules governing what is socially appropriate language for any specific situation.

 

 

Language development begins at birth.  Children develop language at different rates, but by age 5, most children have mastered the basic elements of adult language.  Early language milestones include [download handout (.pdf) here]:

By 1-year-old

By 2-years-old

By 3-years-old

By 4-years-old

By 5-years-old

Language development continues through adolescence (and vocabulary learning continues throughout our lives).  Some language disorders may not be detected until a child is older and more language demands are placed upon them.

If a child has a language problem it is likely to have a significant effect on his/her social and academic skills, and behavior.  The earlier language problems are identified and treated, the less likely that problems will persist or get worse.  Early language intervention can help children be more successful with reading, writing, schoolwork, and interpersonal relationships.

 

You might also like these related posts:

Apraxia, Fluency, Voice, oh my!  The S in SLP

Putting it all together:  Communication

Article originally appeared on vlindertherapies (http://vlindertherapies.com/).
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