3-D LanguageAcquisitionTest:Evaluationof

LanguageWithin a PtagmaticFramework
GEETAHERLEKAR
NationalInstituteof MentalHealth
and\t euro-Sci ences' Bangalore
and
PRATHIBHAKARANTH
'1tlIncliaInstitutettf SpeechandHearing'A'[1'sore

INtRopur:t(rx

Acloselookatthestudiesoflanguageacquisitionreportedduringthe
beena major shift in the
pastcoupleof decades'en'ealsttrit ttrerehas
measures to-sYntaxandmorerecentll"to
ioorr. u ifrn fro* vocabulary asno\\'
oflanguageThetask oflanguage acquisition'
pttg*;ti. aspects
tnuch rnorethan patterns of sound'
viewed.requirestt',at"itita'In learn to talk
in whjch childrenlearn
g;;;;;t and .'ocabulanThe context
contribxting factor influenctng
[u, U..n recognizedas a signihcant
(Carrirv-Woolfolk-and L'vnch1982:Gallagher
languagedevelopment
and to pragmatics
s1'ntax
andPrutting1983).Thi; ,hift fto* t'otabulary realization
testlng The
considerabll"
hasinJluenced thefieldoflanguage
a number of pragn-raticfuncttons
that childrenma-vhaveto'o*luttd ot'er
atatimervhentheirr,ocabularyandS\'ntaxarelimitedorr.icer'ersaled
toelaboratiorrofcertainlanguageassessmenttechniquestoinclude
pragmaticmeasures (Jate tqSO:iund andDuchan1988)Pruttingand
theimportance of pragmaticframel'orksin
Kirchner(1987)emptrasized
the studvof languagedisorderedpopulations'
language use structtlres
in additionto langrrage
This emphastson
language do'elopment.t:11tt'
hasalsogivenrtseto a ntimolr of earh'
n'hichproudequalitati\€informationaboutchild'scomntunicatireabilittes'
 ::]::----_

198 Grer,r Hrru-Erln & Pn rrnrenA KAl,*

bothverbaland nonverbal(e.g.Bzochand Leagucl97l: Frankenburg

etal. 1975).
It is a commonpractrce in clinicalsettingsto uselangrngedetclopmenl
scalesto elicrtinformationaboutcommunicatir.e behariourof roung
children.especiallr: thedifficult-to-testpopulations like thebrarn-damased.
thernentallyretarded. thecerebral palsiedor thosen ith multrpleorsanr.
problems. TheReceptive-Expressive EmergentLanguageScalclBzoch
and Leaguel97l) and the DenverDevelopmental Screening Test
(Frankenburg. Dodds,Fandal.KazukandCohrs1975)aresomeof thc
commonlyusedmeasures in theclinic.However, it is alu,al.s
preferable
to
developa languagedevelopment scalethat is suitableto our culture.
because the issueof normalct'is crucialand is culturebound.The feu
language testsavailablervithnormsbasedon lndianchildrenareoften
restrictedto olderchildrenandarealsolanguage specific.Further.mostof
the currentlyavailablelanguage testsassess only syntacticabilitiesin a
formaltestsituation.Informantinten,iervs or behavioural obsen'ations
aremoreappropriate in testingveryyoungchildren.
Someof theabovementioned considerations ledHerlekar( l9g6) ro
developan earlv languagedevelopment scaleby adaptingitemsfrom
Vaid_vanathan's (198,1) stud)'andformulatingtheminto questions. This
particularstudywas chosenbecauseit rvasthen one of the most
comprehensive longitudinalstudiesin the lndian contextbasedon
pragmaticframervorkandtheagerangeof Vaidyanathan's subjects(nine
to thirtl'-si.xmonths)suitedtheagegroupof our interestin that,it is for
thisgroupthereexistlittle or no language assessment tools.Theadapted
testl'ith theitemsorganized underreception, expression andcognition
wascalledthe3-D Language AcquisitionTest(3-DLAT).Therestitems
arelistedin theappendixat theendof thispaper.Forfurtherdetailsabout
3D-LATtestconstruction, seeHerlekar( 1986).Thepresent paperdescribes
a preliminaryattemptto standardize thistestusingdatafromninetynormal
children.

