Typical Speech and Language Development

What Is Language? What Is Speech?
Learn the difference between language and speech.

How Does Your Child Hear and Talk?
Charts of developmental milestones from birth to 5 and tips for parents

Early Detection of Speech, Language and Hearing Disorders
Information and tips for parents, families, and caregivers

Communication Development: Kindergarten–5th grade 
What to expect from children in elementary school

Reading and Writing (Literacy) 
Discover the importance of reading and writing development.

Social Language Use (Pragmatics) 
Learn about the impact of social communication and interaction.

Learning More Than One Language 
What should you expect when learning more than one language

Late Blooming or Language Problem: Information for Parents 
Learn the difference between a language delay and a language problem.

 Information provided by American Speech-Language-Hearing Association.

Hearing and Balance

Hearing and balance disorders can be assessed, treated, and rehabilitated by an audiologist. Audiologists also select, fit, and dispense amplification systems such as hearing aids; they prevent hearing loss through providing and fitting hearing protective devices, consultation on the effects of noise on hearing, and consumer education; and they can serve as expert witnesses in litigation related to their areas of expertise. Some audiologists conduct research on hearing, tinnitus, and the balance system.

How We Hear
How does the ear and hearing mechanism work?

Hearing Loss
Information on the causes and effects of hearing loss in both children and adults.

Hearing Screening and Testing

Hearing Aids, Cochlear Implants and Assistive Technology
Information about hearing aids, cochlear implants, assistive listening devices, and other options for hearing rehabilitation.

Noise and Hearing Loss Prevention
How to protect your hearing from the effects of noise.

Dizziness & Balance

Hearing Loss in Children
Hearing loss, in varying degrees, affects two in every 100 children under the age of 18.

Hearing Loss in Adults
Knowing the risk factors and recognizing the symptoms of hearing loss in yourself or someone you know is the first step to improving the situation.

Resources
Related organizations, funding resources and support services.

 Information provided by American Speech-Language-Hearing Association.

Early Detection of Speech, Language, and Hearing Disorders

Do you have a child 3 years old or younger? Are you worried because your child doesn't seem to listen? Has your child started to say any words? Does your child cry a lot or have tantrums? Your child may have early signs of a speech, language, or hearing disorder.

My 2½-year-old, Evan, doesn't talk at all. He doesn't respond when I call his name. He turns the pages of a book, but doesn't pay any attention when I read to him. He shows me what he wants, but doesn't use words. He doesn't do what I ask him to do. He gets upset when I don't understand him. Is this normal? Does he just need more time to catch up?

Don't wait and hope your child will outgrow a communication problem. Early detection leads to early treatment. The earlier you get help for your child, the better.

Speech-language pathologists (SLPs) and audiologists can help your infant or toddler who has a speech, language, or hearing disorder. SLPs help with language disorders, speech sound disorders, stuttering (disfluency), and voice disorders.

Identify the Signs

Here are some of the signs to help you determine if your child has a speech, language, or hearing disorder. More information about identifying the signs of communication disorders is available at Identify The Signs.

Signs of a Language Disorder

• Doesn't smile or interact with others (birth–3 months)

• Doesn't babble (4–7 months)

• Makes few sounds (7–12 months)

• Does not use gestures (e.g., waving, pointing) (7–12 months)

• Doesn't understand what others say (7 months–2 years)

• Says only a few words (12–18 months)

• Doesn't put words together to make sentences (1½–3 years)

• Has trouble playing and talking with other children (2–3 years)

• Has problems with early reading and writing skills—for example, may not show an interest in books or drawing (2½–3 years) 

Ways to Help With Language Disorders

• Listen and respond to your child

• Talk, read, and play with your child

• Communicate with your child in the language that you are most comfortable using

• Know that it's good to teach your child to speak a second language

• Talk about what you are doing and what your child is doing

• Use a lot of different words with your child

• Use longer sentences as your child gets older

• Have your child play with other children

Signs of a Speech Sound Disorder

• Says p, b, m, h, and w incorrectly in words (1–2 years)

• Says k, g, f, t, d, and n incorrectly in words (2–3 years)

• Produces speech that is unclear, even to familiar people (2–3 years)

Ways to Help With Speech Sound Disorders

• Say the sounds correctly when you talk—it's okay if your child makes some mistakes with sounds

• Don't correct speech sounds—it's more important to let your child keep talking

Signs of Stuttering (Disfluency)

• Struggles to say sounds or words (2½–3 years)

• Repeats first sounds of words—"b-b-b-ball" for "ball" (2½–3 years)

• Pauses a lot while talking (2½–3 years)

• Stretches sounds out—"f-f-f-f-farm" for "farm" (2½–3 years)

Ways to Help With Stuttering or Disfluency

• Give your child time to talk

• Do not interrupt or stop your child while he or she is speaking

• See an SLP if you are concerned (Many young children stutter for a short period of time; in most cases, the stuttering will stop.)

