Speech Therapy -> Receptive Language
Receptive Language
Receptive language is the ability to understand and comprehend spoken language that you hear or read.
Minor focus areas
- Abstract / Figurative Language / Idioms
- Adjectives
- Analogies
- Answering Questions
- Associations
- Attributes
- Auditory Processing
- Auditory Response
- Basic Concepts
- Categories
- Cause and Effect
- Differences
- Following Directions
- Grammar
- Inferences
- Labeling
- Localization
- Morphology
- Multiple Meanings
- Negation
- Nouns
- Play Skills
- Prepositions
- Pronouns
- Reading
- Semantics
- Sequencing
- Similarities
- Verbs
- Vocabulary
Activity List(s)
- Thanksgiving Following Directions with Manipulatives 1
- Compare and Contrast Winter Cabin Coloring Page 0
- Holiday Following Directions with Manipulatives 1
- Holiday Fix a Sentence 0
- Following Directions Winter Cabin Coloring page 0
- Thanksgiving 1,2, & 3 step directions (using Thanksgiving Pronoun Sort by Sara Lowczyk) 0
- Spanish /r/ and /rr/ words in all word positions 1
- Spanish 3-syllable words 0
- Spanish 2-syllable CVCV word list 0
- Holiday Idioms 0
- Thanksgiving WH Questions 0
- Holiday WH questions 0
- Winter WH questions (what, when, why) 0
- Winter Figurative Language 2
- Back to School Idioms 3
- Thanksgiving Idioms 3
- Back to School Vocabulary 1
- Following 1-step verbal directions at school 1
- Thanksgiving Fix a Sentence/Create a Sentence 0
- Preschool Vocabualry Word List 3
Visual Schedule Cards
Related Disorder(s)
- Receptive Language Disorder - A child with receptive language disorder has difficulties with understanding what is said to them. The symptoms vary between children but, generally, problems with language comprehension begin before the age of three years. Children need to understand spoken language before they can use language to express themselves.
- Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
- Speech sound disorders - Speech sound disorders is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.
- Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).
Assessments
-
Test of Narrative Language 0
TNL
OutdatedIdentifies language impairments, measures the ability to answer literal and inferential comprehension questions, measures how well children use language in narrative discourse, and serves as a natural complement to other standardized tests.
-
Peabody Picture Vocabulary Test - Fifth Edition 0
PPVT-5
A norm-referenced and individually administered measure of receptive vocabulary based on words in Standard American English.
-
Clinical Evaluation of Language Fundamentals - Fifth Edition 0
CELF-5
Streamlined, flexible battery to assess semantics, morphology, syntax, and pragmatics.
-
Gray Diagnostic Reading Tests - Second Edition 0
GDRT-2
Provides a norm-referenced assessment of oral reading ability that helps you monitor reading progress over time.
-
Clinical Evaluation of Language Fundamentals - Fourth Edition 0
CELF-4
OutdatedQuickly and accurately identify and diagnose language disorders.
-
Comprehensive Assessment of Spoken Language 0
CASL
OutdatedNorm-referenced, individually administered test designed to measure expressive, receptive, and retrieval skills in oral language.
-
Comprehensive Assessment of Spoken Language - Second Edition 0
CASL-2
Measures spoken language across four structural categories: Lexical/Semantic, Syntactic, Supralinguistic and Pragmatic Language.
-
Oral and Written Language Scales - Second Edition 0
OWLS-II
Provides a simple means of assessing oral and written language skills across a wide age range.
-
Receptive-Expressive Emergent Language Test - Third Edition 0
REEL-3
OutdatedIdentifies disabilities, conditions, and impairments that may affect language development.
-
Receptive, Expressive & Social Communication Assessment - Elementary 0
RESCA-E
Assess receptive, expressive language and social communication.
-
Qualitative Reading Inventory - 5th Edition 0
QRI-5
Contains narrative and expository passages to informally assess children's reading abilites.
-
Preschool Language Scales - Fifth Edition 0
PLS-5
A comprehensive developmental language assessment with items that range from pre-verbal, interaction-based skills to emerging language to early literacy.
-
Receptive-Expressive Emergent Language Test - Fourth Edition 0
REEL-4
Designed to help you identify infants and toddlers who have language impairments or who have other disabilities that affect language development.
-
Preschool Language Scales - Fifth Edition (Spanish) 0
PLS-5 Spanish
An interactive assessment that captures bilingual children’s language skills in a single score.
