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Language is comprised of sounds, words, phrases and sentences. At all levels, language is rule-based. At the sound level, phonology refers to the rules of the sound system and the rules of sound combination. At the word level, morphology refers to the structure and construction of words. Morphology skills require an understanding and use of the appropriate structure of a word, such as word roots, prefixes, and affixes called morphemes.
Syntax refers to the rules of word order and word combinations in order to form phrases and sentences. Solid syntactic skills require an understanding and use of correct word order and organization in phrases and sentences and also the ability to use increasingly complex sentences as language develops. At the word level, these children may not correctly use plural forms or verb tenses.
At the phrase or sentence level, children with syntactic deficits might use incorrect word order, leave out words, or use a limited number of complex sentences, such as those that contain prepositional clauses. Children with disorders of motor speech control are likely to have concomitant difficulties with morphology related to impaired speech control.
Children will work on developing an understanding and use of age appropriate morphemes and syntactic structures during interactive therapy activities. For children with co-occurring disorders of motor speech control, target words and phrases are developed to both improve motor speech control and improve the use of grammatical morphemes and syntax. For more information on the development of morphology and syntax, please visit, Speech Language Therapy.
Language Disorders from Infancy through Adolescence: Assessment and Intervention 2 nd Edition. If you have questions or concerns, please contact us at our Falls Chruch and Springfield offices. How does difficulty with morphology and syntax present in a child? A child with morphology and syntax deficits may: Demonstrate inconsistent or incorrect word order when speaking Use a limited number of grammatical markers e.
By age twenty-four months: Mommy no go appears Rising intonation is used to indicate a question By age thirty-six months: Overgeneralization of past-tense verb forms is in place e. Mommy no go appears Rising intonation is used to indicate a question Present tense auxiliaries have emerged e. Daddy is eating; Bunny does hop By age forty-two months: Auxiliary verbs are being ordered correctly in questions and negatives e.
What is he doing? Grammatical markers have emerged including: A variety of early complex sentence types emerge including compound sentences e. My shirt is blue and green , full prepositional clauses in sentences e. I put away the toys in the toy box , and simple infinitives I want to draw.
By age forty-eight to sixty months: Passive sentences are understood and used For more information on the development of morphology and syntax, please visit, Speech Language Therapy. References Paul, R