Language assessment

Evaluation of oral language production takes into account the number of languages to evaluate; one language (English), two languages (English and French), etc.: 1-2 visits for every language.

Speech and Language Intervention

A speech and language intervention is a cycle of 10-12 therapy sessions whereupon a re-evaluation is carried out to assess the results and, if necessary, to update or determine new objectives for a subsequent cycle.

Individual Sessions

  • Primary evaluation of communicative development (under the age of 3)
  • Evaluation of children and adolescents (aged 3 to 17)
  • Intervention for any oral or written production disorders (absence or delay of speech, mispronunciation of sounds, syllables, words, phrases, stuttering, dyslexia, dysgraphia etc.)

Services to Adults

  • Development of correct French pronunciation (accent modification)
  • French lessons (beginners, continuing)

Evaluation Types

  • Evaluation of oral and written language
  • Evaluation of mental aspects of speech development (memory, attention, phonemic awareness)
  • The number of assessment sessions depends on type of evaluation (oral, written) and age of the child
  • The number of therapy sessions depends on the complexity of objectives of speech and language intervention

Group Speech Therapy Sessions

  • Development of articulation and respiration
  • Development of pronunciation
  • Development of thinking and memory
  • Speech development
  • Vocabulary enrichment
  • Reading and writing
  • Mathematics
  • Logic
  • Articulation motor skills
  • Art therapy

When should I seek advice?

When should I become concerned?
  • Someone in your family has pronunciation problems
  • Your child uttered their first word when older than 1 year
  • Your child speaks so fast you sometimes fail to understand him or her
  • Your child speaks so slow it sometimes starts to get on your nerves
  • Your child’s voice is too loud/ too low
  • Your child is unable to pronounce long words
  • Your child has difficulties with learning poems by heart
  • Your child reverses certain letters and numbers
  • Your child is 6 but no matter how hard you try you cannot make them memorize the letters
  • Your child makes grammar mistakes when speaking (for example, I chosed)
  • Your child cannot pronounce certain sounds
  • Your child is unable to retell a tale that you have read to him or her many times
  • People around you do not understand what your child says and ask to “translate” it
  • Your child stutters
  • Your child repeats a word 3-4 times when trying to express his or her ideas

Count the number of affirmative answers:

  • From 0 to 4: no reason to worry
  • From 5 to 9: seeing a speech-language pathologist is recommended
  • 10 and more: an immediate consultation of a speech-language pathologist is necessary!

You can monitor the timely appearance of certain sounds in your child’s speech, by referring to the following table showing the approximate timeframes of the conclusive mastering of vowels and consonants by children.

Approximate timeframes (by age)*

1-2 years: vowels (a, e, i, o), p (puppy), m (mommy), h (hi), n (no), w (window), b (baby)

2-3 years: k (cookie), g (go), d (daddy), f (fish), y (yes), t (turtle), ng (sing)

3-5 years: r (rabbit), l (lion), “a” (sun), sh (shoe), ch (chair), z (zoo)

5-6 years: j (jump), v (van), th (thumb), th (these), zh (treasure)

A delay in appearance of the sounds may mean that there are certain issues preventing your child from mastering the pronunciation of these sounds on their own. Pronunciation disorders, problems and defects necessitate professional speech and language intervention.

I also recommend diligent parents to seek advice of a speech-language pathologist at a very early age, simply in order to evaluate their child and to obtain a consultation on his speech development.

*From Templin, 1957; Wellman et al., 1931, In Sanders – Journal of Speech and Hearing Disoders, 1973.

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