-
Test of Early Language Development - Third Edition 0
TELD-3
OutdatedAssesses the broad picture of a child’s language development, specifically the areas of semantics, syntax, and morphology.
-
Test of Early Language Development - Fourth Edition 0
TELD-4
Measures language delays (compared to age-related peers), to determine language strengths and weaknesses, and to track a child’s progress.
-
Test of Early Language Development - Third Edition (Spanish) 0
TELD-3:S
An assessment of overall language skills (Spanish version).
-
Test of Language Development, Intermediate — Fifth Edition 0
TOLD-I:5
Assesses spoken language in intermediate-age students.
-
Test of Problem Solving 2: Adolescent 0
TOPS-2:A
Assesses critical thinking abilities based on the student's language strategies using logic and experience.
-
Test of Narrative Language – Second Edition 0
TNL-2
A norm-referenced test that measures children’s narrative language abilities (i.e., children’s ability to understand and tell stories).
Goal Bank
- Toby will display pre-literacy skills (identifying letters, words, book titles, etc.) across a 2 month treatment period. 0
Therapists
Therapists who selected this major focus area as their top area of expertise.
-
Stacia Working
Therapist CCC-SLPHey there! I'm Stacia, an SLP at Sidekick. My husband and I moved from Indiana to Alcoa, TN in 20...
-
Sidekick Therapy Partners
-
-
Eliza Joy Wiseman-Floyd
Therapist CF-SLPHi, my name is Eliza Wiseman-Floyd and I am a speech language pathologist working with Sidekick T...
-
Sidekick Therapy Partners
-
-
Haley Simpson
Therapist CCC-SLPSpeech-Language Pathologist I am currently in my 2nd year at Sidekick! I spend most of my time in...
-
Sidekick Therapy Partners
-
-
-
Alicia Baptista
Therapist CCC-SLPI am new to Sidekick this year, but I've been a school-based SLP since 2013. I love working with ...
-
Sidekick Therapy Partners
-
-
-
-
-
-
-
Gabriella Cousino
Therapist CF-SLPClinical Fellow-Speech Language Pathologist at Sidekick Therapy Partners in Knoxville, Tennessee.
-
Ambitious Idea Labs (Ambiki)
-
Sidekick Therapy Partners
-
-
-
-
-
-
-
-
-
-
Reference links
-
Receptive Language (understanding Words and Language) 1
Author: Kid Sense Child Development - What is receptive language (understanding words and language)? Receptive language is the ability to understand words and language. It involves gaining information and meaning from routine (e.g. we have finished our breakfast so next it is time to get dressed), visual information within the environment (e.g. mum holding her keys means that we are going to get the car, a green light means go), sounds and words (e.g. a siren means a fire engine is coming down the street, the word ball means a round bouncy thing we play with), concepts such as size, shape, colours and time, grammar (e.g. regular plurals: cat/s, regular past tense: fetch/ed) and written information (e.g. signs in the environment like "no climbing", written stories).
childdevelopment.com.au -
Should Adolescents Go Back to the Basics?: A Review of Teaching Word Reading Skills to Middle and High School Students 2
Author: Laurice M. Joseph and Rebecca Schisler - This review investigates the effects of word reading interventions (e.g., phonic analysis, sight word reading, oral reading fluency) on reading achievement outcomes in middle and high school students (grades 6 through 12) with mixed conditions (e.g., learning disabilities, intellectual disabilities, emotional/behavioral disabilities).
apps.asha.org -
Receptive Language Vs. Expressive Language 1
Author: NAPA Center - Put simply, receptive language generally refers to listening while expressive language refers to talking. But there's more to it, as we share in this blog!
napacenter.org -
Bilingual (English/Spanish) Language Milestones From Bilinguistics 2
Author: Bilinguistics - PDF of language milestones for bilingual (English/Spanish) children
bilinguistics.com -
Increasing Adolescents’ Depth of Understanding of Cross-Curriculum Words: An Intervention Study 2
Author: Sarah Spencer, Judy Clegg, Hilary Lowe, and Joy Stackhouse - Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. https://www.theinformedslp.com/review/vocabulary-intervention-for-at-risk-adolescents
onlinelibrary.wiley.com -
Efficacy of Auditory-Verbal Therapy In Children With Hearing Impairment: A Systematic Review From 1993 to 2015 2
Author: Ramesh Kaipa and Michelle L. Danser - This systematic review investigates the effects of auditory-verbal therapy (AVT) on receptive and expressive language development, auditory and speech perception, and "mainstreaming" in children, 2-months-old to 17-years-old, with hearing loss.
