Signs & Symptoms

Articulation

Is your child saying 'wabbit' for 'rabbit'?

Some children have trouble speaking clearly. Clinically, we say that children with these challenges have a problem with speech articulation.

When articulation is an issue, family members and friends may say that the child ‘sounds so cute!’ One sign that your child may have a problem articulating sounds and speaking clearly is that people may say your child sounds like a cute cartoon character.

It may sometimes sound like the child is saying words that don’t exist in your language. Perhaps your child talks in a way that others don’t understand. Your child may seem to be using baby-talk long after his or her toddler years are over.

You may notice your child struggling to form sounds with his lips or to move his tongue appropriately. It may be that your child has to stop and try to figure out how to say a word and then may change the word to one that is easier to say.

Your child’s speech might sound “sloppy” or lazy when tired. In that case, you notice may notice his or speech getting worse at the end of a long day.

It may be that your child is constantly having people ask,

“Wait..what?” 

When a child doesn’t correctly articulate sounds or clearly pronounce them, his speech is difficult to understand. The child may substitute one sound for another. He may use ‘w’ for ‘r,’ for example.

Alternately, he may omit one or more sounds. For example, he might say, “sool” for “school.” This problem may cause others to misunderstand what he is trying to say. Or, perhaps people do figure out what your child is saying, but it takes an inordinate amount of repetition and clarification. It may be that the listener is doing a lot of guess-work to figure out what your child means to say.

Your child may have to repeat what he says often. He may demonstrate frustration and may not speak at all in certain situations. He may use a different word to make his point, instead of using the precise word he wanted to use to convey the message.  His teacher might notice kids ask him to repeat in class, or he may say that other kids ask him to repeat often or misunderstand what he says.

The teacher may notice that your child avoids speaking in class, answering questions or giving presentations. People may say she has an accent or ask if she speaks another language.

The older the child is, the harder it may be for him to make corrections or to copy when you try to model the correct pronunciation of sounds. He may think it is too difficult to change his speech and may cry when speech is discussed.

You may find a sibling speaking for her, or you may talk for her even without realizing it. When your child is learning how to read and you notice that the words he is reading are not being pronounced correctly, you may have concern.

When your older child reads aloud independently but is very difficult to understand conversationally at school and at home, you may worry. Challenges may be related to clarity, speed, volume or articulation. Any of these aspects can make language hard to understand.

What do challenges with Articulation look like?

  • Saying ‘W’ for ‘R’?
  • Saying, ‘wowuld’ for ‘world’?
  • Saying ‘gowul’ for ‘girl’?
  • Saying, ‘Kewee’ for ‘Kelly’?
  • Saying, ‘Dis’ for ‘this’?
  • Speaking in a way that is hard to understand?
  • Hearing people say they don’t understand him or her?
  • Having to say something a few times before being understood?

Why is Articulation happening?

Articulation is a term that refers to speech clarity. It can be measured by listening to an individual talk, and asking yourself, “Do I know I understand this?” A common articulation error is a young child saying “fwee” for “three.” Individuals with poor articulation may make sound substitutions (like “w” for “r” or “f” for “th”) or drop the beginning or end of a word (fish = “fi” or “sh”). You may notice sound substitutions, such as “w” for “r.” Sound omissions may occur if a sound or cluster of sounds is left out completely, such as “nana” for “banana.” A sound may be substituted or left out completely, such as “bwack” for black. The net result is that the child is very hard to understand. Articulation issues are amenable to intervention in speech therapy. These skills are very important to treat as challenges here can have a significant impact on an individual’s self-esteem and confidence socially and academically.

How can I manage Articulation at home?

The light at the end of the tunnel is that most speech articulation issues are treatable. Early intervention often brings about great improvement or total remediation of these issues.

With therapy, certain strategies can be put into place to help change sound formation while also working on changing the patterns in the brain to improve articulation. As parents, you can talk to your child’s teacher, pediatrician, and a speech language pathologist. You can refer to trusted and professional websites, such as the American Speech and Language Hearing Association.

Determine with a professional if an observation or evaluation might be warranted. If your child is having difficulty correctly producing sounds after the age of 3 years, it is best to get some professional advice. Some kids quickly learn correct speech intelligibility, but others need intervention, and the earlier, the better is true for these interventions.

If you find that your child can imitate you, and you notice that she can correct her errors, you have a good indication that therapy will help. Sometimes, treatment can be informal, and a parent can introduce a home program with guidance from a professional. If problems persist, a formal approach with a Speech-Language Pathologist should be implemented.

How can Clear Child Psychology help with Articulation?

If your child is struggling with this symptom to the point that it is getting in the way of his or her learning, relationships, or happiness, it’s time to seek professional help.

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Once we understand your child’s needs, we will help families get connected to the right specialists. No more guesswork, no more wasted time and resources.

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