How Speech Therapy Can Support School-age Language, Reading And Learning

How Speech Therapy Can Support School-age Language, Reading And Learning

by | Jul 30, 2026 | Resources

Can speech therapy help with school learning?

Yes. Speech therapy is not only about speech sounds. It also supports language and literacy skills children use every day at school.

School-age children use language to follow instructions, answer questions, understand classroom discussions, retell stories, explain ideas, learn vocabulary, read, spell and write.

When language skills are difficult, a child may seem distracted, quiet, reluctant to participate or unsure how to complete tasks. In some cases, the child may understand parts of the task but struggle with the language load.

Speech Moves supports school-age children with speech, language and literacy skills through goal-focused, evidence-based intervention.

Need help? Call us or send us a message

If you have questions about your child’s language, reading or learning, Speech Moves is happy to help you understand how Speech Therapy can support their communication and classroom skills.

What might parents notice at home?

Parents may notice that their child:

  • Has trouble explaining their ideas clearly
  • Struggles to retell what happened at school
  • Has difficulty following multi-step instructions
  • Uses short sentences
  • Leaves out grammatical markers in speech or writing
  • Has trouble finding the right words
  • Finds reading, spelling or phonics difficult
  • Avoids homework or reading tasks
  • Becomes frustrated when asked to explain something
  • Finds it hard to organise thoughts into a clear order

A parent might say, “They know what they mean, but they can’t get it out clearly.”

What might teachers notice in the classroom?

Teachers may notice that a child:

  • Has difficulty following classroom directions
  • Struggles to understand questions during discussions
  • Finds it hard to retell a story
  • Has limited vocabulary
  • Has difficulty with grammar or sentence structure
  • Struggles with phonics, blending sounds, spelling or reading fluency
  • Has trouble understanding jokes, conversations or social expectations
  • Appears distracted or disengaged
  • Avoids classroom tasks
  • Needs directions repeated or broken into smaller steps

Speech Moves partners with families and schools to understand how language needs show up across home, school and daily communication.

How are language and literacy connected?

Language and literacy are closely connected. Reading, writing and spelling rely on skills such as vocabulary, grammar, sentence structure, phonemic awareness and comprehension.

School-age literacy includes phonological awareness skills, using a wide range of words, using accurate grammar and sentence structure, and understanding what is read.

This is why speech pathology can support more than talking. It also helps children build the communication skills they need for reading, writing and classroom learning.

What is phonological awareness?

Phonological awareness is the ability to manipulate sounds in words.

This can include skills such as:

  • Learning letter names and sounds
  • Blending sounds together to make a word
  • Breaking a word down into it’s sounds
  • Recognising rhyming words
  • Understanding that words are made up of smaller sound parts

These skills are closely linked with phonics, spelling and reading.

How can language difficulties affect day-to-day learning?

Language difficulties may affect:

1. Following instructions

A child may understand one part of an instruction but miss the rest. For example:

“Get your workbook, turn to page 12 and underline the first three words.”

This requires listening, remembering, understanding and acting on several pieces of information.

2. Explaining ideas

A child may know the answer but struggle to put their thoughts into a clear sentence or story.

They may use shorter sentences, vague words such as “thing” or “stuff”, or leave out key details.

3. Reading and spelling

A child who has difficulty hearing, blending or manipulating sounds may find phonics, spelling and reading harder.

4. Classroom participation

A child may avoid answering questions or joining group activities because they are unsure how to explain themselves or follow the conversation.

5. Confidence

When communication feels hard, children may become frustrated, quiet or reluctant to try.

What strategies can parents and teachers try?

Here are four practical supports.

1. Use visual supports

Visuals can make spoken information easier to understand. These may include:

  • Picture cards
  • Written key words
  • Checklists
  • Visual schedules
  • Story maps
  • First/then boards

2. Repeat key information

Repeating the key words helps children hear the most useful part of the message.

Instead of giving a long instruction, try repeating the main action:

“Book first. Then pencil.”

3. Allow extra response time

Some children need more time to understand the question, organise their thoughts and respond.

Pause before repeating or rephrasing the question.

