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The free toolkit below details communication skills that parents should expect to see in their child by age and tips for how to support children's development through daily reading. The toolkit was developed by the American Speech-Language-Hearing Association (ASHA) and Read Aloud 15 MINUTES.

Download each handout by age below. All handouts are available in English and Spanish.
Note about communication development: Children develop at their own pace. These flyers show the average ages when most children have developed these skills. Your child might not have all skills until the end of the age range.

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Communicating With Baby: Tips and Milestones From Birth to Age 5

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The Identify the Signs campaign aims to educate the public about the warning signs of communication disorders. Speech, language, and hearing disorders are treatable and early detection is a major contributor to speedier recoveries, shortened treatment periods, and reduced costs for individuals and society alike.

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Signs of common speech and language disorders in adults and in children from birth to 4 years of age, an important stage in early detection of communication disorders.

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Children: Signs of a Language Disorder

Does not smile or interact with others (birth and older)

Does not babble (4-6 months)

Makes only a few sounds or gestures, like reaching (7-9 months)

Does not understand what others say (10 months - 2 years)

Says only a few words (19 months - 2 years)

Does not put words together to make sentences (19 months - 3 years)

Speaks using words that are not easily understood by others (3-4 years)

Has trouble with early reading skills, like pretending to read or finding the front of a book (4-5 years)

What Parents/Caregivers Can Do

Listen and respond to your child.

Talk, read, and play with your child.

Talk with your child in the language you are most comfortable using.

Know that it is good to teach your child to speak a second language.

Talk about what you are doing and what your child is doing.

Use a lot of different words with your child.

Use longer sentences as your child gets older.

Have your child play with other children.

Children: Signs of a Speech Sound Disorder

What Parents/Caregivers Can Do

Say the sounds correctly when you talk-and know that it is okay if your child makes some mistakes with sounds.

Avoid correcting your child's speech sounds-it is more important to let your child keep talking.

Children: Signs of Stuttering (Disfluency)

Repeats first sounds of words-"b-b-b-ball" for "ball"

Stretches sounds out-"ffffff-farm" for "farm"

Shows frustration when trying to get words out

What Parents/Caregivers Can Do

Give your child time to talk.

Avoid interrupting, stopping, or telling your child to slow down while they are speaking.

See an ASHA-certified speech-language pathologist (SLP) if you are concerned.

Children: Signs of a Voice Disorder

Loss of voice

Uses a hoarse or breathy voice

Speaks with strain and effort

What Parents/Caregivers Can Do

See a doctor if your child sounds hoarse or breathy.

Tell your child to avoid shouting and screaming.

Make sure that your child drinks water throughout the day.

Include quiet time/voice rest during the day.

Adults: Signs of Speech and Language Disorders
Note: If you or someone you know are experiencing any of these signs, especially for the first time, seek out the services of your medical provider and an ASHA-certified speech-language pathologist.

Has problems saying sounds correctly

Uses slurred or slowed rate of speech

Has problems coordinating mouth or speech movements

Has difficulty imitating speech sounds

Struggles to get out sounds or words

Repeats sounds, words, or parts of words

Experiences changes in voice (e.g., hoarse, raspy, breathy, nasal, or low-volume voice)

Has trouble thinking of the words they want to say

Has problems expressing what they want or need

Speaks in short, fragmented phrases

Says words in the wrong order

Has trouble following directions or conversations

Has difficulty understanding what others say

Has new trouble reading, writing, spelling, or using numbers

What Communication Partners Can Do

Give the person time to communicate (rather than guessing or trying to finish their sentences).

Focus on understanding a person's message rather than stopping conversation to correct a word or pronunciation.

Ask the person or their care partner how they best communicate.

Ask the person if they want help communicating before giving that help.

Use other forms of communication when needed (e.g., gestures, pen and paper, text to talk, augmentative and alternative communication devices).

Let the person know when you have trouble understanding them. Avoid pretending to understand.

If you still don't understand, ask yes or no questions. Or ask them to point or write/draw.

Talk in quiet areas with no distractions.

Keep information short and simple but adult. Don't "talk down" to the person.

Break down directions into small steps. Repeat directions or key information as needed.

Using written words or pictures to help. For example, post pictures or write down the steps for how to prepare a simple meal.

Give choices instead of asking an open-ended question. For example, "Do you want coffee or juice?" instead of "What do you want to drink?"

Pause to let the other person think about what you've said.

Check with the person to make sure that they understand you.

Keep your voice at a normal level. You do not need to speak louder unless the person asks you to.

Help the person seek out the services of an ASHA-certified speech-language pathologist.

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Signs of Speech and Language Disorders - Identify The Signs

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Know the Signs of Speech and Language Disorders Signs of common speech and language disorders in adults and in children from birth to 4 years of age, an important stage in early detection of communication disorders. Children: Signs of a Language Disorder Does not smile or interact with others (birth and older) Does not babble...

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Seeds of Partnership - Preschool Planning Tool

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The Preschool Planning Tool provides early childhood general and special education teachers and administrators with ideas for teaching strategies, potential educational goals, and possible assistive technology supports that relate to competencies identified in three Domains of the California Preschool Learning Foundations Volume 1. (California Department of Education (CDE), 2008.