Much More Than Words

Speech

Speech sound development

There is a wide range of what is considered normal in a child's acquisition of speech sounds. Children's ability to use different speech sounds normally develops in an order related to how hard the sounds are to make.

Some consonant sounds, such as `b' and `m', are easy to make and are typically among the first to be achieved. More complex movements are required for sounds such as `ch' and blends of two sounds like `sp' and `fl' - these sounds generally develop later on. The following chart is a guide to the approximate ages by which most children have developed each sound.

Many vowel sounds (a, e, i, o, u) are used by two and a half years. All should be achieved by four years. Children from non-English speaking backgrounds may carry an accent on the vowel sounds.

Individual sound errors

The types of errors a child may make include:

• Changing a sound to another English sound; for example, `car' to `tar'; `fire' to `pire'; `sun' to `dun'
• Distorting a sound to a non-English sound; for example, a `slushy' s or a nasal `snort'. The substitution of a non-English sound is an error that does not usually resolve spontaneously.

Patterns of sound changes

As well as having difficulties with individual sounds children often use patterns of `shortcuts' to make words easier for them to say. These patterns are called `phonological processes' and there are many different types. You may have heard the following common processes in a young child's speech:

• Leaving out the final consonant in a word; for example, `ca' for `cat'
• Dropping unstressed syllables; for example, `nana' for `banana'; `sketti' for `spaghetti'
• Repeating the first syllable of a word; for example, `bobo' for `bottle'

These three patterns usually stop by three and a half years. Some patterns may persist for longer such as reducing sound clusters to one sound; for example, `pug' for `plug'.

Intelligibility norms

Sometimes a child may be able to produce a range of sounds within normal age limits, but overall it is still hard to understand them. The following is a guide to the approximate level of intelligibility expected:

• By age 2 years 25% intelligible - understood by closest family members
• By age 3 years Understood by adults who live or work with children
• By age 4 years 90% intelligible - understood by wider population.

Oral motor control - control of muscles of the mouth such as lips and tongue

The muscles used for speech are the same as those required for sucking, eating and saliva control. Children with speech difficulties sometimes have problems with the strength, movement and/or coordination of these muscles.

When do sounds develop?

This chart shows the range of ages at which children typically acquire consonant sounds. The end of each bar represents the age by which most children have achieved each sound (Adapted from Sander, E.K. When are speech sounds learned? Journal of Speech and Hearing Disorders, 1972, 31, 62. Some examples of consonant blend acquisition have been added from Templin Darley, 1947).

Speech sound development chart

(Please note, this diagram can be viewed more clearly in the attachments at the end of this web page).

Taking a speech sample

Speech samples can help you to `tune in' to a child's speech. Write down words exactly as the child pronounces them. A speech sample can be taken by listening to the child's speech during everyday conversation or by asking the child to name pictures or objects containing the target sound. Remember that you are listening for sounds not letters. Be careful to write the child's production of the word in a way which you will be able to interpret accurately at a later date. If the child is substituting a non-English sound for the target sound, note this and try to describe that sound.

Below is a speech sample record sheet. Also refer to, and print out, the attachment at the end of this document called Much More than Words (PDF) for a copy of a speech sample record sheet.

Speech sample record sheet

Child's Name: ................

Date of Birth: .................

Context: ........................

Date of Sample: ..................

Sample Taken By: ......................

Responding to speech sound errors

Remember that learning to use speech sounds takes time and there is a natural sequence of development. A child who is making speech sound errors is not being naughty or lazy.

• You can correct the child's sounds quite naturally within a conversation. When you hear an error, repeat the word correctly within the conversation so that the child can compare his/her pronunciation with yours eg, child "I see a bish!". Adult "Yes I see a fish...wow...It's a big fish...The fish is swimming".

You can emphasise the error sound if you like, but the child should not be required to repeat the word or produce the sound correctly. You are simply giving a good speech model.

Remember, responding to what the child is saying is more important than responding to how it is said.

Have fun playing with sounds.

Fun activities to promote speech sound development

All the sounds that are used in English can be practised in play. The more these sounds are practised and refined, the clearer they will become in speech. You might like to try some of these activities at mat-time, with small groups, or with individual children as part of other activities. Exaggerate both the sounds and your facial expression to give a clear model for the children to imitate. Remember you are making the sound, not saying the letter i.e. `mmm' not "em".

B

• a boat that goes bbb as it chugs along
• a ball that bounces bbb
• try peek-a-boo or something that says "boo"

P

• making a paper person bend over by whispering a `p' sound
• blowing out candles
• blowing bubbles

M

• a car or trolley that goes mmmm
• things that taste yummy - mmm

T

• tapping a hammer on anything
• a dripping tap goes ttt
• a ticking clock

D

• pretend to be banging a drum ddd

F

• imitate a rabbit's teeth fff
• a sky rocket as it fizzes up fff

V

• a noisy plane, truck or car goes v v v v v v

CH

• the train goes ch ch ch toot toot

SH

• tell people to be quiet
• look the baby's sleeping - sh

S

• a snake sound
• the sound of air coming out of a tyre
• filling up a car with petrol

Z

• bees or other flying insects can go zzz

G

• a noisy drinker goes ggg
• give dolls a drink or pretend to drink from a cup going ggg

K

• the click of a camera as a photo is taken

Other sound sequences can be used to practise vowel sounds and assist younger children to gain control over their lips and tongue.

• animal noises
• phone ringing - brring brring
• exaggerated laughing - ho ho hee he ha ha
• exaggerated crying - boo hoo
• something's wrong or broken - uh oh, oh no
• big smiles - eee
• fish face, hooting like an owl ooo
• blowing kisses

Speech sound errors - what to do and when to refer

(Please note, this diagram can be viewed more clearly in the attachments at the end of this web page).

Refer if:

• The child is only using vowel sounds (a, e, i, o, u ) and no consonants after age one
• The child's speech is well outside of the range of normal in terms of; speech sound development, use of `shortcuts', or intelligibility (see norms)
• The child is making `non-English' speech sound distortions
• After age two the child has difficulty coordinating the mouth movements required for speech and/or produces words with sounds in the wrong order; eg, `puc' for `cup'
• The child has difficulty chewing, sucking, or drools excessively (not only when teething).