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Difficulty in mastering the morphological features of language is a dominant aspect of childhood language disorders. The utterances are more like telegrams, in which only the most essential words are used, and certain grammatical elements are omitted. The utterances are more like telegrams, that only the most essential words are used, and certain grammatical elements are omitted. The utterances are more like telegrams. Concrete words are more easily learned than abstract words. In other words, the child's vocabulary does not grow at a normal rate. The child may be unable to understand longer, complex, or unusual types of sentences. Syntactic problems may be more pronounced in the comprehension of spoken language. Complex or unusual forms of sentences such as passive sentences may be acquired very late or not at all. Syntactic problems are difficulties in sentence construction, as expressed in grammatically inappropriate forms. Syntax is the arrangement of words into meaningful sentences. The utterances are more like telegrams, which are only the most essential words are used, and certain grammatical elements are omitted. When the morphological elements are missing, the utterance become grammatically incomplete. The child continues to use words and phrases without adding grammatical morphemes. Children who show language problems a diverse group, and many potential causes could lead to language disorders. The morphological aspect refers to various ways in which words are formed and modified to change meaning. That is, the child may have difficulty in learning concepts that underlie word meanings, although this is an inference based on the observed difficulty in understanding words. Many theorists believe that semantic problems are due to cognitive problems. The child with a language disorder may not understand the meaning of spoken words. The child's vocabulary may be limited to the names of a few objects and people, but abstract words may be missing. At his or her own slow rate, the child tends to learn simpler and frequently used words more readily than more complex and less frequently used words. The semantic problems also are evident in the kinds of words a child with language disability tends to learn. The child may have difficulty remembering the words. Words that are learned may not be readily produced. After the child learns to say things like 'mama', 'doggie', 'kitty' or 'nighty-night', the child's rate of new word learning may be extremely slow. The child may not learn to say the first words until he or she is 2 or even 3 years old. A slow learning of words and word meanings is an early sign of language disorder. Children who show language problems compose a diverse group, and many potential causes could lead to language disorders.
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