The paper "A Child’ s Ability to Communicate" is a wonderful example of a report on education. Research reveals that monitored communication between or among children will reflect some degree of language impairment. This may be in part due to partial development of communication skills or in some instances, a symptom of a semantic disorder of some sort, which is a common occurrence in young children. In some cases, children may be found to have abnormal flow in their speech owing to these reasons. Advanced studies indicate that inappropriacy in communication decreased with the increase in the child’ s age (McTEAR, 1985).
In addition, age is used as a factor to distinguish between children with language impairment disorder, a condition known as a semantic-pragmatic disorder, from those who do not. Some studies conducted indicate that a wide array of syntactic, semantic, and pragmatic oddities related to a sequence of language inappropriacy in children. At the same time, some cases of lingual inappropriacy were related to cognitive difficulties other than those of a linguistic nature which were made definite with the advancement of the children’ s ages (Bishop, 1989). For this study, a five-year-old child is selected to be evaluated based on his communication ability and to relate his kills to the factors that affect his adequacy in communication.
Language impairment will be judged through characteristics such as comprehension, expression of meaning, and the different forms of expression applied by the subject. An acknowledgment is paid to the fact that children may express themselves in an odd way despite their conversations not flowing smoothly as a result of unexpected utterances. The following experimental study done from carrying out a recorded and transcribed conversation with a five-year-old boy named Matt reflects his language and communication skills that will be used to judge his skills as appropriate or not. Me: Hi Matt Matt: Hi Me: What are you doing? Matt: Uuuh. ..
Am playing Me: What game are you playing? Matt: Toys Me: Okay. That sounds fun. Matt: Yea Me: Don’ t you want to play with your brother? Or maybe your friends? Matt: I play with Lee. Lee is sick. Me: I am sorry. Who is Lee? Matt: My brother Me: What happened to Lee? Matt: We went on holiday and he had to fall sick out of the window! ! (Adverbial error) Matt: So we could not go everywhere for a while (Here, Matt means anywhere hence a pronoun error) Me: Did he throw up through the window? Matt: Yea.
He had temperature Me: Ooh I am sorry to hear that. He must have had a fever. Where did you go on holiday? Matt: In September Me: Did you go to a new country? Matt: Spain! All of a sudden I went to the hospital with him Me: Why did you go to the doctor yet Lee was the one who was sick? Matt: I also used to have headaches (Matt means he had a headache aside from Lee falling sick.
This shows underdevelopment of his oral communication skills) Me: Oh is that so am sorry to hear that. Did you have fun in Spain?