Do You Suspect a Speech/Language Problem?
Language
You may suspect a language problem in your child if he/she:

has difficulty understanding concepts involving time (‘tomorrow’), space (‘above’), quantity
(‘many’), and directionality (‘left/right’)

understands and/or uses fewer words than is expected for age and/or grade placement

expresses incomplete thoughts when speaking

demonstrates difficulty understanding and answering ‘wh’ questions (who, what, why,
where, when, and how)

has difficulty understanding and following age appropriate directions

has difficulty describing objects or events (i.e. category, function, similarities/differences,
sequence of events). As a listener, are you able to understand his/her account of the
weekend or do you find it difficult to follow?

uses sentences which are grammatically incorrect or incomplete when speaking

can only speak in short sentences which lack complexity

uses inappropriate verbal/nonverbal language in social situations with peers and/or adults

does not adhere to the basic rules of conversation including imitating, turn-taking, staying
on topic, and eye contact

does not exchange social greetings without prompting

demonstrates difficulty expressing logical and reasonable responses to questions, (i.e.
problem-solving, making decisions, making inferences, making predictions, cause and
effect. Older students may have difficulty with understanding figurative language concepts
such as similes, metaphors and idioms.
Articulation
The following is simply a guideline. There is room for interpretation based on the individual child.

By age 5, children should be using the following speech sounds: p, b, m, t, d, k,
g, h, w, n.

By age 6, children should be using the following speech sounds: ing, j, sh, l, zh,
v, ch.

By age 7, children should be using the following speech sounds: s, z, th (as in “the”), s-l-r
blends.

By age 8, children should have all their speech sounds, including: r and th (as in “thumb”).
Other Areas of Concern
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Do you suspect that your child stutters? i.e. sound/syllable repetition, vowel prolongations,
tends to “get stuck” on words or phrases.
Voice concerns: hypernasality, hyponasality, breathy, harsh, hoarse, raspy sounding
Oral motor concerns