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Phonemic awareness example routine (blending focus)

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Phonemic awareness example routine (blending focus)

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Remember, for older students, we do want to adjust this. But, you can use this as a way of thinking about the types of tasks that can support phonemic awareness.

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Phonemic awareness examples across each skill

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Phonemic awareness examples across each skill

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Pronunciation video by the Atlanta Speech School

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Pronunciation video by the Atlanta Speech School

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< Back to Child Development Charts
Articulation is the production and clarity of how speech sounds are produced. These typically occur in a sequential process as outlined below.

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Age Developmental milestones
Common errors
Possible implications if milestones not achieved

0-6 months

The baby makes cooing sounds (e.g. 'oo', 'ee', 'ah'), turns towards sounds and gives eye contact when they hear an adult speaking or making sounds

Can affect social interaction with parents

Can affect oral muscle tone (i.e. of the tongue, cheeks, lips)

6-12 months

At 6 months the baby starts
to babble and repeat sounds (e.g. 'mamama')

Can affect social interaction with parents

Can affect oral muscle tone (i.e. of the tongue,
cheeks, lips)

Can affect the child's ability to sequence sounds together

1-2 years

The child is able to say
the following sounds in words- /p/, /b/, /m/, /n/, /t/, /d/

The child is able to say
the following sounds in words - /p/, /b/, /m/, /n/, /t/, /d/

Final consonant deletion- The ends of words are often missed out (e.g. "tap" = 'ta')

Palatal Fronting- This is where the tongue is moved forward in the mouth so the 'sh' sound becomes a /s/ sound

Weak Syllable Deletion- This is where non-stressed syllables are deleted from words (e.g. "elephant" becomes 'ephant')

Assimilation- The pronunciation of the whole word is influenced by the presence of a particular sound in the word (e.g. "dog" become 'gog')

Consonant Cluster Reduction- This is where clusters of consonants in words are reduced by one or more consonants (e.g. 'brick' becomes 'bick', "clown" becomes 'cown')

De-affrication- This is where the affricate sounds 'sh', 'ch' and 'j' are replaced with fricative sounds ('sh', /s/, /z/ or ??') or the /t/ or /d/ sound

Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the 'y' sound

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Frustration due to not being understood

Can affect fluency and clarity of speech

Difficulties being understood by others

2-3 years

The child is able to say the following sounds in words- /p/, /b/, /m/, /n/, /t/, /d/

The child is able to say the following sounds in words - /p/, /b/, /m/, /n/, /t/, /d/

Final consonant deletion- The ends of words are often missed out (e.g. "tap" = 'ta')

Palatal Fronting- This is where the tongue is moved forward in the mouth so the 'sh' sound becomes a /s/ sound

Weak Syllable Deletion- This is where non-stressed syllables are deleted from words (e.g. "elephant" becomes 'ephant')

Assimilation- The pronunciation of the whole word is influenced by the presence of a particular sound in the word (e.g. "dog" become 'gog')

Consonant Cluster Reduction- This is where clusters of consonants in words are reduced by one or more consonants (e.g. 'brick' becomes 'bick', "clown" becomes 'cown')

De-affrication- This is where the affricate sounds 'sh', 'ch' and 'j' are replaced with fricative sounds ('sh', /s/, /z/ or ??') or the /t/ or /d/ sound

Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the 'y' sound

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Frustration due to not being understood

Can affect fluency and clarity of speech

Difficulties being understood by others

3-4 years

The child is able to say the following sounds in words - /p/, /b/, /m/, /n/, /t/, /d/, /k/, /g/, /f/, /s/, /y/, /h/

Speech may be unclear to adults who don't know the child well

Weak Syllable Deletion: This is where non-stressed syllables are deleted from words (e.g. "elephant" becomes 'ephant')

Assimilation- The pronunciation of the whole word is influenced by the presence of a particular sound in the word (e.g. "dog" become 'gog')

De-affrication- This is where the affricate sounds 'sh', 'ch' and 'j' are replaced with fricative sounds ('sh', /s/, /z/ or ??') or the /t/ or /d/ sound

Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the 'y' sound

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Difficulties with socialisation

Can affect fluency and clarity of speech

Difficulties being understood by others

Can affect expressive language development (e.g. leaving sounds off the end of words affecting verbal grammar)

4-5 years

The child is able to say
the following sounds in words - /p/, /b/, /m/, /n/, /t/, /d/, /k/, /g/, /f/,
/s/, /y/, /h/, 'sh', 'ch', 'j', /z/, /l/, /v/

De-affrication- This is where the affricate sounds 'sh', 'ch' and 'j' are replaced with fricative sounds ('sh', /s/, /z/ or ??')
or the /t/ or /d/ sound

Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the 'y' sound

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Difficulties with socialisation

Can affect fluency and clarity of speech

Difficulties being understood by others

Can affect expressive language development (e.g. leaving sounds off the end of words affecting verbal grammar)

5-6 years

Speech should be mostly
clear and easy to understand, but some immaturities may still be noted(e.g. with 'r' and 'th' sounds)

Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the 'y' sound.

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Difficulties with socialisation

Can affect fluency and clarity of speech

Difficulties with spelling due to articulation errors

Difficulties with socialisation

Can affect expressive language development (e.g. leaving sounds off the end of words affecting verbal grammar)

6-7 years

The voiceless 'th' sound (as in 'thank you') is replaced with a /f/ sound

The voiced 'th' sound (as in 'with') is replaced with a /v/ sound

Difficulties with socialisation

Difficulties with spelling due to articulation errors

Can affect expressive language development (e.g. leaving sounds off the end of words affecting verbal grammar)

7-8 years

The child is able to say all of the speech sounds in words with no noticeable errors

Difficulties with socialisation

Difficulties with spelling due to articulation errors

Can affect expressive language development (e.g. leaving sounds off the end of words affecting verbal grammar)

This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.

The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, kindergarten and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional A ustralian Curriculum, Assessment and Reporting Authority ( ACARA) requirements that are not always congruent with standardised research.

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Speech Sounds Development Chart - Kid Sense Child Development

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Back to Child Development Charts Articulation is the production and clarity of how speech sounds are produced. These typically occur in a sequential process as outlined below. Note: Each stage of development assumes that the preceding stages have been successfully achieved. How to use this chart: Review the skills demonstrated by the child up to their current ...