www.sciencedirect.com -
Red Flags For Speech-Language Impairment In Bilingual Children 1
Author: Scott Prath On ASHA Wire - Red Flags for Speech-Language Impairment in Bilingual Children Differentiate disability from disorder by understanding common developmental milestones.
leader.pubs.asha.org -
Bilingual Language Development Video 1
Author: Kathy Kohnert - YouTube Video on Bilingual Language Development by Kathy Kohnert
www.youtube.com -
Effects of Parents' Mealtime Conversation Techniques For Preschool Children With Hearing Loss Who Use Listening and Spoken Language 2
Author: Elaine R. Smolen, Ye Wang, Maria C. Hartman, and Young-Sun Lee - Parents of preschoolers with hearing loss may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
pubs.asha.org -
Bilingual (English/Spanish) Therapy Materials By Bilinguistics 1
Author: Bilinguistics - Downloads and resources for providing bilingual therapy (Spanish/English)
bilinguistics.com -
Language Difference vs Language Disorder: Assessing English Learners 1
Author: Carol Westby and Kimberly Murphy - Video available Language Difference vs Language Disorder: Assessing English Learners Carol Westby, Bilingual and Multicultural Services, Albuquerque, NM Kimberly Murphy (Host), Old Dominion UniversityFollow Document Type Presentation Publication Date 5-20-2020 Abstract To a large extent, determining whether an English learner has a language/learning disability is a process of elimination. There are no tests that can definitely tell us whether the student has a language/learning disability. Inappropriately identifying an EL student as having a language/learning disability can result in stigmatization or reduced access to academic content, but waiting too long to identify a student who truly has a language/learning disability can be the beginning or the extension of a cycle of communicative, academic, and/or social failure. Assessment of EL learners requires collaboration between classroom teachers and speech/language pathologists. This session will cover (1) factors that complicate the assessment of English learners; (2) multi-tiered systems of support (MTSS) and performance-based assessment; (3) process assessments, and (4) dynamic narrative assessment. Comments This professional development webinar was presented by Dr. Carol Westby for speech-language pathologists in Virginia. It was funded by the Virginia Department of Education and hosted by Dr. Kimberly Murphy, Old Dominion University.
digitalcommons.odu.edu -
Evaluation of Bilingual Children- Considerations 1
Author: Alejandro E. Brice and Roanne G. Brice - An overview of considerations when evaluating bilingual (Spanish/English) children
leader.pubs.asha.org -
Milestone Moments 1
Author: Centers For Disease Control and Prevention - These developmental milestones show what most children (75% or more) can do by each age. Subject matter experts selected these milestones based on available data and expert consensus.
www.cdc.gov -
Your Child’s Early Development is a Journey 1
Author: Centers For Disease Control and Prevention - Skills such as taking the first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move. Click on the age of your child to see the milestones:
www.cdc.gov -
Multilingual, Multicultural, Bilingual Resource Link For SLPs 1
Author: ASHA - Link includes ASHA resources and information related to evaluation and treatment of clients from linguistically and culturally diverse backgrounds. Link includes ASHA resources to: Accent Modification Bilingual Service Delivery Collaborating With Interpreters, Transliterators, and Translators Cultural Competence Voice and Communication Services for Transgender and Gender Diverse Populations Dynamic Assessment Micro Course Cultural Competence Self Assessment Phonemic Inventories and Cultural and Linguistic Information Across Languages Collaboration With Interpreters: Securing Positive Outcomes Practical Assessment and Treatment Strategies for English Language Learners with Language Impairments Serving Clients From Diverse Backgrounds: Speech-Language Difference vs. Disorder Langu Continuing the Dialogue on Dialect: Positive Steps Toward Less Biased Assessments of Children Who Speak African American Englishage and Identity--Shifting Away from a Deficit Perspective on African American English Información en español
www.asha.org -
Learning Two Languages: Bilingualism 1
Author: ASHA - Information and resources for SLPs and parents of bilingual children
www.asha.org -
Bilingual Service Delivery 1
Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
www.asha.org -
Bilingual (Spanish/English) Evaluation Resources 1
Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations
bilinguistics.com