Parents often say, “My child doesn’t say words correctly, is this normal?”
As a child learns to pronounce words correctly, they usually start by simplifying words. Over time, they gradually add in trickier sounds as their speech skills develop.
These predictable patterns in speech are called Speech Sound Processes. There are quite a few of them, but I think it’s helpful to share the most common ones (the ‘typical’ ones), so that you can check if your child has age-appropriate speech.
Of course, there are speech sound patterns that are not typical in development. If you have any questions about your child’s speech, please feel free to get in touch via email (elise@elisethespeechie.co.uk).
Below I’ve listed some very common (very typical) speech processes that children usually grow out of naturally, along with the ages at which they typically resolve.
Research does vary slightly when specifying the ages at which children master certain speech sounds. This blog uses research from Dodd, Holm, Hua & Crosbie 2003.
1. Deleting Consonants at the Ends of Words
Examples your child might say:
- “cat” → “ca”
- “bus” → “bu”
- “duck” → “du”
Explanation:
Words are easier to say when the final consonant is dropped.
Typically resolves: Before age 3.
It’s known as: Final Consonant Deletion.
2. Using a Quiet or Loud Version of a Sound
Examples your child might say:
- “pig” → “big”
- “zoo” → “soo”
- “car” → “gar”
Explanation:
Some sounds require a vibration in the throat (vocal fold vibration). Other sounds do not need any vibration. Learning to notice and produce this small difference between sounds takes time.
Typically resolves: Around 3.
It’s known as: Voicing (or Devoicing).
3. Children Prefer Short Sounds Rather Than Long Sounds
Examples your child might say:
- “sun” → “tun”
- “fish” → “pish”
Explanation:
Long, flowing sounds (f, s, sh, th) are replaced with short sounds (t, d, p, b). Short sounds are easier to say.
Typically resolves: Around 3 years 5 months.
It’s known as: Stopping
4. Children Prefer Sounds at the Front of the Mouth: “t”, “d”, “s”, “n”
Examples your child might say:
- “car” → “tar”
- “girl” → “dirl”
- “fish” → “fis”
- “wing” → “win”
Explanation:
Some sounds are made further back in the mouth: k, g, sh, ng. Some sounds are made further forwards in the mouth: t, d, s, n. Front sounds are easier to see and say.
Typically resolves: Around 3 years 11 months.
It’s known as: Fronting
5. Shortening Long Words
Examples your child might say:
- “banana” → “nana”
- “elephant” → “ephant”
- “giraffe” → “warf”
Explanation:
Long words are harder, so children naturally delete the quietest syllable. It makes the word easier to say.
Typically resolves: Around 3 years 11 months.
It’s known as: Weak Syllable Deletion
6. Deleting a Consonant When Two or More are Together
Examples your child might say:
- “spoon” → “poon”
- “truck” → “tuck”
- “splash” → “bash”
Explanation:
Producing multiple consonants in sequence is tricky to coordinate, so children naturally delete a consonant to simplify the word.
Typically resolves:
Around 3 years 11 months for two-consonant clusters e.g. “spoon”.
Around 4 years 11 months for two-consonants clusters e.g. “splash”.
It’s known as: Cluster Reduction
7. Not Using “r” and “l”
Examples your child might say:
- “rabbit” → “wabbit”
- “train” → “twain”
- “leaf” → “weaf” or “yeaf”
- “elephant” → “eyephant”
Explanation:
“r” and “l” are later-developing sounds. Children often replace them with “w” or “y” because they are easier to say.
Typically resolves: 5 years 11 months.
It’s known as: Gliding
When Should You Be Concerned?
Any of the following are good reasons to seek support:
- Your child isn’t understood by their friends.
- Parents have to ‘interpret’ or ‘translate’ frequently.
- You find yourself saying, “It takes a while to tune in to them”.
- Your child isn’t understood by wider family members.
- Your child is quiet or lacks confidence, because they are often misunderstood.
- Your child doesn’t want to repeat themselves.
- They are learning to read and write and still have speech sound processes occurring (speech delay can affect reading and writing skills).
In general, if your child’s speech is impacting their ability to be understood or affecting their confidence, it’s a good idea to seek support.
It’s never too early to get some tips and tricks to help them on their way. A speech assessment is a great place to start, and a speech therapist can tell you exactly what is happening in your child’s speech and how to help.
A Final Thought
Many speech sound processes are a typical part of development, not a sign that something is “wrong.” What matters most is whether a patterns you are hearing are expected for your child’s age, how many patterns are present, whether others can understand them, and whether your child feels confident communicating.
Early support can make a meaningful difference. Equally important is giving parents reassurance when everything is developing right on track.
Feel free to contact me to book a speech sound assessment: Click Here
Another great website: Speech and Language UK
