Syntactic knowledge
Syntactic knowledge refers to understanding the connection between words within a sentence. Syntax involves the rules and structures that are followed to construct a sentence.
Syntactic knowledge is critical for effective communication. It enables individuals to formulate and comprehend sentences accurately. Components of syntactic knowledge include word order, sentence structure, phrases, and clauses.
According to ASHA, between 7% and 13% of children have a developmental language disorder (DLD), which can cause impairments in understanding complex syntactic demands. Difficulties with academic learning, reading comprehension, and writing may ensue.
Speech-language pathologists are critical in assessing and facilitating syntactic skill development in individuals with language disorders. SLPs can conduct comprehensive evaluations to identify an individual’s strengths and difficulties in syntactic knowledge. The results allow therapists to tailor intervention plans to target specific syntactic structures through evidence-based therapy approaches.
Here, we’ll provide a comprehensive overview of syntactic knowledge. This guide covers milestones of syntactic acquisition, assessment and intervention practices, and resources for syntactic knowledge development so SLPs can help clients improve this vital set of skills.
What is Syntactic Knowledge?
Syntactic knowledge is vital to language development and involves understanding the rules and structures followed when combining words to form sentences, such as word order, sentence structure, and grammatical rules.
Syntactic skills are essential because they allow individuals to express thoughts, engage in conversation, and comprehend complex sentences. Syntactic knowledge is a crucial area of language development because it provides a foundation for effective communication.
Difficulties in syntactic knowledge
Speech therapists play a critical role in assessing and facilitating syntactic skills in individuals. A comprehensive evaluation allows the SLP to identify the individual’s syntactic strengths and difficulties and to develop an individualized intervention plan that targets specific syntactic structures. Therapists can use evidence-based treatment approaches to improve these syntactic skills so that the individual can more effectively communicate with others.
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Syntactic development in children
Syntactic development in children is divided into stages in which specific skills are reached. Understanding the order and ages for milestones and achievement allows speech therapists to provide appropriate parent education, identify disorders of syntactic knowledge, and develop treatment goals.
According to the most recently updated milestones from the American Speech-Language-Hearing Association (ASHA), these are the developmental milestones of syntactic acquisition expected for children:
Age | Syntactic Skills |
|---|---|
19-24 Months | ● Combines two or more words (ex: “more water”) ● Uses possessives (ex: “Mommy’s sock”) |
2-3 Years | ● Uses phrases and may occasionally repeat words/phrases (ex: “I want - I want juice”) ● Uses some plural words (ex: toys) ● Uses -ing verbs (ex: “eating”) ● Asks “why” and “how” questions |
3-4 Years | ● Uses comparatives (ex: “bigger”) ● Tells a story from a book or video ● Uses definite and indefinite articles (such as “the” and “a”) ● Speaks using smooth phrases or sentences. |
4 to 5 Years | ● Produces grammatically correct sentences ● Uses longer, more complex sentences ● Connects information and tells stories using “like” or “and” ● Uses at least one irregular plural form (ex: teeth) |
Beyond 5 Years | ● Uses increasingly complex sentences (including conjunctions and relative clauses) ● Produces sentences of increased utterance length ● Understands and uses language rules and structures more accurately, such as pronouns. ● Understands and uses various verb tenses more appropriately (ex, past, present, future). |
Several factors can influence syntactic development in children. These include environment (ex: exposure to a language-rich environment), innate language abilities, cognitive abilities, and social interaction.
Syntactic skill acquisition impacts language disorders, hearing impairments, and medical diagnoses (such as neurodevelopmental conditions). SLPs should consider these factors in assessing and intervening for individuals with syntactic difficulties.
Assessment of Syntactic Knowledge
Speech therapists can use standardized and informal clinical methods to assess syntactic skills. Standardized assessments, such as the Oral and Written Language Scale—2nd edition (OWLS-II) and the Clinical Evaluation of Language Fundamentals - 5th Edition (CELF-5), evaluate specific syntactic structures and compare a child’s syntactic knowledge to peers.
Language sample analysis is collected through conversation or other tasks to obtain additional, valuable insight into the individual’s syntactic knowledge. Speech therapists may analyze specific areas such as sentence length and complexity, age-appropriate grammatical markers, and appropriate word order.
