At the age of four, a child’s speech should be 100% intelligible with minimal absence or exchange of consonants or sounds (Sax & Weston, 2007). Ella’s language is fully comprehensible; she uses phonological assimilation and elision as evidenced in her pronunciation of ‘want to’ [wɒnt tu] as ‘wanna’ [wɒnә], and ‘going to’ [gәʊɪŋ tu] as ‘gonna’ [gɒnә]; she also pronounces ‘because’ [bikɒz] as ‘cuz’ [kʌz], and fails to pronounce the final consonant of ‘yes’ [jɛs] and says [yɛә]. It also seems that Ella is not aware of the difference in pronunciation of ‘know’ [noʊ] and ‘now’ [naʊ] because when meaning ‘know’ she said ‘now’. She is also able to use contractions as evidenced when she says ‘I’m’ [aim] rather than “I am’ and ‘that’s’ [ɵæts] instead of ‘that is’.2.2 Morphology Morphology, together with syntax make up the grammar of a language. Morphology is concerned with how words are made up of smaller morphemes; a morpheme is the “minimal linguistic unit of a language that carries meaning (Silzer, 2005, p.101) and can be used to change the meanings of words. Prefixes, suffixes and affixes can be used and fall within two categories – derivational (changes word class) and grammatical (changes grammatical meaning) (Pence & Justice, 2008). In Ella’s language for example she proves to have acquired correct usage of the plural morpheme ‘s’ as in ‘cousins’, ‘friends’ and ‘millions’; she also shows good usage of the inflectional grammatical morphemes ‘ing’ for present continuous as in ‘flying’, ‘finding’ and ‘going sailing’ and past tense ‘ed’ as in ‘picked’. All such morphemes are usually acquired before the age of four (Pence & Justice, 2008) and are in accordance with Brown’s (1973) syntactic stages III and IV.