Speech and Language Early Intervention | Hudsonville Early Childhood Center

Hudsonville Public Schools offers students who qualify direct speech therapy services based on individual student needs. The program also provides evaluations, home visits, and parent education for children.

Ages: 3 – 5 yrs

Helpful Hints on Speech and Language Development of 2-3 Year Olds

What should my child’s talking sound like?

Says “hi” and “bye” in response to adults
Imitates single words
Asks “what’s that?”
Says “no” to reject
Says consonant vowel (at) and consonant vowel consonant combinations (hat)
Beginning to consistently say /p, b, n, m, t, d, h, w/ but may continue to omit final consonant sounds, substitute sounds, or reduce blends (“poon” for spoon)
Combines 2 words or more
Names objects in your everyday life

What should my child’s comprehension be like?

Identifies 5-10 body parts and clothing items
Understands spatial concepts (in, off, out, of, under) and verbs (eating, sleeping)
Understands “what’s that” and “where” questions within the immediate environment
Follows simple commands
Understands “yes/no” questions
Identifies an object by its function (point to what you wear)
Matches 4 colors
Understands simple descriptives (wet, cold)

Helpful Hints on Speech and Language Development of 4 Year Olds

What should my child’s talking sound like?

Combines at least 4 words in a sentence
Intelligible speech with some developmental sound errors remaining
Uses more complex vocabulary including: would/could, if/so/because
Uses a variety of verb forms: present, past (regular and irregular), future

What should my child’s comprehension be like?

Understands qualitative concepts (long, short, tall)
Identifies simple shapes and follows directions with location concepts (front/back, beside)
Understands “wh” questions (who, what, when, where, why)
Understands function questions (What do we do with?)
Sorts objects into categories and understands time concepts (day/night)
Compares objects based on qualitative concepts (longest, pointed, thin)
Understands and uses irregular plurals (sheep)

Helpful Hints on Speech and Language Development of 5 Year Olds

What should my child’s talking sound like?

Mastery of speech sounds is typical with the exception of: th, ch, sh, r, s, z, j
Formulates meaningful words and sentences and states similarities and differences between objects
Uses all pronouns (I, she, him) and provides personal data upon request (full name, age)
States location concepts: through, away, over
Asks many “why”, “what”, and “how” questions to gain information

What should my child’s comprehension be like?

Understands complex quantity concepts (half/whole, some/may, more/less)
Understands temporal concepts (first, second, last)
Understands time concepts (today, yesterday, tomorrow)
Understands opposite concepts and understands “what happens if…” questions
Understands comparatives and superlatives (heavy, heavier, heaviest)
Indicates complex body parts (wrist, forehead)
Understands passive voice (The boy was chased by the girl.)
Identifies what objects do not belong in a category

Speech Sound Development Profile

Speech Sound Development Profile

This is an example of a developmental chart which displays when a child acquires certain speech sounds. Individual differences may occur:

Early Eight

Sounds acquired around 3 years of age: p, b, m, n, w, h, d, y

Middle Eight

Sounds acquired around 3-4 years of age: t, k, g, ng, f, v, ch, j

Late Eight

Sounds acquired between 5 1/2 - 8 years of age: sh, th, s, z, l. r, zh

(Shriberg, 1993 and Lof, 2004 suggest a general progression in speech sound development.)

Please contact Joan Van Fossan, 616-797-0842, extension 19611 for more information.