![]() Source: Sander 1972 American Speech-Language-Hearing Association. The solid bar corresponding to each sound starts when 50% of children should produce the sound, and stops at an age level when 90% of children should be able to produce the sound (from Templin, 1957 Wellman et al., 1931). If you have concerns regarding your child’s speech development, we recommend that you contact a pediatrician or speech-language pathologist. *All children develop sounds differently! The information in the chart should be used to determine a general range of development and should be used as a guide. Speech and Articulation Development Chart: Your child should master the skills listed by the end of the age ranges shown below. Here are the most commonly used norms by speech-language pathologists based on research by Sander, 1972. Research has published various sets of sound acquisition norms based on studies conducted to determine when a child should reach “mastery” of a speech sound. Although every child is unique and develops at his/her own rate, it is important for parents, teachers, and professionals to know what is developmentally appropriate to help determine what isn’t! When should my child be able to say _? Here’s a guide to help you know what’s typical and determine if your child is on track to meet articulation milestones. Articulation errors include substitutions, omissions, additions, and distortions. It emphasizes speech-motor control of the child’s tongue, jaw, lips, and palate, to produce sounds. When we say “articulation”, we are assessing a child’s acquisition of individual sounds and the process by which sounds, syllables, and words are formed. We love when parents tune in to their child’s speech sounds and are curious about their development! What is articulation? These are all questions parents should be asking. “Should my child be saying the “k” sound?” “My child still says, “wabbit” – is that okay?” “I think it’s really cute when my child says ‘ticken’ for ‘chicken’, but should they still be doing that?” CCC-SLP Chart design by: Christina Mikalef A speech therapist’s trained ear will be able to pick up on the phonological processes your child is using and create a customized step by step to supporting their speech development.By: Kyle Mutch, M.S. If you have concerns about your child’s phonological development, or your gut is telling you something is off, we always recommend that your talk to your child’s pediatrician about a speech and language evaluation. #3 Find support from your pediatrician, an audiologist, and/or a speech therapist. Recasting is the best way to help young children learn more advanced phonological patterns at home.Īnd it’s important to know that recasting isn’t likely to teach your toddler new pronunciation skills overnight this is a strategy focused towards long term success in developing more advanced pronunciation skills. In speech therapy we refer to this strategy as recasting. So if your toddler says, “My ca!” you can say back, “Yes, that’s your ca r.” It’s a more powerful learning strategy to simply repeat back words that they’ve said with the full pronunciation. Phonological processes are a typical part of speech development in toddlers, and correcting toddlers by telling them what they didn’t do or what they need to do next time can be discouraging. #2 Model the full pronunciation of words. We think face-to-face is so important that we actually have a whole entire lesson about it - which you can read here. When your child can easily see your mouth, they will be more likely to try to copy what you’re saying. This strategy is super simple, and also super powerful because toddlers learn through imitation. #1 Get face to face with your toddler so they can easily see your mouth. With that being said, here are 3 things you can do at home if your little one is using phonological processes: Here’s a quick video that describes phonological processes: Speech therapists refer to these toddler speech “mistakes” as phonological processes. It’s a completely typical part of development. Here’s 10 examples: Mom, Dad, pop, cat, dog, pig, food, wash, feet, and bed Phonological ProcessesĪs toddlers are learning how to combine sounds using different phonological patterns, they make some “mistakes” or “shortcuts” to simplify the pronunciation of words as their speech system is still developing. Even though the words don't share any letters they follow the same phonological pattern. And there are tons of other early words that follow the same consonant vowel consonant word shape. In speech, these are called phonological patterns or patterns in which consonants and vowels come together to make a word.įor example, the word mat and the word dog both have the word shape: consonant - vowel - consonant. ![]() Word shape refers to how a specific word is made up of consonants and vowels and in what order and pattern.
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