Melroo

Subjects
Ninefl normalchildrenin the agerangenine monthsto threevears
sen,edas subjects.None of the subjectshad any pre or post-natal
complications. No onehadany sensory or motoricdisabilities.All the
subjectsbelongedto urban middle classsocio-economic group.The
subjectsweredividedinto nine agegroupsoften each.pertinentsubject
informationis zummarizedin ThbleI
 J L,tric;rr.tcE Aci2urstlro^-TtsT
199

lablc l. Distrihution ol sub.jr:c,t,s

Ase group Age ranee No. of (ii rls B o ts

tn rnortths children
I 9-i1 i0 5 5
II 1 2 1- 4 10 -5 5
IIi i - r -I / l(l 5 5
IV I8-20 l{) -5 -5
l0 5 5
21-26 l{) 5 _5
ViI 21-29 l0 5 5
VIII 30-12 10 5 5
IX .l-r-36 t0 5 5

Proceclure
The data \\'as obtainedfrom parcnts/close
associatesof trre chirdren br
adminisleri'g the questio'nairein indi'idual
home setting,
creche/darcarecerlres i'M'sore and Hubli ";;;
in the stateotkoruuirro
Basedon the exacl chronologicalagc. itents
fron the ror.rponAing og.
groups*erc askcdfirst and their performance
on other itenis ato.,.Jaio
belo* *'as also e'altntcd. Specificafv,responses
*,ere checkedfor trvo
consecullYeage groups above and belo*,
that of the child. f.rt,ng
continuedin the lower agegroupsuntil t*o positi'e
scores,',... .".ord.l
and in the higher groups until tu,o negatire
scoreswere obtai'ed. The
responscs uerc ratedon a threc_pointscale.r.iz.,plus (+).
minus t-) and
plus-rrinus(+) dependingon *hcther
that particularaspectorrrngrog.
'as attatncd.not attainedor onh.parliall] .
attainedrespectir,.ell,"
All the plus responscs *crc gi'cn a ciedit of t*,o points.plus_minus
responsesrecei'ed one point and nrinus responses.
zero points. Ra*,
scoresuere calculatedseparatch.foreachof thethree
dimensionr.M;.
standardde'iations and coefficicntof correlation,
,.,.r. .o.;;;;;.'*'-'

Rl si-'t-is..txoD tsr:r_.ss
io:i

The databasedon thee'trre groupof ninet-rcrrildren

hasbeensummarized
in Table2.
 K\RA^-IF
Gp.er.'\HEN-r-x'r'n& Pn-lrlrtellA
20()

tln"eedimensirnt'sfordiffererttagegt"oups
'fable2:\leattartdSl)sol '\coresortlhe

Meatr sctlres S1d devtattons

Age Age rarrge Avg ag1 E
R F - L
*lo in ntonths itr tnclnths
a - < 1 0.99 2.16 |'75
).1 -1 /
I 9-11 I0.0 2;79
Il3 1 2 . ' 7 2.(t6 -1.06
12-14 t-r.t t2.2
II 1'7.'7 - j 3 0 373 200
15-17 15 . 8 20 -1 11.9
III 2-15 -.-\ t ?.99
19.6 27J 23.3 -{.)-1
IV I ll-2{l j()B 4.20 "1.98
174 -il.j '7;79
22.?
41.5 15(r 390 4 32 J.-1-1

\tI 25.0 1.03 2.59

46:7 -l-l 1 43 5 2 31
VII 1? 1() 28.2 1 . 2 6 2.'76
:19.1 4i 6 1'7.6 l 37
VIII 30--32 1t.-l
1.26 1 . 7 6 | .4-1
i3.5 520 51'+
IX -i-1--1Q 31;7

