Collecting and analysing a language sample
In order to know more about your child’s current language level you may want to begin collecting a language sample. The information it provides will give you direction as you help your child develop and expand their language. Some parents may find it helpful to do a formal language sample, as we explain on this page. Even if you decide not to collect a language sample, please read the information and take note of the types of phrases your child uses, the intention your child expresses, and the information your child knows. You can do this formally or informally, but it will provide very useful information for ways to move forward.
How to collect a language sample
During the day, choose several activities that are among your child’s favourites. You’ll want to choose activities or games to stimulate your child to use their language spontaneously. You might choose mealtime, bathtime, playtime or when you are dressing your child. You might also use pictures to encourage your child to use language. Any activity that you feel will provide a sample of your child’s typical expressive language (what they can say) is fine. During the situation you choose, just write or record what your child says and/or signs spontaneously.
Before you begin, take a moment to decide on the best way to record your child’s language sample. Depending on the situation and the people available to help, you can do the sampling in several ways. Using a tape/video recorder or recording/video app on your phone/tablet allows you and your child to enjoy an activity uninterrupted. Or another adult can serve as your “recorder” and simply write down what your child says. If a tape recorder, video camera or another adult is not available, choose an activity in which you are not an active participant, but an objective observer and recorder.
Spend about 15 to 20 minutes collecting the language sample for each activity. Write down exactly what your child says and/or signs. Using the sample Communication Chart within this lesson, prepare several charts of your own to keep in your child’s notebook. Use the chart to record the language sample. You will want to record not only what your child says, but what you think they mean. Often the situation will help you understand his meaning or intention. If you are not sure of what your child means, that is all right. Just put a question mark under “Child’s Intent.” Next list how you responded – your actions and your words.
Listen carefully and record what your child says
Listen carefully. Record as accurately as you can what your child actually says and/or signs. This is not always easy. We all have a tendency (and usually we are not even aware of it) to let our minds fill in the parts a child leaves out. We may think we hear or see “Throw the ball” when the child may actually have said or signed, “Throw ball.” Don’t feel badly if you find yourself doing this. It shows that you understand your child’s language – and that is great! But for now, try to record as accurately as you can exactly what your child says or signs. Their speech or their signs may not be clear on every word, so you may not understand everything. Keep in mind that the speech of most children with normal hearing can be difficult to understand, too at this stage of language development.
| Child says or signs | Child intends | Child knows |
| Child 1 “shoe off” | I took my shoe off. | That I can describe events. |
| Child 2 “shoe off” | Mummy, please take my shoe off. | That I can make requests. |
| Child 3 “shoe off” | My brother’s shoes came off. | That I can report something that happened to someone. |
| Child 4 “shoe off?” | Where are my shoes? | The rising intonation (shown by the question mark) indicates that I know about questions.If shoes are not present, I know that language extends even to objects that are not visible. |
Look at more language samples
Let’s look at some more samples and think about how these children are using language:
- “Brush teeth” – I want to brush my teeth.
- “Want more biscuits” – I want more biscuits.
- “Where are crisps?” – Where are the crisps?
- “Look crisps” – Look, I found the crisps.
- “Water swimming” – We’re going swimming in the water.
- “My turn – no Billy’s” – It’s my turn, not Billy’s.
- “No thank you water.” – I don’t want any more water.
In this sample, you can see two-word phrases such as, “Water swimming.” You also see three-word combinations. Notice that pronouns appear and are correctly used: “my” and “you.” Negatives appear: “No thank you…” And a question is asked – not only is it asked, but the child also answers it. This child is demonstrating real understanding of the question form. The child uses a variety of verbs: “are” and “don’t know.” What an excellent example of a child who is beginning to use sentences to express themselves!
Guide to analysing your child’s language sample
When considering your child’s language sample, it is most important to remember their “hearing age.” As you remember from earlier in the Preschool programme, hearing age is determined by the amount of time your child has been consistently wearing hearing aids or cochlear implants. So if your child received hearing aids or a cochlear implant at age two, and he/she is now three years old, their hearing age is one year. If your child received very little benefit from hearing aids and was implanted, their hearing age might be measured from the first accurate mapping.
A preschool child with appropriate amplification will probably use or be starting to use two-word combinations after they have a vocabulary of at least 50-100 words that they can spontaneously express. Your child one might be saying, “Boy ball” or “Throw ball.” If they have some adjectives in their vocabulary, you might hear, “big ball.” Two-word combinations might also consist of a negative with a verb, such as, “not throw,” or with an adjective, “not red.” Question words might emerge: “Where Daddy?” or “Who run?”
If your child is using three-word combinations, you might hear, “Where my ball?” “Who push chair?” “What on table?” “How many ball?” or “What colour ball?”
