• • • Blocks: no sound is produced then a “burst” of tension is released when the speaker if able to vocalize (e.g., “----like this”)

    • Interjections: extra words (e.g, “um, uh, like”)

    • Revisions: speech is revised during and utterance (e.g., “I have to go…I need to go to the store.”)

4. Language Disorders

Language disorders can be receptive (understanding) or expressive (conveying information), may affect both spoken and written language, and can also affect sign language. Typically, all forms of language will be impaired. Note that these are distinct from speech disorders, which involve difficulty with the act of speech production, but not with language.

• • Morphology- The study of morphemes; a morpheme is defined as “the smallest unit of meaning in a language.”

    • For example, the word “cat” has just one morpheme but the word “cats” has 2, as the -s denotes plurality. In this case, we consider “cat” the root of the word and the -s a suffix

• • Syntax - Syntax states the rules for using words, phrases, clauses and punctuation, specifically to form sentences.

    • Correct syntax examples include word choice, matching number and tense, and placing words and phrases in the right order.

  • Semantics- Semantics is the study and analysis of how language is used figuratively and literally to produce meaning. Semantics seeks to describe how words are used-not to prescribe how they should be used.

    • Examples of Semantics: A toy block could be called a block, a cube, a toy.

  • Phonology- (and its impact on literacy)

5. Pragmatics (social skills)

Pragmatic language is the use of appropriate communication in social situations (knowing what to say, how to say it, and when to say it). Pragmatic language involves three major skills:

1. 1. Using language for different purposes such as: Greeting (Hello. Goodbye. How are you?) • Informing (I am leaving.) • Demanding (Say “Good-bye.” Pick up the toy.) • Stating (I am going to the playground.) • Requesting (Do you want to go along?)

   2. Changing language according to the listener or the situation, such as: Talking to a teacher versus talking to a baby • Speaking in a classroom versus talking in the cafeteria • Talking about family to another family member versus a stranger

   3. Following rules for conversation, such as: Taking turns while talking • Introducing new topics • Staying on topic • Continuing the same topic as the other speaker • Re-wording when misunderstood • Using and understanding nonverbal signals (facial expression, eye contact, etc.) • Respecting personal space