C Cosntlton
l:: Ilxprcssioll'
R: Rcception:
ScorCS agaillstthe l'arious ?se crou|:
It can be Seenfronl tlrc nrean
a lincar itlcreasein scorcs\\ith increaseln
git.n * ioUf. Z ,t.'otthere is
ig.fo,...'pt':llylil"'i,"TLT:rt'i:lJH:"t'fl:',3Ht;'"*'l'if*:
$i::';:':l:3il':Hi:J'"J#'ffi#'",;i'::':l::r.:11,,?''5,'l:
Onceagain'a linearrelationship
if there
sec un'
existed diffcrences'
"t
u'asnotedu'itnflgfnAuesofcoeffrcientofcorrelation(greaterthan0T6)
sexdifferences ln
usedto further-explore
TheMann-WhitnelU i* ttot and 38 0 for
3ll'5for expression
scorcs. TheU valuestili;;;t*ption' and girls wasnot
cognitionsuggested 'ftot tftt pttformallceof thebovs
l$'els' Therefore'the
ott-'t'at all tl-rree
signihcantllO,ffe'entitom citt' nineage
OataUaseo-on-to't' Uo" andgirlsrvithineachof the
compositc inFigureI (p 201)'
groups areplottedrntneformof abargraph differentagegroups
or the scores of children-from
A comparison on
that for the first trro groups'scores
undereacltdimensionreveals ali$t":^t:'
cognitionandrcceptton arcbetterthanthoseon expression'
group III onlvards'receptlon scores
differences arenot srgnificantFrom 1i1'ltl-lL,1n)'
out\\,eish those on .t;;;rJ;" anaJoenillnrhere:?: This obsen'atton'
scores onexpression and cognition
differences betrueen in consonance
relative to exDressiottis
t'i2., better,ao"' o" "teption develop earlier than
reccpti'e abiiities
rvith the rvell attestedfaci that
expressir'cskillsinn**orchildren.Thcresrrltsalsosrrggestthatduring of
aird three1'ears'development
earll' childho"Outt*tt-'J"tn ""t go t''andin hand'Althoughthis
expressive runguugtoii tog"itit't skills
 t-
a,
=
=
o
Hao -
O v.
=
.Ero
q
2
!) J
v
O
(n
N)

AVERAGII AGII
1l\rD IN
lt\ MONil{S
lvluN I lls
_ 7._,..r7
I RECEPnoN
IL-J I-_l r
EXPRESSION CoGNtrroN
LJ f
Figure | : performanrc,,rfrariu^ age
groups,,, ,rrrr|r, expresnonontrcognitr.n
u
 TI
202 Gssle Hlnt-ur,^'R & PRA,rlrteH'\KARAN

particular tcst items included in this

could r cry ucll be an artelactof the
tcst.
in Table2' it ma1'benoted
Looking at thc standarddeviationvalucs
ager:nge',15 to 2tl monthsextubited
that thc middle groupscol'eringthc three
sO*s) thcir performanccon all thc
in
;;;;,.t rariabiliw lnigner
or the older two groups One
dimcnsions relatrve to the vetn voung
this phase'the rateoflanguagc
porriUf. reasonfor this could be that during
the othcr trvo plriods and there is a scopefor
acquisition is fasterthan
(secCrvstal. 197(r).In the first two
lonrla"ruur" individual difrerences
just beganto emergcand the subjectspassedvery
;;;;p; languageonh
of the last trvo groups.all the
fe$ iterns.On the otnef hanal in the casc
therewas a uniformity
itcms l'crc respondedto positiveh'andthercfore'
in the scores.
LAf along the samelin-es
In an attempt to cstablishnorlns on 3-D
Testof Frankenburgetal. ( 1975).
asin the DenverDevetofmentScreening
rvho passedeach test item was
the number of childrcn in cach group
rvhopassedeachitem
calculated.from which thc percentageofchildren
smoothedpercent-passlng
rvasdctermined.Basedon this information'
3 4 and 5 providethis information
cun e \\'asdrawn for eachitem Tables '
rcspectivell
io, ,"".ption. cxprcssionand cognition
I rvhich diiplal s norms for rcception'it canbc scen
Turning to Table
agc l0 monthspasscdttem l'
for exantplc.that l(X)'2i'of the children of
l0 passedrtcm 6 This table also
(r
whereasonl-v25'Znof childrcn of age
to difficullv level and
sltorvsthat thc itetns are not graJed according
not bc made about thc order of
thercforc. conclusive statementscan
acquisitionofthethrcedinrensions.ThcinformationinTablcs"tand5is
alsotobcinterpretedasabove.oneofthesignificantfindingsofthts
stud-vthenistherealrzationtlratthetestitemsllithineachdimensionneed
level among other factors'
to bc reviscd with rcspectto the difficult-v
I t " t p t t- i ' ' t t ' t o l : s

