Speech Therapy Glossary for Parents

Any tool that helps a child communicate without speaking—picture boards, apps, sign language, or speech devices. AAC does NOT prevent speech; it supports communication while speech develops.

A motor speech disorder where the brain has difficulty planning and coordinating the movements needed for speech. The child knows what they want to say but their brain struggles to tell their mouth how to move.

How clearly your child produces individual speech sounds. It's the physical ability to move the tongue, lips, and jaw to make sounds correctly. Different from phonology, which is about sound patterns.

When one sound in a word changes to match another sound in the same word. "Dog" becomes "gog" because the D changes to match the G. Also called consonant harmony.

When babies make repetitive sounds like "ba-ba-ba" or "da-da-da." Starts around 6 months and is a crucial stepping stone to first words. No babbling by 9 months is a red flag.

The opposite of fronting—when a child replaces front sounds (like "t" and "d") with back sounds (like "k" and "g"). This is less common than fronting and may need attention.

When a child learns two (or more) languages simultaneously or sequentially. Bilingualism does NOT cause language delays—bilingual children reach milestones at the same pace as monolingual children. Total vocabulary across both languages is what matters.

Two or more consonant sounds together where you hear each sound: TR in "truck," BL in "bulldozer," ST in "steam." Children often simplify these (cluster reduction) until around age 4.

When a child simplifies words by dropping one sound from a blend (two consonants together). For example, "truck" has a TR blend—children often drop the R and say "tuck."

Speech sounds made by blocking airflow—all letters except A, E, I, O, U. Consonants develop in a predictable order, with some (like TH and R) not mastered until age 6-7.

The small set of powerful words (about 200-400) that make up 80% of what we say every day. Words like "go," "stop," "more," "want," "help" are more useful than nouns like "truck" because they work in many situations.

Words with a consonant-vowel-consonant pattern like "bus," "car," "van." These simple structures are often among the first words children master and are great targets for late talkers.

When a child replaces an affricate sound ("ch" or "j") with a fricative ("sh" or "zh").

A motor speech disorder caused by muscle weakness—speech may sound slurred, slow, or quiet. Different from apraxia (planning issue). Often caused by neurological conditions.

Repeating words or phrases heard from others, either immediately or later. This is actually a form of communication and language learning, especially common in gestalt language processors and autistic children.

Adding words to what your child says to model longer sentences. Child says "truck" → you say "Big red truck!" This builds vocabulary and grammar naturally.

Your child's ability to EXPRESS themselves—what comes OUT. This includes speaking, gesturing, and eventually writing. Most late talkers have good receptive but delayed expressive language.

When a child leaves off the ending sound in a word. "Bus" becomes "bu" and "truck" becomes "tru." This is very common in early talkers.

A child's earliest meaningful words, typically appearing around 12 months. Common first words include "mama," "dada," "ball," "car," and "more." Most children have 1-3 words by their first birthday.

The "hissing" and "blowing" sounds in speech—made by pushing air through a narrow gap. Includes S, Z, F, V, SH, and TH. These are the sounds affected by "stopping."

When a child replaces sounds made in the back of the mouth (like "k" and "g") with sounds made in the front (like "t" and "d"). This is one of the most common speech patterns in toddlers.

A style of language learning where children acquire language in chunks or phrases rather than single words first. Instead of learning "go" then "car," a gestalt learner might first say "let's go in the car!" as one unit.

When a child replaces liquid sounds ("l" and "r") with glide sounds ("w" and "y"). This makes words like "red" sound like "wed" and is very common in young children.

Copying sounds, words, or actions—the foundation of language learning. Children who imitate more tend to learn language faster. If your child doesn't imitate by 12-15 months, mention it to your pediatrician.

How well strangers can understand your child's speech. At age 2: ~50% intelligible. Age 3: ~75%. Age 4: ~100%. If strangers can't understand your 3-year-old most of the time, consider evaluation.

How well others can understand a child's speech. This is an important aspect of language development.

When a child and adult share focus on the same thing together—looking at the same object and knowing you're both interested. This is crucial for language learning and social development.

Made by placing the tongue tip behind the upper front teeth. Easier than R but still develops later—most children master L by age 5-6. Saying "wuv" for "love" is normal in young children.