Collaboration with educators and other professionals is essential in assessing an individual’s syntactic abilities. Speech therapists can share observations and obtain information from these professionals to provide a more holistic picture of the individual’s syntactic knowledge across environments. This team collaboration supports a more comprehensive evaluation and approach to treatment planning.
Intervention strategies for enhancing syntactic skills
Speech therapists can target specific syntactic structures in therapy sessions with which the individual demonstrated difficulty during the assessment. Therapists may target skills such as verb tense, sentence types, and other syntactic structures.
The SLP utilizes evidence-based intervention in speech therapy sessions to improve the client’s syntactic skills, including modeling and structured practice using the skills.
Therapists should target these skills through functional, meaningful activities to promote syntactic development that can effectively improve the client’s communication abilities in daily life.
Addressing syntactic difficulties in different populations
When addressing syntactic difficulties in children within unique populations, it is crucial to consider specific considerations.
Speech therapists can utilize specialized strategies when working on syntactic skills in children with language disorders, such as providing explicit instruction, using visual aids, and engaging the child in hands-on activities.
Individuals with neurodevelopmental disorders can often demonstrate difficulties with syntactic skills. Therapists can focus on targeting these skills within social interactions and functional activities. It can also be helpful to incorporate the individual’s interests and consider collaboration with other professionals such as ABA (Applied Behavior Analysis) interventionists and neuropsychologists.
When working with bilingual and culturally diverse populations, SLPs can utilize culturally sensitive materials and activities. Therapists should also consider the principles of dual language learning and the differences in syntax across languages the individual is exposed to.
Technology and resources for syntactic intervention
Technology can help support syntactic learning. Speech therapists can use digital tools, such as interactive apps, to provide the individual with the opportunity to develop syntactic skills.
Specialized resources such as worksheets and online platforms provide SLPs with various materials to enhance their skills in targeting syntactic knowledge with clients. Other professional development opportunities include online CEU courses, ASHA special interest groups, and forums.
Collaboration and family involvement
Collaboration with the client’s family and other professionals can help support an individual’s syntactic development. To provide a more holistic treatment approach and encourage home carryover of goals, SLPs can involve families in therapy sessions and recommended home practice activities.
Educating caregivers on strategies for promoting syntactic skills during daily routines can ensure the client builds functional skills to improve communication across environments.
Ethical and cultural considerations
Maintaining cultural sensitivity is critical when working with individuals with syntactic difficulties. According to ASHA, speech therapists must consider the impact of cultural variables, language exposure, and acquisition on the client and their family.
Speech therapists should also consider specific ethical considerations, including respecting the client’s autonomy and confidentiality, using evidence-based practice approaches, and practicing within their scope of competence.
Semantic knowledge involves an individual’s understanding of the connection between words within a sentence. Syntax involves the rules and structures that are followed to construct a sentence.
Syntactic knowledge is critical for effective communication and enables individuals to formulate and comprehend sentences accurately. Speech therapists have an essential role in assessing, treating, and supporting individuals with disordered syntactic knowledge. Speech therapy can improve the individual’s communication skills, enhancing their overall quality of life.
Ongoing research, advocacy, and collaboration are essential for the development of syntactic knowledge. These efforts can help improve treatment outcomes, enhance the understanding of delayed syntactic knowledge, and support individuals in maximizing their potential.
Resources
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More resources
- Therapy resources and worksheets
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- Ultimate teletherapy ebook
- The Ultimate Insurance Billing Guide for Therapists
- The Ultimate Guide to Starting a Private Therapy Practice
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- Practice management tools
Free video classes
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- Free mini video lessons to enhance your private practice
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References
Brimo, D., Schuele, C. M., & Lund, E. (2022). A pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge. Reading and Writing, 35(9), 2155-2175. DOI: https://link.springer.com/article/10.1007/s11145-022-10287-1
Lin Y, Neuschaefer-Rube C. Digital Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary and Exploratory Analysis of Content, Organizing Structures, and Formats. JMIR Med Educ. 2021 Jul 27;7(3):e27901. doi: 10.2196/27901. PMID: 34313592; PMCID: PMC8367137. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8367137/
Montgomery, J. W., Gillam, R. B., & Plante, E. (2024). Enhancing syntactic knowledge in school-age children with developmental language disorder: The promise of syntactic priming. American Journal of Speech-Language Pathology, 33(2), 580-597. DOI: https://doi.org/10.1044/2023_AJSLP-23-00079
