LANGUAGE ACQUISITION

PRAGMATICS EXPRESSIVE RECEPTIVE

0-3: Shows interest in 7: Uses hands to 0-3: Moves in response
caregiver. request. to sound or voice.
0-3: Briefly looks at 9-11: Babbles. 9: Listens when
people. caregiver is speaking
9-11: Vocalizes to toys to them.
0-3: Quiets in response
to sound. or pets.
7-9: Responds to
12: Imitates words to name.
0-3: Excites when
best of ability.
caregiver 7-9: Responds to ‘no’,
approaches. 12: Uses 5-10 words. most of the time.
Typically names and
0-3: Smiles and coos. preferred objects. 10-12: Recognizes
familiar people and
15: Uses gesture + word objects when named.
0-3: Quiets when
picked up. ( majority
combination
11: Looks at named
of time ) 15: Uses exclamations, pictures or objects.
ex: “ Uh oh”
3-6: Fixes gaze on 12: Identifies two body
face. 18: Vocabulary at least
parts when asked.
50-100 words; 50%
3-6: Responds to nouns.
name.
12: Gives objects
18: Words are upon request.
3-6: Vocalizes to understood outside of

QUICK REFERENCE
caregivers expressions 14-18: Follows one
routine activities.
and sounds. step directions without
18: Names familiar cue.
6: Enjoys being played objects on request.
with. 18: Nod/shakes head
20: Makes animal and for yes/no.
6: Initiates vocalizing environmental sounds.
with another person. 18: Identifies 3 body
20: Uses proper parts on self or doll
7: Different intonation to ask when asked.
vocalizations for ‘yes’/’no’ questions.
different moods. 18: Understands IN
and ON.
7:Anticipates actions. 21: Asks, “What’s that?”
19: Able to match
24: Names most objects and/or
9: Dances to music. pictures.
common objects.

9: Intentional two way 24: MLU of 1.50 – 2.0 22: Follows 2 step
communication. directions without
cues.
24: Begins using
9: Recognizes familiar
pronouns: MY, ME, MINE 23: Points to 4+ body
people.
parts on self or doll
24: Refers to self by
9: Makes physical when asked.
name.
contact to gain
attention. 24: Vocabulary 24: Understands
between 200-300 WHERE and WHAT’S
9: Shouts to attract words. THAT questions.
attention.
 LANGUAGE ACQUISITION
PRAGMATICS EXPRESSIVE RECEPTIVE
10: Plays peek-a-boo 24-28: Uses 24: Understands
CONCEPTS: UNDER, action words.
10: Points to request ON TOP, IN, ON
24: Can identify family

10: Shakes head ‘no’

27: Uses copulas members.
24: Can sort objects
28: Uses present by shape and color.
10-11: Waves ‘bye’ progressive ( -ing )
when cued. 30: Understands ALL
28: Uses conjunction and ONE
11: Pushes and pulls AND
others to direct 36: Selects objects
28: Starts to refer to self as that do not belong in
11: Reaches to ‘me’ rather than name.
a group.
request object.
28: ASKS Where and
36: Understands SAME
12: Alter behavior What questions.
based on others
28: MLU 2.0-2.5 36: Identify function of
reactions.
object.
12: Vocalizes to 28: Uses number
respond. 36: Understand most
nouns. Ex: ‘two
number concepts.
13-15: Uses ‘Hi’ and doggie(s)’
‘Bye’. 36: Understands NOW,
29: Uses auxiliary SOON, LATER

QUICK REFERENCE
13-15: Can roll toy verbs.
back and forth. 36: Answer “What
30: Answers questions doing? “ type
16: Points to desired with ‘yes’ or ‘no’.
questions.
objects. 30: Uses protest words:
42: Answers WHO and
17-18: Comments no, not, don’t
WHERE questions.
30: Uses concepts big
42: Can identify basic
18: Protests and little
shapes.
33: Marks plurals with
18: Acknowledges 42: Can identify basic
‘s’
speakers with eye colors
contact/response. 42: Can understand
34: Uses subject basic kinship words.
18-24: Engages in pronouns.
parallel play. 46: Understands UP,
34: Asks, “What DOWN, HARD, SOFT,
22-24: Verbal turn happened?”
taking. ( 1-2 turns ) BEHIND, IN FRONT OF

24: Shows genuine 48: Can understand

35: Uses ‘Gonna’ and basic size vocabulary
empathy. ‘Wanna’
words.
24-36: Calls for 35: MLU 2.5-3.0
attention, ex “HEY!” 60: Answers WHY
questions.
30: Cooperates in 35 Uses 3-4 word
games. sentences.
 LANGUAGE ACQUISITION
PRAGMATICS EXPRESSIVE RECEPTIVE
36: Responds to peers. 36: Begins asking WHY 60: Understands time
questions. sequences. i.e. what
36: Takes 2-3, verbal 36: Asks WH- questions happened first,
turns. second, etc.