4. Break tasks into smaller steps

Large tasks can be hard to process. Smaller steps can make the task more manageable.

For example:

  1. Get your book
  2. Find the page
  3. Read the first sentence
  4. Circle the key word

How does speech therapy support school-age language and literacy?

Speech therapy can support children to:

  • Understand and follow instructions
  • Build vocabulary
  • Use clearer sentence structure
  • Understand and use grammar
  • Retell stories
  • Organise ideas
  • Build phonological awareness
  • Support phonics, spelling and reading skills
  • Use language more confidently in class and at home

Intervention may include narrative-based intervention, colourful semantics, explicit grammar intervention and metalinguistic approaches, depending on the child’s goals.

Speech pathologists can assess a child’s language and literacy skills and provide intervention targeting oral language, reading, writing or spelling.

How can Speech Moves help?

Speech Moves provides speech, language and literacy support for children through goal-focused, evidence-based programs.

Support may include:

  • School-age language therapy
  • Reading and literacy support
  • Speech sound support
  • Help with following directions
  • Support putting thoughts into words
  • Support vocabulary, grammar and sentence structure
  • Parent and educator strategies
  • Mobile speech therapy for schools and preschools
  • Telehealth services

Speech Moves works collaboratively with families, schools, preschools and the child’s wider support team.

Where does Speech Moves work?

Speech Moves supports children, families and educational settings across the Newcastle and Port Stephens areas.

Service areas include Stockton, Port Stephens, Raymond Terrace, Medowie, Salamander Bay, Nelson Bay and nearby communities.

Speech Moves provides mobile services to schools and preschools,as well as telehealth and clinic options depending on suitability and availability.

Frequently asked questions

Can speech therapy help with reading?

Yes. Speech therapy can support language and literacy skills connected to reading, including phonological awareness, phonics, vocabulary, grammar and comprehension.

Why does my child struggle to follow instructions?

Following instructions can involve listening, remembering, understanding language and completing steps in the right order. Speech therapy can help identify which parts are difficult.

Why does my child struggle to explain ideas?

Some children have difficulty organising thoughts, finding the right words, using grammar or building clear sentences. Speech therapy can support these skills.

Can teachers refer parents to speech therapy?

Teachers often notice language and literacy concerns in the classroom. They can raise observations with parents and suggest a speech and language assessment if support may be helpful.

Does Speech Moves provide school-based support?

Yes. Speech Moves provides mobile speech pathology support for schools, preschools and childcare settings across the Stockton, Port Stephens, Newcastle and nearby areas.

Ask about school-age speech, language and literacy support

If a child is finding it hard to follow instructions, explain ideas, retell stories, read, spell or keep up with classroom language, Speech Moves can help identify what support may be useful.

Contact Speech Moves to ask about speech, language and literacy support.

 

Tricia Linstrom

Why Is My Child’s Speech Hard To Understand?

Why Is My Child’s Speech Hard To Understand?

by | Jul 30, 2026 | Resources

What are speech sound difficulties?

Many children say some sounds differently while they are learning to talk. For example, a child might say “tat” for “cat” or leave a sound off the end of a word.

Some speech sound patterns are part of typical development. Other patterns may continue for longer and make it harder for parents, educators, teachers or peers to understand what the child is saying.

Speech sound intervention can help children learn how to say sounds more clearly, use accurate sounds in words and build confidence when communicating with others.

Speech Moves provides evidence-based support for children with speech sound difficulties, unclear speech and related communication needs.

Need help? Call us or send us a message

If you have questions about your child’s speech sounds or want to know how Speech Therapy can support clearer communication, Speech Moves is happy to discuss the next step.

What might parents notice?

Parents may notice:

  • Other people have difficulty understanding their child
  • Their child substitutes one sound for another
  • Their child leaves sounds off the beginning or end of words
  • Their child becomes frustrated when they are not understood
  • Their child avoids repeating themselves
  • Family members understand the child better than unfamiliar listeners
  • Speech sounds are affecting confidence or social interaction

As a general rule, by 2 and a half years, unfamiliar people should understand about 50% of what a child says. By 4 to 5 years, unfamiliar people should understand about 75% of what a child says.

What might teachers or educators notice?

Teachers and educators may notice that unclear speech affects:

  • Peer communication
  • Group participation
  • Answering questions
  • Joining in games
  • Early literacy
  • Phonics
  • Spelling
  • Confidence when speaking

Speech sounds are also strongly connected with early reading and spelling skills because children need to hear, recognise and use sounds in words.

Common speech sound errors

A child may:

  • Substitute one sound for another
  • Leave off the first sound in a word
  • Leave off the final sound in a word
  • Use only a small range of sounds
  • Be difficult to understand in longer sentences

For example, a child might say:
“tat” for “cat”
“moo” for “moon”
“do” for “go”
“poon” for “spoon”
“red” for “wed”

These examples are signs that speech sound support may be worth discussing.

When does unclear speech become an issue?

Unclear speech may need support when:

  • A child is often difficult for others to understand
  • The child becomes frustrated because they cannot get their message across
  • The child is using only a few speech sounds
  • Speech sounds affect friendships or play
  • Speech sounds affect early literacy skills
  • Parents, teachers or educators are unsure whether the sound pattern is age-appropriate

Evidence supports seeking help when a child makes many speech sound errors and is difficult to understand, becomes frustrated when not understood, uses only a few speech sounds at 2 years, or does not pronounce words as expected for their age.

What can parents and educators do to support clearer speech?

Here are three simple strategies.

1. Model the correct pronunciation of words

If a child says, “I see a tat,” you might respond:

“Yes, a cat. The cat is sleeping.”

This gives the child a clear model of the correct production

2. Practise sounds during fun activities

Speech sound practice works best when it feels natural and playful. Use books, toys, matching games, picture cards or everyday routines.

A few minutes of focused practice can be easier than expecting a child to repeat words for a long time.

3. Praise all communication attempts

If a child is trying to communicate, respond to the message first.

For example:
“I know what you mean.”
“Great telling me.”
“Let’s try that word together.”

This helps keep communication positive while still supporting clearer speech.

Try to read to your child on a daily basis to stimulate their auditory perception of sounds.

Can speech sound difficulties affect reading and spelling?

Speech sounds are linked to early literacy skills because children need to hear and work with sounds in words when learning to read and spell.

School-age literacy involves phonics, phonological awareness skills, vocabulary, grammar, sentence structure and comprehension.

This means speech sound support may also help with skills connected to phonics, spelling and reading.

What does speech sound intervention involve?

Speech sound intervention at Speech Moves may include:

  • Speech assessment
  • Identifying which sounds or patterns need support
  • Teaching correct sound production
  • Play-based intervention
  • Goal-focused activities
  • Home practice activities
  • Support for parents, teachers and educators

Therapy is designed to be practical, child-friendly and based on the child’s individual goals.

How can Speech Moves help?

Speech Moves supports children with speech, language and literacy development through goal-focused, evidence-based speech pathology.

Support may include:

  • Speech sound intervention
  • Language support
  • Literacy-related support
  • Mobile visits to schools, preschools or childcare settings
  • Telehealth intervention
  • Collaboration with families and education teams

Speech Moves incorporates a family-centred approach and works with the child’s wider support team where appropriate.

Where does Speech Moves provide speech therapy?

Speech Moves works with families, preschools, schools and childcare settings across the Newcastle and Port Stephens areas.

Key service areas include Stockton, Mayfield, Port Stephens, Raymond Terrace, Medowie, Salamander Bay, Nelson Bay and nearby communities.

Frequently asked questions

Will my child grow out of unclear speech?

Some speech sound patterns resolve as children grow. Others may need support, especially when speech is difficult to understand, the child becomes frustrated, or speech is affecting learning or social interaction.

Should I correct my child every time?

No. Constant correction can feel discouraging. A helpful approach is to model the correct word naturally and keep the conversation going.

Can educators model speech sounds?

Yes. Educators can repeat the correct word calmly, use clear speech and create opportunities for the child to hear and practise sounds during play, books and routines.

Can speech sounds affect literacy?

Yes. Speech sounds are strongly connected with phonics, reading and spelling because children need to understand how sounds work in words.

Does Speech Moves support schools and preschools?

Yes. Speech Moves partners with preschools and schools across Stockton, Port Stephens, Newcastle and nearby areas.

We support school and pre-school visits with our mobile speech therapy services.

Ask about speech sound support

If a child’s speech is hard to understand or speech sounds are affecting communication, Speech Moves can help identify whether support may be useful.

Contact Speech Moves to ask about speech sound therapy.

 

Tricia Linstrom

Late Talkers: When Should Parents Seek Speech Therapy

Late Talkers: When Should Parents Seek Speech Therapy

by | Jul 30, 2026 | Resources

Is your toddler not saying many words yet?

Some toddlers take longer than others to start using words. For parents and educators, it can be hard to know what is part of typical development and when extra support may help.

A late talker is usually a young child who is developing in many areas, but is not using as many words as expected for their age. Some children may use gestures, sounds or pulling an adult’s hand to communicate what they want. Others may be quieter than children of a similar age or may become frustrated when they cannot get their message across.

By around 18 months, many toddlers are using meaningful words and learning new words regularly. By around 2 years, many toddlers are starting to combine 2 -3 words, such as “more milk”, “big ball” or “car go”.

Speech Moves provides goal-focused, evidence-based speech and language support for children who may need help developing early communication skills.

Need help? Call us or send us a message

If you have questions about your child’s talking or early communication, Speech Moves is happy to help you understand what support may be useful.

What are common signs of late talking?

Parents may notice:

  • Their toddler is not saying as many words as other children their age
  • Their child is not learning new words regularly
  • Their child pulls an adult’s hand to show what they want
  • Their child uses gestures more than words
  • Their child is quieter than other toddlers
  • Their child becomes frustrated because they cannot communicate clearly
  • Their child used to use words but has stopped using them
  • Their child has difficulty understanding simple instructions

Educators may notice similar signs during play, routines, mealtimes or group activities. A toddler may know what they want, but not yet have the words to ask for it.

What do receptive language difficulties look like in children?

Parents may consider seeking advice if:

  • By 18 months, their child is not using many words
  • By 2 years, their child is not using around 50 words
  • By 2 years, their child is not combining words together
  • Their child frequently becomes frustrated because they cannot communicate
  • Their child has difficulty understanding simple instructions
  • Their child is difficult to understand
  • Their child loses communication skills they previously had

Speech Pathologists suggest seeking professional advice if a child is not saying single words by 18 months, is not saying about 50 words or putting words together by 2 years, or stops using skills they once had.

What can parents do at home to encourage talking?

Here are three simple strategies parents can try during everyday routines.

1. Follow your child’s lead   

Watch what your child is interested in, then talk about that. If they are playing with a car, you might say:

“Car go.”
“Fast car.”
“Car stop.”

This keeps language connected to what your child is already noticing.

2. Use short, simple language

Try using short phrases your child can hear often and can copy when they are ready.

Examples:
“Big ball.”
“More bubbles.”
“Open door.”
“Dog sleeping.”

Short, clear phrases can be easier for toddlers to understand and imitate.

3. Read together every day

Reading does not need to be long or formal. Point to pictures, name what you see and pause to let your child respond with a sound, gesture or word.

You might say:
“Dog.”
“Dog running.”
“Where’s the dog?”

Daily book reading can help build vocabulary, listening skills and shared attention and is well known to be one of the best ways to develop language skills in young children.

What can educators do in childcare or preschool?

Educators can support toddlers during normal routines by:

  • Naming objects during play
  • Using short, clear phrases
  • Repeating key words often
  • Giving children time to respond
  • Offering choices, such as “apple or banana?”
  • Commenting more than questioning
  • Modelling words when a child points or gestures

For example, if a child points to bubbles, an educator might say, “Bubbles. More bubbles. Pop the bubbles.”

Small language moments across the day can give toddlers more chances to hear, understand and try new words.

What does a speech therapy assessment look at?

At Speech Moves, assessment is child-friendly, play-based and focused on understanding the child’s communication needs.

An assessment may look at:

  • Whether the child understands words, questions and instructions
  • How many words the child uses
  • Whether the child combines words
  • How the child uses gestures and non-verbal communication
  • Play skills
  • Social communication, such as turn-taking and shared attention
  • Imitation skills, including copying actions, sounds or words
  • How the child communicates during everyday routines

Speech pathologists may use parent interviews, case history, play-based observations, language samples and structured assessment tools to understand a child’s strengths and support needs.

How can Speech Moves help late talkers?

Speech Moves supports young children with early speech, language and communication development.

Intervention is:

  • Goal-focused
  • Evidence-based
  • Therapeutically fun
  • Family-centred
  • Practical for home, preschool and childcare routines

Speech Moves works with families, educators and the child’s wider support team so that strategies can be used beyond the therapy session.

Where does Speech Moves provide speech therapy?

Speech Moves supports children and families across the Newcastle and Port Stephens areas, including Stockton, Raymond Terrace, Medowie, Salamander Bay, Nelson Bay and surrounding communities.

Services may be available through mobile visits, clinic appointments or online telehealth sessions, depending on the child’s needs and service availability.

Frequently asked questions

When should my child start talking?

Many children start using words around 12 months, with vocabulary growing across the second year. By around 2 years, many children are starting to combine 2 to 3 words.

How many words should my toddler be saying?

By around 18 months, many toddlers may use up 20 words. By 2 years, around 50 words and simple word combinations are often used.

Should I wait and see?

Some children catch up, but if you are concerned, it is reasonable to seek advice. A speech pathologist can help identify whether support may be useful.

Can childcare educators help with late talking?

Yes. Educators can support early communication by using short simple sentences, modelling words, offering choices and talking during play and routines.

Does Speech Moves offer telehealth?

Yes. Speech Moves offers online telehealth sessions, along with mobile and clinic-based options where suitable.

Ready to ask about speech therapy?

If you are concerned about your child’s talking, understanding or communication, Speech Moves can give you strategies to promote your child’s communication skills on a daily basis.

Contact Speech Moves to ask about speech therapy for late talkers across Stockton, Port Stephens, Newcastle and nearby areas.

 

Tricia Linstrom

Excessive Drooling in Toddlers & Young Children

Excessive Drooling in Toddlers & Young Children

by | Jun 2, 2020 | Resources

Why do some children drool excessively?

It is quite normal for children aged 6 -18 months to experience excessive saliva and drooling/dribbling, until oral-motor function is developed. Children aged 4 years and older who still experience drooling, may do so due to Cerebral Palsy, or other neurological impairments. A small group of children, with no other medical condition, may continue to drool up to the age of 6 years. The problem is not normally overproduction of saliva but inefficient voluntary swallowing. These children may not be aware of their dribbling, have difficulties with their sensory systems or oral motor control.

Why is saliva so important?

  •   Saliva lubricates the tongue and lips during speech
  •   Saliva lubricates food to assist with chewing and forming a bolus for swallowing
  •   Saliva cleanses the teeth and gums and assists with oral hygiene
  •   Saliva facilitates taste & regulates acidity in the oesophagus

Strategies to reduce excessive drooling:

  • Teach the concepts of ‘wet’ and ‘dry’.
  • Encourage your child to tap their lips and tell you if their lips are ‘wet’ or ‘dry’.
  • Teach your child to pat dry their lips or to swallow if lips are wet. You might need to model an exaggerated ‘slurpy’ sounding swallow to demonstrate.
  • Praise your child when their lips are ‘dry’ and when your child identifies ‘wet’ lips or chin and swallows.
  • Provide your child with a bib or towelling arm band (depending on the age of the child) to assist in patting lips and chin dry.
  • Play games with the lips to encourage lip closure.
  • Patterned bibs often hide drool more than plain coloured bibs.

    

It is important to refer children over 4 years of age who dribble excessively to a Speech Pathologist for a thorough investigation of oral motor skills.

Tricia Linstrom  

What is a Receptive Language Delay/Disorder?

What is a Receptive Language Delay/Disorder?

by | May 20, 2020 | Resources

What is Receptive Language?

Receptive language is the ability to understand words and language. It involves gaining information from and understanding the environment, including understanding sounds, visual information, words and instructions.

