"],["1 -2 years","\u29bf The child is able to say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/
\u29bf The child is able to say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/
","\u29bf Voicing - This is where sounds made with no voice are replaced with voiced sounds (e.g. car becomes gar, tea becomes dea)
\u29bf Stopping - This is where sounds made with a long airflow are replaced by sounds made with a stopped airflow (e.g. sea becomes tea, shoe becomes to)
\u29bf Final consonant deletion - The ends of words are often missed out (e.g. tap = ta)
\u29bf Velar Fronting - This is where sounds made with the tongue hitting the back of the mouth (e.g. \/k\/ and \/g\/) are replaced with sounds made at the front of the mouth (e.g. \/t\/ and \/d\/) so car becomes tar, key becomes tea
\u29bf Palatal Fronting - This is where the tongue is moved forward in the mouth so the sh sound becomes a \/s\/ sound
\u29bf Weak Syllable Deletion - This is where non-stressed syllables are deleted from words (e.g. elephant becomes ephant)
\u29bf Assimilation - The pronunciation of the whole word is influenced by the presence of a particular sound in the word (e.g. dog becomes gog)
\u29bf Consonant Cluster Reduction - This is where clusters of consonants in words are reduced by one or more consonants (e.g. brick becomes bick, clown becomes cown)
\u29bf De-affrication - This is where the affricate sounds sh, ch and j are replaced with fricative sounds (sh, \/s\/, \/z\/) or the \/t\/ or \/d\/ sound
\u29bf Gliding - This is where the \/l\/ and the \/r\/ sounds are replaced with the \/w\/ or the y sound
\u29bf The voiceless th sound (as in thank you) is replaced with a \/f\/ sound
\u29bf The voiced th sound (as in with) is replaced with a \/v\/ sound
","\u29bf Frustration due to not being understood
\u29bf Can affect fluency and clarity of speech
\u29bf Difficulties being understood by others
"],["2- 3 years","\u29bf The child is able to say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/
\u29bf The child is able to say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/
","\u29bf Voicing - Sounds made without voice are replaced with voiced ones (e.g. car becomes gar, tea becomes dea)
\u29bf Stopping - Long airflow sounds are replaced with stopped airflow (e.g. sea becomes tea, shoe becomes to)
\u29bf Final consonant deletion - Ends of words may be dropped (e.g. tap = ta)
\u29bf Velar Fronting - Back of mouth sounds like \/k\/ and \/g\/ are replaced with front sounds like \/t\/ and \/d\/ (e.g. car becomes tar)
\u29bf Palatal Fronting - The sh sound is produced further forward, becoming \/s\/
\u29bf Weak Syllable Deletion - Unstressed syllables are omitted (e.g. elephant becomes ephant)
\u29bf Assimilation - One sound influences another in a word (e.g. dog becomes gog)
\u29bf Consonant Cluster Reduction - Consonant clusters are simplified (e.g. brick becomes bick, clown becomes cown)
\u29bf De-affrication - Affricates (sh, ch, j) replaced by simpler fricatives or stops
\u29bf Gliding - \/l\/ and \/r\/ are replaced by \/w\/ or y (e.g. run becomes wun)
\u29bf The voiceless th (as in thank) is pronounced as \/f\/
\u29bf The voiced th (as in with) is pronounced as \/v\/
","\u29bf Frustration due to difficulty being understood
\u29bf May affect fluency and clarity in speech
\u29bf Difficulty being understood by unfamiliar listeners
"],["3 - 4 yrs","\u29bf The child can say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/, \/k\/, \/g\/, \/f\/, \/s\/, \/y\/, \/h\/
\u29bf Speech may still be unclear to unfamiliar adults
","\u29bf Weak Syllable Deletion - Unstressed syllables may be omitted (e.g. elephant becomes ephant)
\u29bf Assimilation - One sound influences the entire word (e.g. dog becomes gog)
\u29bf Consonant Cluster Reduction - Consonant groups simplified (e.g. clown becomes cown)
\u29bf De-affrication - Affricate sounds like sh, ch, and j are replaced with simpler sounds
\u29bf Gliding - \/l\/ and \/r\/ are replaced with \/w\/ or y
\u29bf The voiceless th (as in thank) is said as \/f\/
\u29bf The voiced th (as in with) is said as \/v\/
","\u29bf Difficulty interacting socially
\u29bf Fluency and clarity may be impacted
\u29bf Struggles to be understood by others
\u29bf May affect expressive language, such as grammar and word endings
"],["4 -5 yrs","\u29bf The child can say the following sounds in words - \/p\/, \/b\/, \/m\/, \/n\/, \/t\/, \/d\/, \/k\/, \/g\/, \/f\/, \/s\/, \/y\/, \/h\/, sh, ch, j, \/z\/, \/l\/, \/v\/
","\u29bf De-affrication - Affricates like sh, ch, and j may be substituted with simpler sounds
\u29bf Gliding - \/l\/ and \/r\/ may be said as \/w\/ or y
\u29bf The voiceless th (as in thank) is said as \/f\/
\u29bf The voiced th (as in with) is said as \/v\/
","\u29bf May show difficulties in social interactions
\u29bf Clarity and fluency of speech might still be affected
\u29bf Speech may still be hard to understand
\u29bf Can influence expressive language development (e.g. word endings and grammar)
"],["5 - 6 yrs","\u29bf Speech should be mostly intelligible, though minor errors like with \/r\/ and th sounds may still occur
","\u29bf Gliding - \/l\/ and \/r\/ may be replaced with \/w\/ or y
\u29bf The voiceless th (as in thank) may still be said as \/f\/
\u29bf The voiced th (as in with) may still be said as \/v\/
","\u29bf May experience challenges in social interactions
\u29bf Clarity and fluency can be impacted
\u29bf Spelling may be influenced by speech sound errors
\u29bf Social development may still be affected
\u29bf Can impact expressive language, especially grammar or word construction
"],["6 -7 yrs","\u29bf No specific new speech sound milestones at this age
"," \u29bf The voiceless th (as in thank) might be replaced by \/f\/
\u29bf The voiced th (as in with) might be replaced by \/v\/
","\u29bf May face challenges in social communication
\u29bf Spelling can still be influenced by lingering articulation errors
\u29bf Can impact expressive language and sentence structure
"],["7- 8 yrs","\u29bf The child can now pronounce all speech sounds in words accurately
","\u29bf None
","\u29bf Social interaction difficulties may still be present
\u29bf Spelling issues may arise from past articulation problems
\u29bf Expressive language skills (e.g. grammar and sentence structure) may still be affected
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