36: Shares toys with 36: Uses 2-3 word 60: Understands
peers. negative phrases BEFORE and AFTER.
38: Assumes role of 36: Asks for ‘another’ 60: Can sequence
another person in play. pictures.
38: Plays with 1-2 peers 36: Begins using noun/ 60: Understands
verb agreement. number concepts to
38: Maintains eye ten
36: Can describe
contact.
actions in a book. 60: Understands
40: Requests permission. directional
36: Vocabulary of
900+ words. commands.
42: Attempts new tasks. 60: Answer questions
38: Uses WE, US
about stories.
44: Participates in
group activity. 40: Uses SOME, MANY, 60: Understand
All with 50% accuracy concepts SOME,
46: Makes ABOVE, BELOW,
conversational repairs. 42: Uses is/are/am + MORE, and LESS

QUICK REFERENCE
verb
46-48: Pretend play with 60: Understand riddles.
3 connected ideas. 42: Uses some irregular
verbs
48: Uses indirect
requests. 42: Uses can’t, didn’t,
etc.
48: Has conversations.
42: MLU 3.0 – 3.75
48: Able to see situation
from different point of 42: Can state gender
view. and age.
52: May issue threats or 46: Uses 3rd person
insults. singular -s
52: ‘Reads’ non-verbal 46: Expresses ideas
cues. and feelings.
52: Identifies problems
48: Uses –ed verb
and lists solutions.
endings.
52-54: Praises others.
48: Uses THIS and THAT
60: Requests clarification
and end conversations 48: Describes use of
appropriately. object
72: Talks in groups of 48: Names and
peers. identifies primary colors.
 LANGUAGE ACQUISITION
PRAGMATICS EXPRESSIVE RECEPTIVE
72: Begins to think 48: Names 3-5 items in
about how his/her category.
actions and see
consequences. 48: Vocabulary of

72: Plays games by set

1500+ words.

rules. 50: MLU 4.5 +

75: Can develop a plan
to meet a goal. 52: Asks ‘DO’ and
‘DID’ questions.
75: Tells jokes
53: Uses ‘DOES’ to ask
questions.
53: Names objects
described.
58-60: Uses has, does,
have.
58-60: Uses because,
when, if, and so
58-60: Uses before and
after.

QUICK REFERENCE
60: Uses comparative
adjectives (small/
smaller)
60: State category
names.
60: Vocabulary of at
least 2500+
60: Can retell and
sequence story use
sequencing vocabulary
and details.
65: Uses irregulars
( plurals and verbs )
67: Uses pronouns,
prepositions, and
articles.
68: Uses superlatives

72: Sentences with 8+

words.
72: Can construct
narratives.
 LANGUAGE ACQUISITION
mlu pronouns
Level Age Pronoun Age
1.5-2.0 24 mon my, me, 24 mon
mine
2.0 – 2.5
28 mon
I, you, he, 34 mon
2.5 – 3.0 35 mon she, it,
they
3.0 – 3.75 42 mon
we, us 38 mon

vocabulary remember
words Age . . .
Language development
5-10 12 mon occurs at different rates.
These are averages,
50-100 18 mon
when these skills should
200-300 24 mon be present and
observable, but do not

QUICK REFERENCE
900+ 36 mon have to be necessarily
mastered.
1500+ 48 mon
Always use professional judgment when
2500+ 60 mon determining if assessments are needed.

basic concepts
in, on under, all, same, down, before Above, next to,
on top one now, behind, After below, between,
soon, in front Some more, beside, left,
later less right, first,
last

18 24 30 36 46 60 60 60
mon mon mon mon mon mon mon mon

grammar
Copulas -ING Aux. Plural -S Sub/verb 3rd Person Past Tense Has/Have, Irregular
Verbs agreement Singular -S -ED Did/Does Plural and
Verb

27 28 29 33 36 46 48 58-60 65
mon mon mon mon mon mon mon mon mon
American Academy of Pediatrics. (1999) Steven P. Shelov, S.P. &
Hannemann, R.E. (eds.) Caring for Baby and Young Child: Birth to Age 5.
New York: Bantam.

ASHA. (2005) How Does Your Child Hear and Talk?

Chapman, R. (2000). Children’s language learning: An interactive

perspective. Journal of Child Psychology and Psychiatry, 41, 33-54.

REFERENCES
Interactive Speech Associates. (n.d. retrieved 5/23/06) Developmental
Norms/Milestones.

Justice, L. (2006). Communication Sciences and Disorders: An Introduction.

Upper Saddle River NJ: Pearson.

Learning Disabilities Association of America, (1999) Early Identification -

Cognitive Milestones.

Meltzoff, A. & Moore, M.K (1977). Imitation of facial and manual gestures by
human neonates. Science 198:75-78.

National Institute on Deafness and Other Communication Disorders/NIDCD.

(2001) Speech and Language Developmental Milestones.

Rossetti, L.M. (2005) The Rossetti Infant-Toddler Language Scale: A Measure

of Communication and Interaction. East Moline: LinguiSystems, Inc.

Shipley, K and McAfee, J. (1998) Assessment in Speech Language

Pathology: A Resource Manual. 2nd edition. San Diego: Singular publishing
Group, Inc.

Tuohy, J., Brown, J., Mercer-Moseley, C. (2005) St. Gabriel's curriculum for the
development of audition, language, speech, cognition, early
communication, social interaction, fine motor skills, gross motor skills: A guide
for professionals working with children who are hearing-impaired (birth to six
years). 2nd ed. Sydney: St. Gabriel's Auditory-Verbal Early Intervention
Centre.

Wilkes, E.M. (1999) Cottage Acquisition Scales for Listening, Language &
Speech. San Antonio: Sunshine Cottage school for Deaf Children.

http://www.eram.k12.ny.us/education/components/scrapbook/
default.php?sectiondetailid=64607

https://www.scholastic.com/teachers/articles/teaching-content/ages-
stages-empathy/

http://firstyears.org/miles/chart.htm