ThcnormsprcscntcdinTables3..tand5canbeuscdinroutineclinical
until two
q,aluation as follorvs.The test itcms should be administered
failed b-va given child can be
consccutivcfailures arc noted Thc itcm
to verifl language age of
checkcdagainstthe norms on eachdimcnsion
thcclrlld.Fortttstance.ifachildfailsanitemrvlrichg0%ofnormalchildrcn
in languagcdevelopment
oitrirlt ., age passed.then a significant delav
the highest itcm passedbv the
mav be suspected.Thc age leve-lat rvhich
as that individual'slanguage
child u,hoobtarnsa 90,/nicorenu]- be takcn
strictly linear order is not present
agc.Horvcvcr.in viervofthe fact that a
 3-D L.lxcuacr Ac.qursir.rox
Tr,sr
ztt t

amongtheitemsof thistest.calculation
of exactlanguage ageof a given
childmayha'eto a*ait re'isionof
the.-irii"g rormatof thistesi.once
thatis donc.cachchild.sreccplirc language
age'.
e*prcssi,c langtrage age
cosnirire ranguageagc can be
11d deteimrned.*hich '.it ha'e
considerabrediagnostic andtherapeutic'0t,,.in additron,o
the.content'alidih'of .r,otiirt*g
thistest.iiis atson...rru,r-ro test
andotheraspccrs thereliabilit'
of srandardizalion *i"g ; ;;;; rargersampre
alreadydoneanddescribed rhanthar
in thispapei
Tahle 3. 7'otal santple narntsfr.tr
Rt:ception

.]D.I,AT Agein rrronths

uhenrhegiveneopopuluii*
ltems 259o 509,u
ilJilG
75,!o 90ob l00oi,

I
2 1 00
3 1 00 13.1
10,0 I l.(r l3.l 15 . 8
4 u.n 1.8 12.8 t 40 I9.6
5 il.0 l 8 128 14.0 19.6
6 10.6 t.1 12.6 1 - tI 15 . 8
7 1.1.1 l.l 0 t4.8 15.8 19.6
8 I3.3 1.1.8 15.6 18.2 22 1
9 I-r.I f.i.0 I .t..t I5.0 I5.8
IO t 55 17..3 l9.4 2t.a )))
l l r6 . 8 18.2 19.6 2 1. 0 )))
t2 1.1.1 15.1 16.3 t8.5 22.2
l3 17.9 19.(r 20.(t 22.2 250
t4 14.9 16.6 18.6 22.8 282
t5 15 . 9 17.6 I9.6 ) J ) 3 l. 3
l6 t9.0 205 2t1 222 25.0
t7 2 1. 2 221 2-1.0 26.0 ?R]
i8 20..1 209 21.7 22.9 25.0
I9 2 1. 9 22.9 ) J ) 26.0 lQ f
20 22.9 239 24.8 26.0 28.2
2l 2 11 24.0 26.8 29.1
22 23.8 "1.1.7
lb. ) 288 30.2 lt -3
23 238
1.1
28.8 30.2 3l .j
2 3. 8 zo.) 28.8 30.2
25 3l .-3
. 30 . 0 .JI.J 3 3r.
zo 3.1.8
32.7 -1.J . ) -34.1 348
27 3 5 .I
-r0 0 327 14.1 -3.18 3 5 .I
201 GEEr'i HEnrexan & PnarHIsF{.l KARA}'rFI

Table -t. Tbtal sample norms.fbr Expressiort

3D-LAT Age in nlonthsrvhenthe given o%populationpassthe itcm

items 25o/. 50Yo 75% nYo K\)o/o

I n.2 l3.l
2 lr.-r t2.1 l3.l
3 10.8 r
13. 15.0 19.6
4 10.3 10.6 11.8 l3.l 15.8
5 ll.l t2.l 13.1 16.2 19.6
6 11.0 t2.l 1.1.6 17.3 19.6
1 13.I 1.1.5 15.3 t7.1 19.6
8 t2.1 l-1.I l6.l 18.7 222
o 11.7 16.6 18.3 2t.t 28.2
10 I /.J 18.9 z l --'t 2.1.8 28.2
ll l-5.5 16.2 t7.9 19.8 22.2
12 1.t.3 15.5 19.(r 21.6 n.2
l3 19.9 21.5 z).+ 25.8 28.2
t l
t+ 21.5 22.9 2+.8 26.7 28.2
l-s 18.0 20.-l 2-5.8 28.2
l6 23.1 25.6 28.3 31.3 31.7
t1 21.9 23.1 25.2 28.3 31.3
l8 20.ti 22.2 z+.2 26.9 3l.3
lq 25.0 26.8 28.5 -) -) .L

20 L-t.-t 25._s z/.-1 30.7 31;7

2t 22.6 21.6 27.0 29.5 3.1.5
22 26.6 29.0 3l.t) 33.2 31.2
ZJ
a L l
L\'.t 28.2 29.tt 30.7 3l.3
1 l
z+ 25.0 28.2 3l.tt
25 28.5 3l.0 32.9 33.9 31;7
'26 32.9 -t+.2 J+. / 35.0 35.2
27 -')+./
 J-D LeucueorAcernsnroN
Tssr
20s
Table5. Tbtalsample
normsfor Cognition
3D-LAT Age in months
item
items 2s% fr%
---___ 7s% n% lu%
I
2 10.0
J 10.0
10.8 l3.3 14.8 15.8
4 ll.0 12.0 13.0 t4.2
5 10.4 uj 16.0
6 r2.1 12.6 l3.r
10.9 ll.8 13.1 ls.5
7 u.6 l3.I 19.6
8 14.9 17.7
13.I 16.l n.3
9 l9.l 20.8 n3
ll.6 13.0
l0 t4.5 15.1 16.0
16.3 18.0 l9.t
II ro.J
20.6 22.3
19.0 19.8 22.5
t2 11.0 18.6 2s,0
l3 20.8 22.5 21.6
I8.9 20.5
14 21.5 23.8 282
18.9 20.5
l5 21.5 23.8 28.2
)o', 21.s
16 22.6 26.0 31.3
24.0 25.8 28.2 31.5 34.8
t7 20.8 n.2
l8 21.1 28.2 34j
))) 23.8
t9 24.4 %.7 32.0
20.8 226
)n 2s.s 28.2 31.3
24.0 26j 31.1 36.0
21 21.2 23.0
n 21.5 28.1 30.1
26.6 2e.4 34.7
L)
24.5 30.9 31.3
1 t 27.5 29.6 30.6
4t.o
27.2 30.3 3 t . 0 3I.3
3l.0 3-1.6 36.0 31.3
26 ln <
27 33.8
32.4 34.0
i, 3
5.4
 APPENDD( \J

