Later Language Development and Therapy
As children move from kindergarten through primary school, their language skills continue to develop in more complex ways. During this period, children go beyond basic vocabulary and sentence structure to master higher-level skills, such as understanding longer conversations, following multi-step directions, telling stories, and expressing their ideas clearly. These skills are crucial for both academic success and social interaction.
Kindergarten and Pre-Primary:
At this stage, children typically begin to use longer sentences and ask more detailed questions. They can answer some more complex questions such as "why" and "how" and will learn new words frequently. Storytelling becomes a big focus at this stage with children moving from simple stories connected by "and then, and then" to more detailed narratives.
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It’s also the time when children begin to recognise that words are made up of individual sounds, an essential skill for learning to read.
Early Primary School:
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As they progress through early primary, children should be able to follow longer instructions and engage in more detailed conversations. Their vocabulary expands, and they begin to use more complex grammar. At this time, they can engage in basic inferencing skills allowing them to answer more complex styles of questioning such as making predictions.
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Reading and writing skills also develop, with children learning to decode words with difficult spelling rules, read decodable books, and write short stories that begin to contain some foundational language devices.
Later Primary School and High School:
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Upper Primary school children have mastered the basics of language and are focused on polishing their skills. Their language is developed enough to be able to persuade and their sentences include nuances for emphasis. Their vocabulary continues to grow, and children now have many words to describe the same idea depending on the message they wish to convey.
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Children in high school also continue to develop their language, however it's not always noticeable when they talk. Language development in high school is typically focused on improving the sophistication of their academic writing and improvements are usually seen in their essays rather than in their oral discourse. For older children, they should use 'adult like' language with ease and it should be easy to understand by the listener.
Investigating Developmental Language Disorder (DLD)
Some children may show delays or difficulties with language that go beyond what is typical for their age. If a child has ongoing difficulties with understanding or using language despite adequate exposure and opportunities to learn, they may have Developmental Language Disorder (DLD).
What is DLD? DLD affects a child’s ability to understand and use language. It’s not caused by hearing problems or general developmental delays, and it often goes undiagnosed because the symptoms can be subtle. Currently, 1 in 14 children in Australia has DLD which equates to roughly two children in every classroom.
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Children with DLD may struggle to follow conversations, understand instructions, learn new words, or form grammatically correct sentences. These difficulties with the way they use language are often also seen in their literacy learning at school. Children with DLD may only be identified when they present with persistent difficulties in tasks such as reading comprehension or extended writing.
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When to Seek an Assessment: If you notice that your child has ongoing difficulties with language—such as trouble following instructions, limited vocabulary, leaving out little words such as "the, a, is", or challenges in expressing their ideas—an assessment can help identify if DLD is present.
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Early intervention is key, as speech therapy can make a significant difference in improving communication skills and supporting your child's success in school.
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If you would like to learn more about DLD, the following websites have a wealth of information:
