Most children's speech sound development follows a typical pattern. It is normal for children to replace some of the more difficult sounds with sounds which are easier to say (e.g. saying 'tar' for 'car' or 'poon' for 'spoon').

However, some children's speech sounds may develop more slowly or in an unusual way (e.g. saying ‘har’ for ‘car’ or ‘oo’ for ‘spoon’, or ‘ay-ee’ for ‘baby’). These children may need extra help to develop their speech sounds.

Phonological awareness (also known as speech sound awareness) is an essential part of speech sound development, reading and spelling. Phonological awareness is the ability to: identify syllables in words, identify and generate rhyming words, identify individual sounds in words, blend sounds to make words.

Universal Strategies

• React to what the pupil says, not how they say it.
• Repeat back what the pupil has said, using the correct sounds.
• Do not place any pressure on the pupil to copy you.
• If you are finding it difficult to understand, you could take on the blame by saying ‘my ears aren’t working today…can you show me?’
• It may help to ask questions that help give you clues about what the child is saying. For example ‘who are you telling me about?’ or ‘where did it happen?’.