My Child Can't Say Their 'R's!" – Understanding Speech Sound Disorders
As parents, we constantly marvel at our children's development. From their first wobbly steps to their imaginative drawings, every milestone is a cause for celebration. Among these milestones is the incredible journey of learning to speak – a complex process that unfolds over years.
It’s common for young children to make "cute" mistakes when they talk. Perhaps they say "wabbit" instead of "rabbit" or "nana" instead of "banana." Often, these are typical parts of speech development and resolve on their own. But what if these patterns persist? What if you, or others, consistently struggle to understand your child?
This is where understanding Speech Sound Disorders comes in.
What Exactly Are Speech Sound Disorders?
Simply put, a Speech Sound Disorder is a difficulty with making the sounds of speech. This isn't about understanding language or knowing what words to use; it's specifically about the production of those sounds.
Think of it like building with LEGOs. Your child knows what they want to build (the word), and they have all the right LEGOs (the sounds), but they might be struggling to put them together correctly, or perhaps they're using the wrong piece altogether for a specific spot.
Speech sound disorders fall into two main categories:
This is when a child has trouble producing a specific sound. They might substitute one sound for another (like "w" for "r"), omit a sound entirely (saying "at" instead of "hat"), or distort a sound (making a lisp for "s"). It’s a motor-based difficulty; they know the sound should be there, but they can't quite get their mouth, tongue, and lips to cooperate to make it correctly. Imagine trying to tie your shoes with mittens on – you know how to do it, but the fine motor skill is impaired.
Here, the difficulty isn't just making one sound, but with the rules of our language's sound system. Children with phonological disorders simplify speech sounds in predictable patterns. For example, they might consistently drop the final sound of words ("ca" for "cat") or replace "k" and "g" sounds with "t" and "d" sounds ("tat" for "cat," "doat" for "goat"). It’s like they have their own simplified set of phonetic rules they're applying, which makes their speech hard to understand. They might be able to make a "k" sound in isolation, but they don't use it correctly in words.
Common Phonological Processes: Examples and Ages of Elimination
Final Consonant Deletion ✂️
What it is: The child leaves off the last sound of a word.
Example: "bike" becomes "bi" or "cat" becomes "ca."
Typical Age of Elimination: Around 3 years old.
Fronting ➡️
What it is: Sounds that are typically made in the back of the mouth, like 'k' and 'g', are replaced with sounds made in the front, like 't' and 'd'.
Example: "car" becomes "tar" or "goat" becomes "doat."
Typical Age of Elimination: Around 3.5-4 years old.
Stopping ✋
What it is: A continuous sound, like a fricative ('s', 'f', 'sh') or an affricate ('ch', 'j'), is replaced with a "stop" sound ('p', 'b', 't', 'd').
Example: "sun" becomes "tun" or "shoe" becomes "too."
Typical Age of Elimination: Varies by sound, but most are eliminated by 4.5-5 years old.
Gliding ✈️
What it is: A liquid sound, like 'l' or 'r', is replaced with a glide sound, like 'w' or 'y'. This is one of the most common and persistent processes.
Example: "rabbit" becomes "wabbit" or "leaf" becomes "weaf."
Typical Age of Elimination: Around 5-6 years old.
Cluster Reduction * What it is: A child removes one of the sounds in a consonant cluster (a group of two or more consonants), such as 'st' or 'bl'.
Example: "spoon" becomes "poon" or "blue" becomes "boo."
Typical Age of Elimination: Around 4-5 years old.
Conclusion: Taking the Next Step
If you've noticed these patterns continuing past the typical ages, or if you're concerned about how well others understand your child, please know that you're not alone. Seeking a professional opinion is the best way to get answers and peace of mind.
At STEPS Therapies in Okinawa, we specialize in helping children communicate with confidence. A simple evaluation can help us determine if your child's speech is on track and, if not, create a personalized plan to help them thrive.
Common Questions:
Q: What's the difference between an articulation disorder and a phonological disorder?
Think of it like this: an articulation disorder is a problem with the physical production of a specific sound. For example, a child might physically struggle to make the 'r' sound. A phonological disorder, however, is a problem with the brain's organization of sound patterns. The child can likely make the 'r' sound in isolation but might replace it with a 'w' sound in words because of a rule they've developed to simplify speech.
Q: Is my child just "lazy"?
No, absolutely not. Speech sound disorders are not a result of laziness. They are a neurodevelopmental difference in how a child learns and produces speech. They are not intentionally making mistakes. Speech therapy helps provide the right tools and practice to build those pathways and skills.
Q: How can I help my child at home?
The best thing you can do at home is to be a good model. When your child says "wabbit," you can simply and gently repeat the word back correctly, like, "Yes, a rabbit!" Avoid pressuring them to "say it right." Focus on making communication fun and stress-free. Your speech therapist will provide specific activities to practice.
Q: What does a speech therapy session look like for this?
Therapy for speech sound disorders is often play-based and highly engaging! A session might involve playing a game while practicing a target sound, using mirrors to help a child see how their mouth moves, or reading books that feature a specific sound. The goal is to make learning sounds feel like a game, not a chore. Additionally, as a TRICARE-approved provider, our speech therapy services are covered for eligible military families, providing an essential resource for those in the Okinawa community.
Q: My child is 5 and still says "wabbit." Should I be worried?
The 'r' sound is one of the last sounds to develop, and it's common for the "gliding" process to last until age 5 or 6. However, if your child's speech is difficult for strangers to understand, or if other sound errors are present, it's wise to get an evaluation. Early intervention is key to preventing potential frustration and building confidence before they start school.