Phonological Processes That Typically Resolve by Age 3
As a Speech-Language Pathologist, one of the most common concerns I hear from parents is, “Should my child still be talking like this at age three?” If your child is using simplified versions of words—like saying “nana” for “banana” or “tuck” for “truck”—they might be using phonological processes, which are typical patterns that young children use to make speech easier. These processes are part of normal language development, but certain ones should begin to fade out by the time a child turns three. If they persist beyond that, it could be a sign that your child might benefit from speech therapy to support clearer communication.
What Are Phonological Processes?
Phonological processes are rules kids use to simplify speech when their speech systems are still developing. Some common ones that should resolve by age three include:
Unstressed syllable deletion: saying mato for tomato
Final consonant deletion: saying ski for skate
Diminutization: adding an -ee sound like bookie for book
Velar fronting: saying doat for goat
Consonant assimilation: saying beb for bed
Reduplication: repeating syllables, like wawa for water
Prevocalic voicing: saying big for pick
These patterns are normal in toddlers, but when they stick around after age three, they can interfere with your child’s ability to be understood and may signal a delay in phonological development.
Why It Matters
When phonological processes don’t fade on time, it can lead to reduced speech intelligibility. That means your child may be harder to understand—not just by unfamiliar listeners but even by close family members. Over time, this can affect their confidence, social interactions, and early literacy development. For example, a child who consistently deletes final sounds might say mi for milk, pea for peach, or ra for rock, making it hard to distinguish between words. Catching these delays early allows for timely intervention, which can make a huge difference in a child’s language development and school readiness.
#1: Model the Correct Word Gently
When your child says “mato”, repeat back “Yes, tomato!”—emphasizing the part they missed without correcting them directly. This is called recasting, and it’s a great way to help your child hear the correct version without pressure. If they say “doat”, you can say, “Right, that’s a goat!” Be enthusiastic and keep it playful. Repetition is key here—they may need to hear the correct model dozens of times before trying it themselves.
#2: Use Visual Cues and Tactile Support
Some children respond really well to visual or tactile cues. Try placing your hand on your throat when modeling voiced sounds like /b/ in “ball”, and encourage them to feel the vibration. For final consonants, show them with hand gestures—like a hand clap or snapping fingers to mark the end of a word. You can also use toys or picture cards to slow things down. For example, show a picture of a hat and a ham, and ask, “Which one is ham? Let’s say it together—ham.” This helps them isolate and understand those important ending sounds.
#3: Make Practice Fun and Part of Play
You don’t need flashcards to work on phonology—just incorporate speech practice into everyday routines. During snack time, practice words like chip, grape, or cheese. Emphasize final sounds: “Here’s a chip. Let’s say it—chip-p-p.” While playing with blocks or cars, you can model sound-rich words like tap, bug, or duck. Keep your tone animated, use repetition, and make it feel like a game. If you’re unsure what sounds to target or how to model them, working with a speech therapist can give you clarity and tools that are right for your child’s needs.
If your child is over three and still regularly using these phonological processes, it’s worth getting a speech-language evaluation. With the right strategies and early support, most kids make incredible progress. At home, your gentle, consistent encouragement can go a long way in boosting both their speech clarity and their confidence.
