Many parents and caregivers see a Speech and Language Therapist because they’re concerned about their child’s speech sounds. It can be hard to know what’s normal and what isn’t. We all think it’s adorable when a toddler says ‘tat’ instead of ‘cat,’ but it can be worrying if a three- or four-year-old is still saying ‘tat.’
Common Errors
When assessing a child’s speech sounds, a Speech and Language Therapist (SLT) will ask the child to name a series of pictures. The therapist will phonetically write down the sounds the child makes, looking for patterns in the mistakes, known as “processes.” It’s common for kids to use various processes as they go from infants to babbling babies and then to toddlers trying to communicate with words.
Some processes, like saying ‘tat’ instead of ‘cat,’ are expected and usually go away by the time a child is about three and a half. In fact, many of these processes are considered ‘typical,’ meaning that up to 70% of children use them at some point. Over time, they learn more accurate pronunciations and stop using these patterns.
Below is a table of common speech sound processes that are typical for children.
| Process | Age typically resolved |
| Voicing errors – a quiet sound that doesn’t require the vocal folds to vibrate is produced as a voiced sound or a voiced sound is made as a voiceless sound. Consider the sounds ‘p’ and ‘b’ – ‘p’ is voiceless and ‘b’ is voiced. | 3 years |
| Final Consonant Deletion – the final sound of a word is deleted. | 3 years 3 months |
| Fronting – the sounds ‘k’ and ‘g’, that are usually made at the back of the mouth, are changed and produced at the front of the mouth instead, as a ’t’ or a ‘d’. | 3 years, 6 months |
| Stopping – longer sounds that release more breath are made as shorter sounds, so a ’s’ might be produced as a ‘d’ instead. | 3 years, 6 months |
| Consonant Cluster Reduction – clusters are when two or more consonant sounds are together in a word, without a vowel sound between them. For example ‘sp’ in ‘spoon’ or ‘scr’ in ‘screw’. When a child is using this process, they often omit one of the sounds in the cluster, so ‘spoon’ becomes ‘poon’ | 4 years |
| Gliding – this is when the sound ‘r’ is produced as a ‘w’ or a ‘y’ is a ‘l’. | 5 years |
Speech Sound Development
Kids can’t say every sound right away. Some sounds come earlier, while others develop later, and it takes lots of practice to get them just right.
By 3 years old, a child typically learns to say the following sounds: p, b, m, n, w, h, t, d, k, g, ng, y, f.
By 4 years old, they usually acquire v, l, ch, s, sh, z, and the sound in “measure.”
Between 5 and 6 years old, they finish learning all the sounds with r, th, and j.
(This info is based on studies by McLeod, S., Crowe, K., and Shahaeian, A. (2015) and McLeod, S., and Crowe, K. (2018)).
What to Expect
Generally, children can be understood by their parents and other familiar adults about 50-75% of the time. This means you might not understand half of what your two-year-old says. It gets easier as they get older; by age 3, you can understand about 75% of what they say, although people who don’t know your child might still find it challenging. By age 4, you’ll understand almost everything they say, and most other people will too.
How to Help
Speech sound development is a complex process that varies for each child. Some sounds are easier for certain children than others, and while most kids make mistakes as they learn to speak clearly, not all will need therapy from a Speech and Language Therapist. If a child does need therapy, it’s tailored to their specific needs, as the reasons for speech sound difficulties can differ widely. However, there are some activities you can do at home to help support your child’s speech development:
1 – Rhyme Awareness
Many children’s books feature rhymes. Recognizing rhymes helps with early literacy and speech sounds as kids notice that words like ‘cat’ and ‘mat’ sound similar but aren’t the same. This awareness can help them say words more clearly.
How to Support Rhyme Awareness:
– Keep reading books with rhymes and singing nursery rhymes. Sometimes pause to let your child fill in the rhyming word.
– Point out when two words sound similar but start with different sounds.
– For older kids, make up silly rhymes together or play rhyming games like “I spy.”
2 – Syllable Awareness
Being aware of syllables helps kids notice the sounds that make up each word. For example, hearing that ‘baby’ has two parts, ‘bay’ and ‘bee,’ helps them become more aware of the sounds in words.
How to Support Syllable Awareness:
– Clap out the syllables of a word with your child. You can do this with books, puzzle pieces, and games.
3 – First Sound Recognition
For kids aged 3 and up, you can help them recognise the sounds they hear at the beginning of words. This awareness can make it easier for them to say sounds more clearly.
How to Support First Sound Recognition:
– Walk around your home with your child and collect items that start with a specific sound. Put them in a bag and go through the bag later.
– Play “I spy” using the first sound of objects around you.
Top Tip: Remember, think about the sound, not the letter. For example, ‘cat’ and ‘circle’ start with different sounds but have the same first letter.
Most children will naturally correct their speech mistakes as they grow. However, if you’re worried and your child is about three and a half years old or older, it might be a good idea to seek out a Speech and Language Therapy assessment. If you’re not sure, why not come to our next Live Q&A and ask Kate – our Speech and Language Therapist?