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Speech Sound Development

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16 views5 pages

Speech Sound Development

SLP fala

Uploaded by

Rafael Alves
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta

Demonstration Project on In-school and Early Years Therapy Support

Speech Sound Development


An Information Booklet for Parents

Speech is the production of sequences of sounds that make up words.

Children learn how to use speech sounds by listening to the sounds they hear in

the languages around them.

Children start by using babbled sounds and then progress to using sounds in

words, sentences and conversations.

Children’s use of speech sounds develops at different ages and they will not be

able to use all of the speech sounds adults do straight away.

This information booklet highlights:

 The typical stages of speech development from 3-7 years (Page 2)

 Common speech sound substitutions that children make (page 3)

 Tips for supporting speech sound development (page 4)


 Generalising speech sounds from therapy to every day speech (page 5)

https://nhsforthvalley.com/wp-content/uploads/2017/01/SLT-Tips-for-Communication-Development-in-Children.pdf
Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta
Demonstration Project on In-school and Early Years Therapy Support

The Typical Stages of Speech Development from 3-7 years

*90% of children acquire these sounds at the corresponding ages


Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta
Demonstration Project on In-school and Early Years Therapy Support

It is common for children to mispronounce words while they are learning.

Here are some common things that you might hear your child say:

What you might hear… Can be heard until…

Missing off the ends of words e.g. ‘hat’ is said as ‘ha’ 3 years old

Replacing sounds made at the back of the mouth (k 4 years old

or g) with sounds made at the front of the mouth (t

or d) e.g. ‘car’ is ‘tar’ or ‘gate’ is ‘date’

Replacing long sounds such as ‘f’, ‘v’ or ‘s’ with short 4 years old

sounds such as ‘t’ or ‘d’ e.g. ‘fun’ is ‘dun’, ‘sun’ is ‘tun’

Where two sounds are said together, missing one 5 years old

sound out e.g. ‘spider’ is ‘pider’

Replacing the sounds ‘r’ or ‘l’ with the sound ‘w’ 6-7 years old

e.g. ‘red’ is ‘wed’, ‘leg’ is ‘weg’

The above list provides examples of some common substitutions children make in

their speech. Every child is different, and for some children, it might take

longer to acquire certain sounds than others.

If you are concerned that your child’s speech sound skills are impacting

negatively on their ability to communicate, it is important that you contact your

local Speech and Language Therapy service to seek support.

See Top Tips on how to support your child’s speech sound development at home.

Information informed by: https://www.asha.org/Practice-Portal/Clinical-Topics/Speech-Sound-


Disorders-Articulation-and-Phonology/Selected-Phonological-Processes/
Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta
Demonstration Project on In-school and Early Years Therapy Support

Top Tips for Supporting Speech Sound Development

Focus on the message


Listen to what your child is saying rather than how they are saying it and always
respond to their message.

Be Sympathetic
Take the blame if you can’t understand e.g. ‘Mammy’s listening ears weren’t

switched on’ or ‘Sorry, the TV was turned up too loud’.

Model Clear Productions


Repeat what your child has said correctly. Don’t ask your child to say the word
properly, simply provide them with a good model of the word.

Cue Others
Cue in unfamiliar listeners e.g. if your child is talking about a trip to the zoo and it
is clear the listener is struggling to understand, you could say ‘oh, you’re telling
Granny about our trip to the zoo and the lions we saw’. This ensures that your
child is part of the conversation.

Try to work it out


If you can’t understand, ask your child to show you what they meant, or ask
specific questions that might clue you in. If you can’t understand, end the
conversation helpfully e.g. ‘maybe we’ll work it out later’

Slow Down
Slowing your own rate of speech will allow your child to hear clear models of
speech sounds and will encourage your child to reduce their pace also, which can
sometimes make their speech easier to understand.
Information informed by:
https://www.hacw.nhs.uk/download.cfm?doc=docm93jijm4n1177.pdf&ver=2130;
https://www.asha.org/public/speech/development/activities-to-Encourage-speech-and-Language-
Development/;
https://nhsforthvalley.com/wp-content/uploads/2017/01/SLT-Tips-for-Communication-Development-in-
Children.pdf;
https://www.oxfordhealth.nhs.uk/slt/speech-and-sound-awareness-parents/
Tionscadal Léirithe um Theiripe ar Scoil agus Tacaíocht na Luathbhlianta
Demonstration Project on In-school and Early Years Therapy Support

Generalising Speech Sounds


Many children who attend Speech and Language Therapy find it difficult to use the

sounds they have worked on outside of the therapy room. Children can often say a

sound during a structured activity when they are focusing on their speech, but it

can be much harder to remember to use it in everyday conversation. This process is

called ‘generalisation’. Generalising a sound to every day speech takes longer and

requires lots of practice.

Here are some things that you can try to help your child to generalise their speech

sounds.

Stick post-its or name


tags around the house
to prompt your child to
Take ten minutes in the day to focus on
use the sound!
your child's sound. Pick a time e.g. dinner,
when everyone in the family has to use the
target sound as best they can. During this
time only, remind your child to use their
sound, and also provide lots of good
models. When the ten minutes is up, just Offer choices when you notice
continue to model without reminding your an error e.g. if your child says
child to use the sound. 'the tar is moving', say 'the
tar or the car?'
Remember - only remind your child about
one target sound, not every single sound! Remember not to do this
every time you hear a mistake
as your child could get
frustrated.

Play games to practise using


the target sound e.g. I spy, When reading with
name as many things starting your child, pay
with the sound in 20 seconds. special attention to
the sound.

Information informed by:


https://www.leedscommunityhealthcare.nhs.uk/our-services-a-z/speech-and-language-therapy2/speech-
and-language-therapy-toolkit/
https://www.humber.nhs.uk/Downloads/Services/Childrens%20therapies/SLT/Speech/Generalisation.pdf

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