Signs of a Voice Disorder

• Uses a hoarse or breathy voice

• Uses a nasal-sounding voice

Ways to Help With Voice Disorders

• See a doctor if your child sounds hoarse or breathy or has a nasal-sounding voice

• Tell your child not to shout or scream

• Keep your child away from cigarette smoke

Audiologists help with hearing loss.

Signs of a Hearing Loss

• Shows lack of attention to sounds (birth–1 year)

• Doesn't respond when you call his/her name (7 months–1 year)

• Doesn't follow simple directions (1–2 years)

• Shows delays in speech and language development (birth–3 years)

Ways to Help With Hearing Loss

• See an audiologist if your child did not pass the newborn hearing screening

• Go to an audiologist if you have any concerns about your child's hearing (some hearing losses can begin months or years after birth).

• Ask your audiologist about the need for hearing aids or cochlear implants

Act Today

Early intervention leads to better results. Do not wait to get help if you have concerns. Free or low-cost public services are available for infants and toddlers (birth to age 3 years). Contact your local school to find out about early intervention programs.

 Information provided by American Speech-Language-Hearing Association.

Activities to Encourage Speech and Language Development

Birth to 2 Years

• Encourage your baby to make vowel-like and consonant-vowel sounds such as "ma," "da," and "ba."

• Reinforce attempts by maintaining eye contact, responding with speech, and imitating vocalizations using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question.

• Imitate your baby's laughter and facial expressions.

• Teach your baby to imitate your actions, including clapping you hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider.

• Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see.

• Identify colors.

• Count items.

• Use gestures such as waving goodbye to help convey meaning.

• Introduce animal sounds to associate a sound with a specific meaning: "The doggie says woof-woof."

• Acknowledge the attempt to communicate.

• Expand on single words your baby uses: "Here is Mama. Mama loves you. Where is baby? Here is baby."

• Read to your child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book.

2 to 4 Years

• Use good speech that is clear and simple for your child to model.

• Repeat what your child says indicating that you understand. Build and expand on what was said. "Want juice? I have juice. I have apple juice. Do you want apple juice?"

• Use baby talk only if needed to convey the message and when accompanied by the adult word. "It is time for din-din. We will have dinner now."

• Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.

• Help your child understand and ask questions. Play the yes-no game. Ask questions such as "Are you a boy?" "Are you Marty?" "Can a pig fly?" Encourage your child to make up questions and try to fool you.

• Ask questions that require a choice. "Do you want an apple or an orange?" "Do you want to wear your red or blue shirt?"

• Expand vocabulary. Name body parts, and identify what you do with them. "This is my nose. I can smell flowers, brownies, popcorn, and soap."

• Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech.

• Place familiar objects in a container. Have your child remove the object and tell you what it is called and how to use it. "This is my ball. I bounce it. I play with it."

• Use photographs of familiar people and places, and retell what happened or make up a new story.

4 to 6 Years

• When your child starts a conversation, give your full attention whenever possible.

• Make sure that you have your child's attention before you speak.

• Acknowledge, encourage, and praise all attempts to speak. Show that you understand the word or phrase by fulfilling the request, if appropriate.

• Pause after speaking. This gives your child a chance to continue the conversation.

• Continue to build vocabulary. Introduce a new word and offer its definition, or use it in a context that is easily understood. This may be done in an exaggerated, humorous manner. "I think I will drive the vehicle to the store. I am too tired to walk."

• Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down; on and off).

• Offer a description or clues, and have your child identify what you are describing: "We use it to sweep the floor" (a broom). "It is cold, sweet, and good for dessert. I like strawberry" (ice cream).

• Work on forming and explaining categories. Identify the thing that does not belong in a group of similar objects: "A shoe does not belong with an apple and an orange because you can't eat it; it is not round; it is not a fruit."

• Help your child follow two- and three-step directions: "Go to your room, and bring me your book."

• Encourage your child to give directions. Follow his or her directions as he or she explains how to build a tower of blocks.

• Play games with your child such as "house." Exchange roles in the family, with your pretending to be the child. Talk about the different rooms and furnishings in the house.

• The television also can serve as a valuable tool. Talk about what the child is watching. Have him or her guess what might happen next. Talk about the characters. Are they happy or sad? Ask your child to tell you what has happened in the story. Act out a scene together, and make up a different ending.

• Take advantage of daily activities. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: "It is my napkin." "It is Daddy's." "It is John's."

• While shopping for groceries, discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy or light) of the packages. 

 Information provided by American Speech-Language-Hearing Association.