SMC is a well-established practise in Moonee Ponds. We pride ourselves on the quality of care and treatment provided to our clients. We always strive to provide evidence based best practise and truly care about the wellbeing of our clients and staff members. We are approachable and always willing to listen to parents/guardians, as your thoughts, feelings and expertise as a parent/guardian are invaluable.
A language disorder refers to delayed “comprehension and/or use of spoken, written and/or other symbol systems”
Language can be separated into two main areas:
(It is possible to have an expressive language delay without a receptive language delay).
Receptive language refers to the ability to listen, hear and understand verbal and visual information. It includes understanding stories, following instructions and interpreting visual signs.
Expressive language refers to the communication of ideas and intension, through verbal and written expression. It is the ability to convey ideas using appropriate vocabulary, grammar and sentence structure.
More than one study has indicated that the older the child at time of diagnosis, the less positive the outcome. Therefore earlier identification and treatment of a language delay is essential, as therapy outcomes are better.
By the age of one, your baby should be able to:
|Respond to familiar sounds, such as the telephone ringing, the vacuum cleaner, or the car in the driveway
|Understand simple commands, such as "no"
|Recognise their own name
|Understand the names of familiar objects or people
|Say "dad", "mamma" and a few other words
|Enjoy songs, music and books
|Try to make familiar sounds, such as car and animal noises
|Identify familiar objects from a group of objects
By the age of two, your toddler should be able to:
|Say the names of simple body parts, such as nose or tummy
|Listen to stories and say the names of pictures
|Understand simple sentences, such as "where's your shoe?"
|Use more than fifty words such as "no", "gone", "mine", "teddy"
|Talk to themselves or their toys during play
|Sing simple songs, such as "Twinkle, twinkle, little star", or "Baa baa black sheep"
|Use some pronouns instead of names, such as "he", "it"
|Try simple sentences, such as "milk all gone"
|Name objects in photographs
By the age of three, your child should be able to:
|Understand how objects are used - a crayon is something to draw with
|Recognise their own needs, such as hunger
|Use three to four word sentences
|Begin to use basic grammar
|Enjoy telling stories and asking questions
|Have favourite books and television programs
|Be understood by familiar adults
By the age of four, your child should be able to:
|Understand shape and colour names
|Understand some "time" words, such as lunch time, today, winter
|Ask who, what and why questions
|Use lots of words, about 900, usually in four to five word sentences
|Use correct grammar with occasional mistakes, such as "I falled down"
|Use language when playing with other children
|Speak clearly enough to be understood by most people
By the age of five, your child should be able to:
|Understand opposites, such as high and low, wet and dry, big and little
|Use sentences of about six words with correct grammar
|Talk about events which are happening, have happened or might happen
|Explain why something happens, such as "Mum's car stopped because the petrol ran out"
|Explain the function of objects, for example, "This scrunchie keeps my hair away"
|Follow three directions, for example, "Stand up, get you shoes on and wait by the door"
|Say how they feel and tell you their ideas
|Become interested in writing, numbers and reading things
|Speak clearly enough to be understood by anyone
Taken from Speech Pathology Australia. (2007). Learning to speak and listen- what to expect in the first five years. Retrieved June 16th 2009 from htt://www.speechpathologyaustralia.org.au/library/22_FactSheet.pdf
By the age of six, your child should be able to:
Formulate meaningful and grammatically correct sentence
|Identify objects that don’t belong
|Understand quantity concepts e.g. four
Indicate body parts on self
Name items that fit into categories
Understand time and/or sequence concepts e.g. first, last
Order pictures/objects from smallest to largest
By the end of grade one your child should be able to:
Give people directions
Correctly follow 2-3 directions at one time
Be easily understood by familiar and unfamiliar people
Answer more complex yes and no questions
Sequence ideas in a logical manner when telling or retelling a story
Use correct grammar (most of the time)
Formulate “wh” questions (e.g. who, what, where, when, why, how)
Appropriately answer “wh” questions
Understand time concepts e.g. seasons
Express quantity e.g. more, empty
Use irregular plurals e.g. teeth, mice
By the end of grade two your child should be able to:
Follow 3-4 verbal directions in a sequence
Provide directions containing 3-4 steps
|Understand concepts related to location, time and space
|Correctly answer questions about a story within their age range
Use sentence structures that are more complex
Use language to inform persuade and entertain people (verbally)
|Clarify ideas or words that have not been understood
By the end of grade three your child should be able to:
Listen carefully in group situations
Ask and respond to questions
Actively participate in conversations and group discussions
Use vocabulary being used in classroom subjects
Summarise a story accurately
|Explain what they have learnt to people
By the end of grade four your child should be able to:
Listen to and understand information presented by others
Share their opinions based on evidence
Listen for explicit purposes
Use words appropriately in conversation
Use language effectively for a variety of purposes
Understand some figurative language (e.g., "the water was crystal clear")
Participate in group discussions
Give correct directions to people
Summarise and reiterate ideas
|Organise information clearly
By the end of grade five your child should be able to:
Plan and present an oral presentation
Listen and draw conclusions in subject areas at school
|Maintain eye contact, use gestures, and facial expressions, while presenting to a group
Participate in class discussions across subject areas
Summarise main points
|Report about information gathered in group activities
-American Speech-Language-Hearing Association. (2009). Your Child's Communication Development: Kindergarten Through Fifth Grade. Retrieved June 16th 2009 from
-Paul, R. (2001). Language disorders from infancy through adolescence assessment and intervention (2nd Edition). Missouri : Mosby
-Speech Pathology Australia. (2007). Learning to speak and listen- what to expect in the first five years. Retrieved June 16th 2009 from htt://www.speechpathologyaustralia.org.au/library/22_FactSheet.pdf
-Zimmerman, I., Steiner, V., & Pond, P. (2002). Preschool Language Scale (4th Edition). Harcourt