When a child's language develops more slowly than expected but follows the typical pattern. Different from a language disorder, which involves atypical patterns. Many language delays resolve with time and support.

A toddler (18-30 months) who has good understanding but uses fewer spoken words than expected. Late talkers understand what you say but don't say much back yet.

The L and R sounds—called "liquids" because the tongue flows smoothly. These are among the last sounds children master (L by age 5-6, R by age 6-7). "Gliding" is when children substitute W for these sounds.

Two words that differ by only one sound—used in therapy to help children hear and produce sound differences. "Car" vs "tar" helps with fronting.

The average length of a child's sentences, measured in morphemes (meaningful units). SLPs use MLU to track language development. Higher MLU = more complex language.

Simply saying words correctly for your child to hear—without asking them to repeat. The most natural and effective way to help speech development. Just model, don't correct.

The brain's ability to plan and sequence muscle movements for speech. Difficulty with motor planning is called apraxia. Repetitive practice helps build motor plans.

Words that sound like what they describe—"vroom," "beep," "honk," "crash." These are often easier for young children to say and are great first words for late talkers.

Narrating what your child is doing as they do it. "You're pushing the truck! It's going fast!" This connects words to their actions and builds vocabulary.

The ability to hear and play with individual sounds in words. Knowing "cat" has 3 sounds: /k/ /a/ /t/. Critical for reading readiness. Different from phonics (which involves letters).

When a child has patterns of sound errors affecting groups of sounds—not just individual sounds. Different from articulation disorders (single sounds). Phonological disorders involve the "rules" of sound use.

A predictable pattern children use to simplify adult speech. Fronting, stopping, gliding—these are all normal and disappear by certain ages. Only a concern if they persist too long.

The system of sound patterns in a language—how sounds work together. Different from articulation (physical production). Phonological disorders involve patterns of errors, not just individual sounds.

The social rules of language—knowing what to say, when, and how. Taking turns, staying on topic, using appropriate volume. Pragmatic difficulties are common in autism.

One of the most challenging sounds for children to master. Most children don't say R correctly until ages 5-7. If your 4-year-old says "wabbit" instead of "rabbit," that's completely normal.

Repeating what your child says with correct grammar or pronunciation—without directly correcting them. Child: "Him goed fast" → You: "Yes, he went fast!"

Your child's ability to UNDERSTAND language—what goes IN. Can they follow directions? Do they know what words mean? Receptive language develops before expressive language.

When a child repeats a syllable to make a word easier. "Water" becomes "wawa" and "bottle" becomes "baba." This is one of the earliest speech patterns and is very normal.

Narrating your own actions out loud so your child hears language connected to activities. "I'm putting the car in the garage. Now I'm closing the door."

A trained professional who evaluates and treats speech, language, and communication disorders. Also called speech therapists. They have master's degrees and are certified by ASHA.

When a child has ongoing difficulty producing speech sounds correctly, making their speech hard to understand. This is different from normal developmental patterns that resolve on their own.

Treatment by a speech-language pathologist (SLP) for speech, language, and communication challenges. Can address articulation, language delays, stuttering, and more. Often covered by insurance or free through early intervention.

When a child replaces "hissing" or "blowing" sounds (like "s," "f," "sh") with "popping" sounds (like "t," "p," "d"). The technical term for hissing sounds is "fricatives."

A fluency disorder where speech gets "stuck"—repeating sounds ("I-I-I"), stretching sounds ("Sssssnake"), or blocking (no sound comes out). Many toddlers go through a normal stuttering phase.

When children start putting two words together—a major milestone typically happening around 18-24 months. "More milk," "car go," "big truck." This shows they're learning grammar.

Combining two words together, like "mama go." This is a key stage in language development.

Pictures, symbols, schedules, or written words that help children understand routines and communicate. Helpful for all children, especially those with language delays or autism.

All the words your child knows—both words they understand (receptive) and words they say (expressive). By age 2, most children have 200-300 words. Vocabulary size is one of the best predictors of later reading success.

Speech sounds made with an open mouth—A, E, I, O, U. Vowels are usually the first sounds babies make and are rarely a concern in speech development.

When a child drops the quieter (unstressed) part of a longer word. "Banana" becomes "nana" because "ba" is the quiet part. This is normal in toddlers learning big words.