In young children, receptive language involves understanding concepts such as colour, size, shape, time and grammar.

What is a receptive language delay/disorder?

A receptive language delay/disorder is a learning disorder that affects a child’s ability to understand spoken words and/or expressive language. A receptive language delay can lead to difficulties communicating with others and often presents as academic problems in school age children.

What do receptive language difficulties look like in children?

If your child is experiencing receptive language difficulties they may:

  • be unable to follow directions that other children their age can
  • not answer questions appropriately
  • have difficulty attending & listening to stories
  • not pay attention when sitting in a group
  • respond to questions by repeating what has been said
  • struggle with literacy at school
  • present with behaviour problems

How can I help my child improve their receptive language skills?

  • Use visuals such as pictures or signs to help with understanding.
  • Try to be face to face when talking to your child.
  • Play games, read books, describe what’s happened, sing songs with your child.
  • Limit background noise (turn off the TV), when engaging with your child to limit distractions.
  • Use simple sentences when talking to your child.
  • Be specific with instructions eg. do X then do Y.
  • Observe & engage your child in play & describe what they are doing (your driving the big red truck).

  

Activities that can help to develop receptive language skills

  • Teach your child a new word everyday – it can be from a book you have read. 
  • Demonstrate & explain new concepts – big /little /fast /slow /under /over.
  • Use dramatic play activities (dress ups, cooking, hospitals) to develop oral and receptive language.
  • Play “Simon Says” – practice giving and following directions, gradually add to the length of the command.
  • Read books to your child everyday – label the pictures, take turns asking questions, try to guess what will happen next
  • Label items in the environment (when driving, gardening, shopping) to expand vocabulary skills.

   

If your child has difficulties understanding words and following directions, it is recommended they see a Speech Pathologist.

If you have concerns about your child’s receptive language skills, Speech Moves can conduct a comprehensive assessment identifying strengths, weaknesses & goals for intervention if needed.

Contact us today to start your speech pathology journey.

    

Tricia Linstrom

Certified Practicing Speech Pathologist

Speech Sound Development

Speech Sound Development

by | May 17, 2020 | Resources

Speech Sound Developmental Norms

0 – 3 years:   /m/, /n/, /h/, /p/

2 – 4 years:   /f/, /k/, /g/, /d/, “y”

2 – 8 years:   /w/, /b/, /t/

3 – 4 years:   /s/, /t/

3 – 6 years:   /l/

3 – 8 years:   /ch/, /sh/, “j”

4 – 7 years:   /v/, voiceless “th”

4 – 7 years:   /z/, “zh”, voiced “th”

Although all children develop at different rates, this is the average age that 75% of children achieve accurate speech sound production of specific sounds.

In Australian English, sounds are grouped together based on their place, manner, and voicing.

  1. Place of articulation – where the sound is made?
  2. Manner of articulation – howthe sound is made?
  3. Voicing – is the sound voiced or unvoiced?

Place

Place refers to where a sound is made in the mouth e.g. the ‘b’ sound is made with only the lips.

Manner 

Manner is the type of sound made. In Australian English, we have the following:

  • Plosives: (or ‘stops’)  /b/, /p’/, /t/, /d/, /k/ and /g/
  • Fricatives:                 /f/, /v/, “th”, /s/, /z/, /sh/, ‘“zh” and /h/
  • Affricates:                /ch/ and /j/
  • Nasals:                     /m/, /n/ and ‘ng’
  • Liquids:                    /l/ and /r/
  • Glides:                     ‘y’ and /w/

Voice

Voicing refers to whether the vocal folds vibrate (voiced sound) or not (voiceless sound) when making a sound.

When sounds are emerging, children’s speech production may include omissions (sun – ‘un’), substitutions (cat – ‘tat’) or inconsistent productions. 

Parents can facilitate speech sound development by exposing children to emerging sounds in games and books and naturally providing models when sound substitutions occur (p, p, pop). 

If your child’s speech/sound development is not following the typical developmental path, an assessment by a speech therapist may be needed. Our experienced clinicians are available to answer any questions you may have.

Tricia Linstrom CPSP MSPAA

Adapted from Shriberg’s Order of Speech-Sound Acquisition