If your child is struggling to be understood at preschool, finding it hard to follow classroom instructions, or having a tougher time than peers with early reading, you are not alone. Communication difficulties affect more children than most parents realise. The good news is that Speech Pathologists can identify what is getting in the way and work with you on what helps.
01 . Why it matters
Communication shapes how children learn at school
Speech and language are the engines of classroom learning. When a child can follow instructions, ask questions, and put their ideas into words, they can take part in lessons, play with peers, and show what they know on assessments. When any of those skills is delayed, the gap shows up quickly.
A population study of more than seven thousand children in their first year of school found that around one in thirteen (about seven and a half per cent) met criteria for a Developmental Language Disorder, the most common type of language difficulty that is not better explained by another condition (Norbury and colleagues, 2016). In a class of thirty, that is on average about two children with significant unmet language needs.
The evidence base also shows that oral language is closely tied to literacy development. Children who enter school with weaker oral language skills tend to find reading and writing harder, because reading is built on the same language system used for talking and listening (Snow, 2016). This is why early identification matters: the gap between a child with strong language and one with delayed language tends to widen across the primary years, not close on its own.
02 . What parents notice
Signs parents and teachers often pick up first
Parents and teachers are usually the first to notice that something is harder for a particular child than for their peers. The pattern varies, but a few common signs come up again and again.
At home, parents often notice that their child has trouble following two-step instructions, gets frustrated when they cannot get their point across, uses shorter sentences than other children the same age, or asks fewer questions than expected. Some children are hard to understand even by people who know them well, while others speak clearly but cannot quite hold a back-and-forth conversation.
At preschool or school, teachers may flag that a child finds it hard to follow class instructions without watching peers first, struggles to retell a story or describe what they did on the weekend, has difficulty with phonics activities, or is quieter in group discussions than expected for their age. Reports of “switching off” or “not listening” sometimes turn out to be unrecognised language difficulty.
If two or more of these signs are showing up regularly, an assessment is the right next step. Concerns from a teacher and concerns from a parent together carry real weight, even when a child has not been formally referred yet.
03 . Sounds and language
Speech sounds and language are not the same thing
A common point of confusion for parents is the difference between speech sounds and language. Both sit under the umbrella of communication, but they are different skills and they are assessed and supported differently.
Speech sounds are how clearly a child produces the sounds of English (or any other home language). A child with a speech sound difficulty might say “tat” for “cat”, “wabbit” for “rabbit”, or leave the ends off words. Some patterns are typical at certain ages and resolve on their own. Others are signs that targeted support will help.
Language is how a child understands and uses words to share meaning. Receptive language is the ability to understand what others say. Expressive language is the ability to put thoughts into words. A child with a language difficulty might understand less than expected, use shorter or less varied sentences, or have a hard time finding the right word.
Both areas matter for early literacy, but they matter in different ways. Reading and spelling depend on a child being able to break words into individual sounds (phonological awareness), connect those sounds to letters, and understand the meaning of what they read. Difficulty with speech sounds can affect the first two of those steps. Difficulty with language can affect comprehension and writing.
A Speech Pathology assessment can distinguish between the two, and many children benefit from support in both areas at the same time. See our post on speech and language development for the typical milestones, and our post on the importance of literacy development for how oral language feeds reading.
When a child cannot connect sounds to letters, reading and writing become harder than they need to be.
04 . The assessment
What a Speech Pathology assessment actually looks like
A first Speech Pathology assessment for a school-age child usually takes one to two appointments. The aim is to build a picture of what your child can do, where the difficulties are, and what kind of support will help.
The Speech Pathologist will gather background information from you about your child’s development, their preschool or school context, any concerns from teachers, and what you have noticed at home. They will then use a mix of standardised assessment tasks (for example, picture-naming tasks, sentence-repetition tasks, and structured conversation) and observation during play or shared activities. For school-age children, an assessment of phonological awareness and early literacy is often included.
After the assessment, the Speech Pathologist will explain what they found, what it means in plain language, and what would help. This usually includes a written report, a discussion of goals with you, and a plan for sessions if support is recommended. The plan might involve direct sessions with your child, home practice activities, and information sharing with your child’s teacher with your consent.
Sessions are typically weekly or fortnightly to begin with, and most progress is built in the home and classroom, not just in the session room. Practical home practice between appointments is one of the strongest contributors to progress. See our guide to speech pathology home practice for what this can look like week to week.
05 . Next steps
How to access Speech Pathology support
You do not need a referral to see a Speech Pathologist privately. Many families self-refer after a teacher or GP raises concerns. There are several funding pathways depending on your situation.
- Private (out-of-pocket or private health rebate). You can book an appointment directly. Many private health funds offer a rebate for Speech Pathology under extras cover. Check your level of cover before booking if rebates matter to you.
- Medicare (GP Chronic Condition Management Plan). If your child has a chronic or complex condition, your GP may write a Chronic Condition Management Plan that covers up to five allied health sessions in a calendar year, with a Medicare rebate per session. The remainder is paid out of pocket.
- NDIS. Children with a diagnosed developmental disability or who meet the early childhood approach criteria can receive Speech Pathology funded under the NDIS. The path through the NDIS varies depending on the child’s age and circumstances.
- Through school. Some schools have visiting Speech Pathologists or run small-group programs. Talk to the school’s learning support coordinator if you are not sure what is available.
If you are not sure which pathway fits, the first appointment is the best place to map it out. The Speech Pathologist can help you understand what funding may apply once they have assessed your child.
Further reading
If you want to understand specific aspects of children’s communication in more detail, these guides may help:
- Speech and language development. The typical milestones for both areas, birth to school age.
- The importance of literacy development. How oral language feeds reading and writing.
- Speech Pathology home practice. What home practice between sessions can look like week to week.