3D-LATTESTITEMS
Rrr--unot Expnr:ssrox Cclcxmoru

I. 9-ll months
l. Does the child point to or indicatethe l. Does he point to and name father or l. Does he engagein structuredplay?
object(whichis in immediatereach)being mother sometimes? e.g.Hide and seek,throwinB/kickingball
named?e.g..'Whereis the light'? with vocalization.
2. Doeshecomprehend simplecommands 2. Does he ask for desiredthings by 2. Does he make attemptsto sing?
such as. 'Say good bye' or 'sit down' pointing,stretching handaccompanied
etc.? by commandslike 'give'? 3. Does he engagein role plaving with
3 . D o e s h e s a y ' f i n i s h e d ' t o s i g n i f y dolls with accompanyingvocalization?
3. Doeshe mime when an actionis namod? completionof an action? e.g.Gettingthe doll to sleep. -l
e.g. 'How doesa car go?'
4. Does he expressneedby saying 'give' 4. Is he interestedin looking at picture
II .12-14 months or naming the object he wants? books?Does he pretend to read? n1
4. Does he point to body parts when 5. Doeshe nameobjects.animals,eatables 5. Does he
show increasedactivity in
named? etc? manipulatingobjects(e.g. radio).
6. Does he show better structureddance
e"
5. Does he point to himself when asked 6. Does he describean event by naming
in play? e.g. rina-a-ring-a-
questlonssuch as 'whosc shirt is this?' the person involved? e.g. says Daddy q
::;r".."ntr ]
6. Does he fbllow simpieoommandsthat and waves his hand to indicate Daddy F
requireactionor verbalizationon his part? has goneout.
e.g.'Goodbye,'bring your shoes'. x
 I5-17 months

7. When objects/ peopleare not within

- \
7. Does he make appropriateanimaland 7. Does he identify familiar voices by c \
immediate reach, does he respond vehiclenoiseswhen askedto do so? namingthe individualsconcemed? r
appropriately to where-questions?
e.g.'whereis maama?' 8. Does he repeatwhen askedto repeat? 8. Does he see reflection of himself in
c
8. Doeshe understand"who" and "what" mirror and utter his name?
'what
questions?e.g.'who is this?' is in 9. Does he signitiy disappearence with =
the bottle?' one or two word utterances? e.g.'Paapa 9. Is he interestedin usinga pencilor pen 2
J
9. Does he understandinstructionslike gone' for more sustainedscribblinson wall/
'call mummy', 'w4sh your ',
l'ace 'bring paper? i

a plate'. 10. Does he ask for objectsusing where

questions?e.g. 'Where is the ball?' 10. Is he increasinglymoving away from
IL: 18-20months baby talk to more adult-like fbrms of
l(). Does he comprehendquestionsreg. I L Does he use possessor/ possession speech?
actionsof agentsin pictures?e.g. 'What relationshipsas in 'mummy cappal'?
is this man doing?'
1 1. Does he rememberpast events in
11. Does he comprehend'questions reg. 12. Does he usemore kinshiptermssuch which he participatedand respondsto
habitualbehaviourof namedagents?e.g. as aunty, uncle, elder sister and proper
'What querieslike 'where did we go yesterday?'
doesmummy cook?' names? 1 2 . D o e s h e c o m p r e h e n do n e / m a n y
12. Does he comprehendquestionsreg.
distinction?e.g Doeshe count l-2-3 in
statesof objects and respondwith one
response to the query'how many?'
word answers?e.g. 'How doesthis cofi'ee
lbel?'
NJ

