There is a typical developmental sequence in which children acquire speech sounds. They usually start to learn the consonants which are easier to see and produce, namely the lip sounds, /p, b, m/. These are quickly followed by the acquisition of tongue-tip sounds, such as /t, d, n/. Children usually begin with consonant + vowel syllables (e.g., me, no) and move to producing consonant + vowel + consonant + vowel syllables (e.g., mama, baby). They then start to acquire the ability to produce consonants at the end of their words (e.g., bat, pan). Children continue to refine their speech, saying more-difficult sounds as their verbal motor systems become more coordinated.
Many children do outgrow speech problems without intervention. A screening or assessment by a speech-language pathologist can help a parent determine if enrollment in speech therapy is necessary. If the child uses age-level speech sound errors, therapy may not be warranted, but the parent may be given suggestions for helping the child develop clear speech. The therapist may also make the recommendation for a re-screening or re-evaluation in six to twelve months to ensure that the child is continuing to develop sounds appropriately.
Sometimes, however, a child may possess a speech delay. A speech delay occurs when a child uses the speaking patterns of a younger child. For example, a three-year-old child who says, “The wabbit is wunning.” would not need enrollment in therapy, but an eight-year-old child would.
Enrollment in therapy would be especially warranted if a child has a speech disorder. A speech disorder involves the child omitting sounds, substituting sounds, or adding sounds in a way that is not typical. The therapist can assess the type of errors and determine a possible diagnosis. One fairly common disorder (1 per 1,000 children) is termed childhood apraxia of speech (also known as dyspraxia or verbal apraxia). Children with this condition have difficulty with the smooth and accurate transition between one speech sound and another and are less accurate in saying longer and/or more complex utterances. Please refer to our Childhood Apraxia of Speech section for more information.
- Fronting – Since it is difficult for young children to produce the back-tongue sounds /k, g/, they often employ the “Fronting” process, in which they substitute the front-tongue /t, d/ sounds in place of /k, g/ (e.g., saying “tup” for “cup” and “bad” for “bag”).
- Stopping – It is common for young children to have difficulty producing “airy” sounds, such as /f, s, sh/. As a result, they often use the “Stopping” process by substituting the “airy” sounds with “stopping” sounds, such as /p, t, d/ (e.g., saying “bit” for “fish” and “doo” for “shoe”).
- Blend Reduction – Since it is difficult for children to say sound blends (e.g, bl-, st-, dr-), they often reduce them to single consonants (e.g., saying “bue” for “blue”, “tar” for “star”, and “dum” for “drum”).
If your child is enrolled in speech therapy, he will be provided with a homework folder containing activities designed to target his particular needs. In addition, your child’s therapist will counsel you on specific techniques to use with your child. Following you will find some examples of activites for articulation therapy that you can work on at home with your child:
Memory Game: Take pictures which obtain your child’s sound and make copies so there are two pictures of each word. Set out an even number of matches. Have your child turn over a card and say each word. Click here to find worksheets with speech sounds. Glue them onto cardstock for extra durability.
Board Games: You can use most any board game while practicing speech. Games such as Candyland and Chutes and Ladders are great for younger children. Older children may enjoy Jenga or Don’t Break the Ice. Simply, have the child practice their target sound between taking turns.
“I Spy” Game: This game can be played anywhere. It is played by “spying” something around the room and giving clues until the other player guesses the object. Pick something in the room or outside that has your child’s sound. For example, if your child is working on the /s/ sound you might use words like “sun” or “slide” as words to describe. Give clues such as, “I spy something that is blue” and keep providing clues until the child guesses the word. Take turns and have the child spot something that has their sound in the word.
Bingo Game: Click here for printable bingo cards. Print off the bingo cards of your choice. Have your child practice saying the words with his sound before the game begins. During the game, your child can again practice his sound by naming the picture before marking it. If your child gets five pictures in a row-BINGO! He will have so much fun playing this game, that speech homework will be an enjoyable experience!
Literacy: You can use books to work on speech sounds. Go through the book of your choice and make a list of all the words containing their sounds. Read the book to your child, or have him read if appropriate. When you get to a target word, pause to have your child practice his speech.
As always, it is important to remember that what your child says is more important than how he says it. You would not want to correct your child every time he makes an error, as this would become frustrating and deflating to the child’s ego.