Stuttering in childhood is a common communication difficulty that may develop between the ages of two and five and affects the fluency and flow of speech.

It can present in different ways but often involves repeating words or parts of words, stretching out sounds or struggling to get words out.

Speech pathologists are trained to identify the difference between dysfluency that can occur in typical development and a stutter which requires early help for best outcomes.

Literacy by simple definition includes the ability to read, write and spell. 

There are six key components for evidence-based reading instruction, including:

• sound (phonemic) awareness

• phonics (letter-sound correspondence)

• reading fluency

• vocabulary

• oral language

• language comprehension

It can be a common source of confusion for families to be told your child needs speech therapy when they speak perfectly well! Often we see children who do speak well but may struggle to interact with or talk to others.

This may be due to a social skill difficulty, which is an area speech pathologists can assist with. Much of our communication happens non-verbally, that is, without words, but rather with facial expressions, eye contact, body language, gestures and more. 

We can also help children to develop play skills, in particular imaginative play skills, which are closely linked to language development and social skills.

When we talk about language, we refer to the ability to understand others’ words as well as the ability to use words oneself.

Language usually develops in a fairly consistent sequence as a child grows and develops.

Speech pathologists are trained to assess and develop a child’s language across a number of areas, including:

• following instructions

• concept knowledge

• using words (vocabulary)

• forming sentences, and

• using correct grammar