When Speech Sounds Are Acquired
Developmental Norms

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York Region Preschool Speech and Language Program has developed developmental normative scales that we use to measure a child's speech delay.

The following charts outline expected ages for the development of speech sounds. Included in the charts is the age at which intervention is indicated.

Also included are some tips on what to do if you can't understand your child. See below.
Articulation Developmental Norms Chart
Age of Development
Sounds
Phonological Process & Examples
Therapy Indicated If Not Acquired By:
Up to 3 years
p, b, m, t, d, n,w, h, and vowels

Final consonant deletion   (e.g., The dog has a bone > The da ha a bo)

Initial consonant deletion   (e.g., The dog has a bone > uh og as a one)

Medial consonant deletion   (e.g., The puppy enjoys biscuits > The pu-ee enoys bi-its)
3 years
3 - 3 ½ years

k, g, ing, f, y, s,

s-blends

Voicing   (e.g., The dog has a bone > The tok has a pone. OR puppy > bubby)

Fronting   (e.g., I can give the dog a goodie > I tan tive the dod a doodie)

Stopping   (e.g., It's fun to see the puppies eat > It tun to tee da puppiet eat)

Cluster Reduction (e.g. The spider spins a web – the pider pins a web)
3 ½ years
3 ½ - 4 years
Sh, l

Stridency Deletion   (e.g., Sheep – teep or sheep - eep)

Gliding (e.g., I like to lick lemons > I wike to wick wemons OR I yike to yick yemons)
4 years
4 - 5 years

l-blends,

ch, j

Cluster Reduction   (e.g., I played with the glue > I payed with the goo)

Deaffrication (e.g., I cheered for juice and cheese > I teered for duice and teese)
5 years
Over 5 years

Sh, r and

r-blends, v, th

 Frontal lisp (e.g. I said so – I thed tho)

Lateralization = slushy sounds   (e.g., I said so > I shaid sho)

Deaffrication (sheep – seep)
not during preschool years
Sounds are not worked on prior to when therapy is indicated.

What To Do If You Can't Understand Your Child:

  1. Ask the question in a different way such as giving a choice (e.g., if your question was "What do you want to eat?", change it to "Do you want a carrot or a cookie?").

  2. Try to get more information (e.g., "Is it a toy?", "Do you want juice?").

  3. Ask your child to "show" you what he is talking about.

  4. Ask questions that can be answered yes/no (e.g., "Do you want juice?").

  5. Add more words to what your child has said (e.g., if your child says "ba", you might say "Bathroom. Do you want the bathroom?").

  6. Watch what your child is trying to tell you. Look at his actions and facial expressions (e.g., a child holding his stomach may be trying to tell you that he feels sick).

  7. Talk about the here and now (i.e., what you are doing, objects around you, the room you are in, etc.).

  8. It is okay if sometimes you can't understand your child.

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