{
V 21-23 ntonlhs
ca

13. Does he comprehendgramrnatically 13.Doesheaskquestions

reg.names 13. Does he involve in role switching
morecomplexwho- questions'/ e.g.'who of objectsinvolvedin action? gamesas mother.ththerlbr instance?
broughtthis dresslbr you'i' 14. Does he use tuture tenseto describe 14. Does he involve in role switching
14. Does he understandquestionsreg. events'l galnesas rnother.1'ather for instance?
objectmanipulation? e.g. 'Will vou 15. Does he makeassertrvn ee
i gative 1 5 . D o e s h e i n v o l v e h i m s e l fi n m o r e
comb Daddy'shair
'/' statcments? e.g. 'Don't touchthat'. s t r u c l u r e da n d i r n a g i n a t i v ep l a v ? e . B
15. does he understandwhen askedto pretendsto talk over the phone.
saysomething.e.g. 'Did you saythank 16.Can he initiateconversation by asking
you?' q u e s t i o n s o r d r a w i n g a t t e n t i o n t o 16. Does he use sophistioated tools'le.g.
somethingin a book'l pastinga paperor making a paperarrow.
@
I/1. 24-26 months I 7. l)oeshe usepastand preserrl tensein .-t
16. Does he comprehendquestionswith sentencesb describeevents? 17. Doeshe usebasiccolourssuchasred.
casemarkersand respondappropriatelv. blueand green?
e.g.'Whoseis this?' 18. Does he use sorneprcpositions and
1 7 . D o e s h e c o m p r e h e n d" w h e r e " adverbs'J e.g. up. behind.l-astetc. I 8. Doesheexhibitsocialknowledge-have
questionsand respond appropriatelv'/ l9.Does he use i[then constructions? to go to shop to buv things etc.
'Where R.
e.g. is he playing?' 1 9 . D o e s h e i n v o l v e i n p r e t e n dr o l e
1 8 . D o e s h e c o m p r e h e n d" h o w " switchingactivities?e.g.u'ashingclothes. P
'How
questions? e.g was that done?' repairingthings I
a
W.27-29 Alonths
E
1 9 . D o e s h e c o m p r e h e n d" h o w "
questionsand respond bv giving the
cause?e.g. how did you get hurt'?
 Il0 G r , t r, , r ,H t , r rtr, t , v r & p r l t r n t t r t t , K
r , r n , r x .l i

A ( ' K \ | \ \ l . H r ( ; l : \ l l r I\

'l
h i s s t r r t h \ l t s r t t t t l c r l l t k o tht r t h c l i r s t a u l h o r a s a
d i s s c r i u t i o r rL r r r t l ctrh e g u i t l a r r c e
.l llrc scc.rrtiirurlr.r r. p:r't lirllllr'crrt .l'Maslcr.l'scioncc
(Spccchu,rd II"nri,',g)
( l c g r c c l r j ( l t l l r c l l l c t l l so l ' 1 h c A l l I r r d i a
Institutcol'spccch untl IIearing. tinir,ersii\
, , 1M' \ \ ( ) t cr r r l , t X r ,

