Speech & Language Therapy

Speech Therapy Terms Explained:

1. Articulation & Phonology (Speech Sounds)

In short: How clearly a child produces speech sounds so others can understand them.

• What it is: Articulation refers to the physical movements of the mouth, tongue, lips, and teeth to produce specific sounds (like making the "r", "s", or "th" sounds). Phonology involves the rule-based patterns of sounds in language.

• What it looks like in school:

  • Substituting sounds (e.g., saying "wabbit" for "rabbit" or "thun" for "sun").

  • Leaving out sounds in words (e.g., saying "nana" for "banana" or "ca" for "cat").

  • Frustration when listeners (teachers, peers, relatives) frequently ask them to repeat themselves.

2. Language (Expressive & Receptive)

In short: How a child understands information (receptive) and shares their own thoughts (expressive).

• What it is: Language is the code we use to communicate ideas. It splits into two main areas:

  • Receptive Language: Understanding spoken or written words, following directions, and answering questions correctly.

  • Expressive Language: Putting thoughts into words, using correct grammar, building vocabulary, and forming full sentences.

• What it looks like in school:

  • Difficulty following multi-step directions in the classroom (e.g., "Get your binder, turn to page 5, and get out a pencil").

  • Trouble retelling a story in the correct sequence (beginning, middle, and end). 

3. Augmentative & Alternative Communication (AAC):

• What it is: Augmentative and Alternative Communication (AAC) encompasses all the ways a person communicates besides spoken speech. In an elementary school setting, AAC gives children who are non-verbal, minimally verbal, or difficult to understand a reliable voice so they can participate fully in class, make friends, and express their needs. Tools, devices, and strategies that supplement or replace spoken language for children who struggle to speak verbally or are non-speaking.

• What it looks like in school: Everything from high-tech speech-generating devices (like iPad communication apps) to low-tech options like core boards

4. Fluency (Stuttering)

In short: The smooth flow, rhythm, and speed of speech.

• What it is: Fluency refers to how naturally speech flows. Disfluencies (stuttering) occur when the forward flow of speech is interrupted by repetitions, prolongations, or blocks.

• What it looks like in school:

  • Repetitions: Repeating sounds or words (e.g., "b-b-b-ball" or "I want-I want-I want that").

  • Prolongations: Stretching out a sound (e.g., "Ssssssssam is here").

  • Blocks: Getting "stuck" on a word where no sound comes out at all.

  • Secondary behaviors: Physical tension, blinking, or tapping a foot while trying to get words out, or avoiding speaking in class due to anxiety.

5. Social Communication (Pragmatics)

In short: The unwritten social rules of how we speak and interact with others.

• What it is: Social communication (or pragmatics) is using language appropriately in social contexts—knowing what to say, how to say it, and when to say it depending on who you are talking to.

• What it looks like in school:

  • Difficulty initiating or joining group conversations and play during recess or group projects.

  • Trouble taking turns in a conversation or sticking to the topic.

  • Difficulty reading social cues, body language, facial expressions, or understanding tone of voice (e.g., recognizing when a peer is upset or bored).

6. Voice 

In short: How speech sounds (vocal quality) 

• • What it is: The pitch, loudness, and quality of a child's voice.

  • What it looks like in school: Constant hoarseness, speech that is excessively nasal or lacks volume, or vocal fatigue after reading aloud.