CALT Language Development: Typical and Atypical Acquisition

Question 1

At what age do most children typically produce their first recognizable words with consistent meaning?

Accepted Answer

12–18 months

Answer

Most children produce their first true words — consistent phonetic forms attached to specific referents — between 12 and 18 months of age. The 6–11 month range is characterized by babbling (canonical and variegated), and by 9–11 months children use intentional gestures and proto-words, but conventional first words emerge around 12–18 months.

Question 2

Which of the following best describes the 'vocabulary spurt' in typical language development?

Accepted Answer

A rapid acceleration in new word learning typically occurring around 18–24 months

Answer

The vocabulary spurt (also called the word explosion or naming explosion) refers to a rapid acceleration in new word learning — often 8–10 new words per day — that typically begins around 18–24 months. It follows the achievement of approximately a 50-word vocabulary and coincides with growing understanding that everything has a name. It is a universal feature of typical language development, not limited to specific populations.

Question 3

A child who is 7 years old consistently substitutes /w/ for /r/ in all word positions. How should this be interpreted?

Accepted Answer

This substitution pattern warrants concern, as /r/ is typically mastered by age 6–7

Answer

The phoneme /r/ is among the later-developing sounds and is typically mastered by age 6–7. Consistent substitution of /w/ for /r/ at age 7 exceeds the expected developmental window and warrants referral to a speech-language pathologist for evaluation. While it is not a definitive sign of dyslexia or hearing impairment, it represents a delay in phonological development that should not be dismissed.

Question 4

Morphological awareness — the understanding of how prefixes, suffixes, and base words combine to form meaning — typically develops in what sequence relative to phonological awareness?

Accepted Answer

Morphological awareness develops after phonological awareness, emerging more fully around ages 5–7 and expanding through adolescence

Answer

Phonological awareness (sensitivity to the sound structure of language) emerges earlier, with foundational skills such as rhyme and alliteration appearing in the preschool years. Morphological awareness develops later, typically becoming more refined around ages 5–7, and continues to grow throughout the school years as children encounter increasingly complex academic vocabulary. Both are important predictors of reading and spelling success.

Question 5

Rapid Automatized Naming (RAN) deficits in children are most strongly associated with which outcome?

Accepted Answer

Difficulties with reading fluency and decoding, frequently co-occurring with dyslexia

Answer

Rapid Automatized Naming (RAN) measures how quickly a person can name a series of familiar visual stimuli (letters, digits, objects, colors). RAN deficits are robustly associated with reading fluency difficulties and are considered a core cognitive marker of dyslexia, alongside phonological processing deficits. The double-deficit hypothesis (Wolf & Bowers) identifies combined phonological and RAN deficits as predictive of the most severe reading impairments.

CALT - Certified Academic Language Therapist Practice Test

CALT - Certified Academic Language Therapist Practice Test

CALT Language Development: Typical and Atypical Acquisition