When many people think of speech therapy, they picture a therapist helping a child pronounce sounds like “r” or “s.” While sound production is one part of communication, it’s only a small piece of what speech therapists support.
Speech and language are connected, but they are two different skills. Understanding the difference helps parents and teachers notice early signs of communication challenges and seek support when it’s needed.
Speech: How We Form Sounds and Words
Speech refers to the physical production of sounds.
It relies on coordinated movements of the lips, tongue, jaw, breath, and vocal cords.
A child may have a speech sound disorder if they:
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Substitute or leave out sounds (e.g., “tat” for “cat”)
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Speak unclearly or are difficult to understand
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Struggle with voice quality (hoarse, nasal, high-pitch, strained)
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Have disruptions in flow (e.g., stuttering)
Typical sound development follows a predictable pattern, and most sounds are usually mastered by around age 7 (McLeod & Crowe, 2018).
If a child continues to have unclear speech beyond this stage, a speech assessment can help.
Language: How We Use Words to Communicate Meaning
Language is what we say and how we understand what others say.
It includes:
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Receptive language: understanding words, instructions, and stories
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Expressive language: using words, grammar, and sentences to express ideas
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Social language (pragmatics): how we use language in conversation
A child may have a language delay or disorder if they:
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Struggle to follow instructions
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Have a limited vocabulary
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Use short or simple sentences for their age
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Find it difficult to explain thoughts, retell events, or ask questions
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Have trouble using language appropriately in social interactions
Strong language skills are essential for school learning, reading, play, and relationships (Owens, 2020).
Why Understanding the Difference Matters
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A child who mispronounces sounds but explains ideas well may have a speech delay.
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A child who speaks clearly but has trouble forming sentences may have a language delay.
Speech pathologists assess both areas to determine the most helpful support strategies (ASHA, 2024).
In simple terms:
Speech is the vehicle. Language is the message.
Children need both to communicate confidently.
When to Seek Support
If you are unsure whether a child is experiencing speech or language challenges, early assessment is always beneficial. Support can improve confidence, learning, and everyday communication.
Perth Speech Therapy: Unit `1 595 Canning Hwy Alfred Cove
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Is speech the same as language?
No. Speech is how we produce sounds, while language is how we use words and sentences to communicate meaning.
What are signs of a speech delay?
A child may have a speech delay if they:
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Are difficult to understand for their age
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Use incorrect or substituted sounds (e.g., “wabbit” for “rabbit”)
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Have a nasal, hoarse, or unusual voice quality
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Show stuttering or breaks in speech flow
What are signs of a language delay?
A child may have a language delay if they:
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Struggle to follow instructions
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Use fewer words than peers
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Speak in short or incomplete sentences
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Find it difficult to express ideas or tell stories
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Have trouble with conversation skills
Can a child have speech issues but not language issues?
Yes. A child may know exactly what they want to say but struggle to pronounce sounds clearly. This is a speech difficulty, not a language difficulty.
Can a child have language issues but not speech issues?
Yes. A child may pronounce words clearly but struggle to understand language or build sentences. This is a language difficulty.
When should I seek support from a speech pathologist?
It’s helpful to seek support if your child:
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Is difficult to understand after age 4
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Uses fewer words than expected for their age
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Does not follow instructions well
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Struggles to form sentences or express ideas
Can therapy help improve speech and language skills?
Yes. With the right strategies and regular practice, children often make strong progress in clarity, confidence, communication, and learning.
References
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American Speech-Language-Hearing Association. (2024). Speech and language disorders and diseases. https://www.asha.org/public/speech/disorders/
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McLeod, S., & Crowe, K. (2018). Children’s consonant acquisition in 27 languages. American Journal of Speech-Language Pathology, 27(4), 1546–1571.
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Owens, R. E. (2020). Language development: An introduction (10th ed.). Pearson.