Age	Language and Speech Behaviors
1 year	recognizes his or her name understands simple instructions initiates familiar words, gestures, and sounds uses “mama,” “dada,” and other common nouns
1 ½ years	uses 10 to 20 words, including names recognizes pictures of familiar persons and objects combines two words, such as “all gone” uses words to make wants known, such as “more,” “up” points and gestures to call attention to an event and to show wants follows simple commands imitates simple actions hums, may sing simple tunes distinguishes print from nonprint
2 years	understands simple questions and commands identifies body parts carries on conversation with self and dolls asks “what” and “where” has sentence length of two to three words refers to self by name names pictures uses two-word negative phrases, such as “no want” forms some plurals by adding “s” has about a 300-word vocabulary asks for food and drink stays with one activity for 6 to 7 minutes knows how to interact with books (right side up, page turning from left to right)
2 ½ years	has about a 450-word vocabulary gives first name uses past tense and plurals; combines some nouns and verbs understands simple time concepts, such as “last night,” “tomorrow” refers to self as “me” rather than name tries to get adult attention with “watch me” likes to hear same story repeated uses “no” or “not” in speech answers “where” questions uses short sentences, such as “me do it” holds up fingers to tell age talks to other children and adults plays with sounds of language
3 years	matches primary colors; names one color knows night and day begins to understand prepositional phrases such as “put the block under the chair” practices by talking to self knows last name, sex, street name, and several nursery rhymes tells a story or relays an idea has sentence length of three to four words has vocabulary of nearly 1,000 words consistently uses m, n, ng, p, f, h, and w draws circle and vertical line sings songs stays with one activity for 8 to 9 minutes asks “what” questions
4 years	points tored, blue, yellow, and green identifies crosses, triangles, circles, and squares knows “next month,” “next year,” and “noon” has sentence length of four to five words asks “who” and “why” begins to use complex sentences correctly uses m, n, ng, p, f, h, w, y, k, b, d, and g stays with activity for 11 to 12 minutes plays with language (e.g., word substitutions)
5 years	defines objects by their use and tells what they are made of knows address identifies penny, nickel, and dime has sentence length of five to six words has vocabulary of about 2,000 words uses speech sounds correctly, with the possible exceptions being y, th, j, s/z, zh, and r knows common opposites understands “same” and “different” counts 10 objects uses future, present, and past tenses stays with one activity for 12 to 13 minutes questions for information identifies left and right hand on self uses all types of sentences shows interest and appreciation for print
6–7 years	identifies most sounds phonetically forms most sound-letter associations segments sounds into smallest grammatical units begins to use semantic and syntactic cues in writing and reading begins to write simple sentences with vocabulary and spelling appropriate for age; uses these sentences in brief reports and creative short stories understands time and space concepts, such as before/after, second/third comprehends mathematical concepts, such as “few,” “many,” “all,” and “except”
8, 9, 10, 11 years	by second grade, accurately follows oral directions for action and thereby acquires new knowledge substitutes words in oral reading, sentence recall, and repetition; copying and writing dictation are minimal comprehends reading materials required for various subjects, including story problems and simple sentences by fourth grade, easily classifies words and identifies relationships, such as “cause and effect”; defines words (sentence context); introduces self appropriately; asks for assistance exchanges small talk with friends initiates telephone calls and takes messages gives directions for games; summarizes a television show or conversation begins to write effectively for a variety of purposes understands verbal humor
11, 12, 13, 14 years	displays social and interpersonal communication appropriate for age forms appropriate peer relationships begins to define words at an adult level and talks about complex processes from an abstract point of view; uses figurative language; organizes materials demonstrates good study skills follows lectures and outlines content through note taking paraphrases and asks questions appropriate to content
Adolescence and young adult	interprets emotions, attitudes, and intentions communicated by others' facial expressions and body language takes role of other person effectively is aware of social space zones displays appropriate reactions to expressions of love, affection, and approval compares, contrasts, interprets, and analyzes new and abstract information communicates effectively and develops competence in oral and written modalities

Source: Ohio State Language Task Force. (1990). Development milestones: Language behaviors. In Ohio Handbook for the Identification, Evaluation and Placement of Children with Language Problems (1991). Columbus: Ohio Department of Education. Reprintedby permission.

Editor' Note. These milestones are variable due to individual differences and variance in the amount of exposure to oral and written communication.