R l , r ' i , n l . i l ,' r , s

Bzoclr.K.. i'rd R. Lcagrrc . 197| . Irc.aptir.t,,r,,.rprcs.sit'e

l.,tnergtn/I..angt.toge
,\r'alc Bahirrrorc. MD: Univcrsitrparkprcss
clrrrorr'-woolfolk"E.. rnd J. Lr'crr l,rtt2 !rt Itrrt,grotr,e.Ippr.u<:rt
r.
I'on,quo.qt' l)i.vtnrcr' tn ('hirrrrt,n N*r' york: Gnmc and Siratton.
cns[,l. D 1976 ('hiltl r.ongua,q(r.eornirtsandr.tn,qut,tric,t; ..rno,en,ieu,
./ttr tlte'li'ochin,qantl'l'hcropcuticl)ntli,,s.siorr,r.. l6n6ls11.Eduard
Arnold
Dalc. P S l9l{0 'lsciulr pragnraticdo,clopnrcnt nrcasurablc,J ,/ttr.rrnalol
('h i lrl I ttrt,qrru,qa 7. 1 -12.
Frankcuburg. W.. i. Dodds. A. Fandal. E. K a z u k .
a n dM . C o h r sl g T - 5
l,)c n v er |.)e va I opn t c n I a l,\i cra an i n.q'l?.rt Colorado:LADOCA
pro-lccl
a t r d p u b l i s h c r sf o u r r d a t i o nI n c .
Galfaghcr.T. . and c. prutting(cds.).l9tt.1.prostrtaric.ls,ses^rnrenr
orttl
Itrt<,n'entiott Ls.trrt'.s
in Lon,qtraga. SanDicgo:CollegcHill.
Hcrlckar.G. l9u6 --i-DLa'guagcAcquisitionTcst Unp'brished
nraslcrs
dissertation. Univcrsitr of Mysorc.
Lurrd- N.- and J. Ducha'. l9til't...r.r:sc.s,rrrrg ('hirtrren'sLonguage in
,\'otrrdli,\ri(('onrext,\.sccondcdition.Englcw'oodclifrs. NJ.. prcnticc
FLdI
P n r t t i n gC
. . A . . a n d D . M . K i r c h n e r .l 9 t t 7 . ' A c l i n i c a l
a p p r a i s a l otfh c
praglnatlcaspectsof languagc' ./rtrrnrolo/',\peech
antl lleoring
Di,srmlers. -52.I()-5-II9
Vaidla.athan"
R. r9tJ.lVcrbal
e'viro"rcrt irrcarrrI:rngrragc
acquisition:
A praguratic
approach.Unp'blishcddoctoralthcsis.Unirersit'of
Bontba.r.
 20 Does he comprehend questionslikc 20. Does he express abilitv,inabilitv
-
'rvhat to 2 0 . I ) o c s h e l o i n b l o c k s a n d n r a k c
arcyou going to do?' and answ.er do sornethina g n d u s e s q u e s t i o n lsi k e conligurations r-
likechair.table.housectc.
correctly? ' c a n ' ty o u
do it?' 2 1 . D o e s h e p r o d u c ea s c q u e n c eo l i
2 l - D o e s h e c o m p r e h e n dw h y / w h a t 21. Does he imitatethc manncrismsol' lnstructlons kt getlhe agenllo do a task'l
questions& respondsgiving reasons? o t h e r s ?e . g . w e a r s t h e s p e c t a c l elsi k e : : . Does hc usc conversaliorr
e.g.'whatdo you want the pen lbr?' grandmother. increasinglvtodescribc l'antasized
I7l. 30-32 months 2 2 . D o e s h e e x h i b i t t h e c o n c e p to f eventse.g.u'henI am big. S
22. Doeshe comprehend q1,e"lrsn5 of'6ll reasoningwhile making statements? 23. Does he rnvolvehimscll'in
tvpesand respondnr,g:.;;*'Lr'? €.g. What 2 3 . D o e s h e e x h i b i t t h e c o n c e n to f conversational
did you eat?'Nothing. reasoning while responding
eprsodes ot'er a long z
lo qucstions,l penodand with greatersell'assurancc'l i
23. Does he compre-hend..how many" 24. Does he talk about peopleirr their 24. Does hc askuhr-questions and elicit
t y p e q u e s t i o n sa n d r e s p o n d sb y absence'le,g. 'where is Paapa'l' r e a s o n se. ). g . u h r arc vou potrrtttg
counting? 25. Does he exhibil the corrceptsol' job with the pipe'?
24. Does he compre-hend ..rvhv" and salary? 25. Does he dentonslrala cbilityto
quesrlonsquerylng reasonand give 2 6 . D o e s h e p l a n a b o u t t u t u r e l T a l k s r m r t a t eo t h e r s ' b e h a v i o u ri n c l u d i n g
c o r r e c t a n s w e r ?e . g . ' W h v a r e y o u aboutschooling. or says.'u,hen I grow speech'?
crying?' big.. I will' etc. 2 6 . i ) o c s h e n r a k eu s e o f c o m p l c x
IX. 33-36 months 2 7 . D o e s h e a s k q u e s l i o h sa b o u t sententialcorrslructions'l
25. Does he comprehendquestionsabout l a n g u a g c ?e . g . a s k s l b r m c a r r i r r g 27. Does he use terntsrelated
lo tirne
imaginaw situations? e.g. .What will equivalents in anotherlanguage. suchas 'ncxt year"1
you do if it rains?'
26. Does he comprehend3 sequential
verbalinstructions? e.g..Towrite E.
drawonelongandthenthreeshortlines.'
2 7 . D o e s h e c o m p r eh e n d d e s c r i p t i v e p
statementsabout objects,,people'/

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