[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-408719-105":59,"doc-detail-408719-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","speech-language-communication-child-development-expectations-and-school-guidance","Speech, Language & Communication - Child Development Expectations and School Guidance","","Speech, language and communication skills underpin children’s learning, and this resource defines key terms, explains differences between speech and language, and links both to literacy outcomes. It details how speech is produced and used in clear, fluent sentences with expression, and how phonological awareness supports reading, spelling and writing. It also outlines typical development milestones by age and provides expectations for speech and language in Reception, Key Stage 1, and Key Stage 2, supporting early identification of difficulties.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/speech-language-communication-child-development-expectations-and-school-guidance/408719/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/speech-language-communication-child-development-expectations-and-school-guidance/408719.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does this resource define speech and language for children?","Question",{"text":112,"@type":113},"Speech is described as making and saying sounds accurately, placing sounds to form words, speaking clearly and fluently, and using expression such as volume, pitch, and intonation. Language is defined as both talking and understanding, governed by rules for making/changing words, meanings, and sentence structure.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are speech and phonological awareness important for literacy?",{"text":117,"@type":113},"The resource states that speech skills underpin phonics, which are critical for reading. It also explains that phonological awareness—such as letter-sound knowledge, blending, breaking words into sounds or syllables, and rhyming—forms vital foundations for learning to read, spell, and write.",{"name":119,"@type":110,"acceptedAnswer":120},"What are typical speech expectations at different ages?",{"text":121,"@type":113},"By age three, many children are expected to have acquired sounds such as m, b, p, h, and w. By four, 90% are expected to have acquired sounds like k, g, t, d, n, f, and ng, and by five, sounds such as s, z, l, v, y, th, sh, and ch. By six, r and j are typically acquired for 90% of children.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},408719,1790693905,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Speech, language & communication  \nHow children develop speech, language and communication skills  \nSpeech, language and communication skills underpin children’s learning. This resource explains what these terms mean and how they are different from each other. It also includes information on the expected development of children in these areas. Having an understanding of this is important in helping identify when children might be having difficulties and need some extra support.  \nSpeech  \nSpeech refers to:  \nD making and saying sounds accurately, i.e. the ability to articulate speech sounds e.g.‘I like this toy’ not‘I like this doy’D putting the right sounds in the right place to create words, e.g.‘hospital’ not ‘hostipal’  \nD saying the words clearly in sentences, i.e. the ability to use sounds and words correctly in sentences D speaking fluently, without hesitating, prolonging or repeating words or sounds  \nD speaking with expression, with a clear voice, using volume (from quiet to loud), pitch (from low to high), and intonation (the changing rhythm and pattern of pitch), to communicate and support meaning.  \nSpeech skills underpin phonics, which are critical for pupils to know, understand and use when learning to  \nread. Understanding what ‘speech’ means is therefore fundamental to your teaching and particularly your teaching of literacy. It is also important to remember speech difficulties are common in younger pupils.  \nSpeech also refers to processing and manipulating the sounds and words you hear so you fully understand what is being said. You may know this as phonological awareness. Phonological awareness can include knowledge of: letter/ sound correspondence, blending sounds, breaking down words into syllables or sounds, or rhyming properties of words or sounds, i.e. the ability to identify similarities and differences in how different words sound.  \nSpeech and phonological awareness are therefore vital foundation skills in learning to read, spell and write. Ensuring that any concerns over a pupil’s speech development are addressed will be vital for their development of literacy.  \nSpeech: What might we expect at different ages?  \nBy the age of three  \n90% of children will have acquired the sounds m, b, p, h, and w, as well as the vowels  \nBy the age offour  \n90% of children will have acquired the sounds k, g, t, d, n, f and ng  \nBy the age offive  \n90% of children will have acquired the sounds s, z, l, v, y, th, sh and ch  \nBy the age of six  \n90% of children will have acquired the sounds r andj  \nSpeech: What might we expect in school?  \nOn entry into school during the Reception year, typically, we would expect pupils to be able to:  \nD make most speech sounds apart from l, r & j (as in lion, run or jam) and th, ch & sh (as in thumb, cheese or shoe); or clusters of two consonants at the beginning of words e.g. bl and st (as in black or step).  \nOn entry into Key Stage 1, typically, we would expect pupils to be able to use clear speech although they might still make a few mistakes with:  \nD r, l, & th sounds  \nD words with lots of syllables D words with consonant sounds together (like ‘scribble’ or ‘strong’) .  \nOn entry into Key Stage 2, typically, we would expect pupils to be able to use all speech sounds clearly.  \nIt will be very useful for you to become familiar with this pattern of typical development to help you spot pupils who are struggling in their speech development and  \nwho may also be struggling to make progress in literacy.  \nLanguage  \nLanguage refers to both talking and understanding  \nLanguage is all about rules. In our day to day communication these rules give us the framework for talking and understanding. Attention and listening skills are the foundation for language development. Language includes many elements:  \nD how words are made, added to, or changed, [e.g. cat/cats](e.g. cat/cats); push/pushed; go/went (this is sometimes called morphology) D what these words mean (vocabulary or semantics) ","cbCaicrbMYqMA8cK","https://ap.wps.com/l/cbCaicrbMYqMA8cK","pdf",800936,"English","# Speech, language & communication\n## What speech means\n## Speech and phonological awareness in literacy\n## Speech expectations at different ages\n## Speech expectations in school\n## What language means\n## Language expectations at different ages\n## Language development in school","[{\"question\":\"How does this resource define speech and language for children?\",\"answer\":\"Speech is described as making and saying sounds accurately, placing sounds to form words, speaking clearly and fluently, and using expression such as volume, pitch, and intonation. Language is defined as both talking and understanding, governed by rules for making/changing words, meanings, and sentence structure.\"},{\"question\":\"Why are speech and phonological awareness important for literacy?\",\"answer\":\"The resource states that speech skills underpin phonics, which are critical for reading. It also explains that phonological awareness—such as letter-sound knowledge, blending, breaking words into sounds or syllables, and rhyming—forms vital foundations for learning to read, spell, and write.\"},{\"question\":\"What are typical speech expectations at different ages?\",\"answer\":\"By age three, many children are expected to have acquired sounds such as m, b, p, h, and w. By four, 90% are expected to have acquired sounds like k, g, t, d, n, f, and ng, and by five, sounds such as s, z, l, v, y, th, sh, and ch. By six, r and j are typically acquired for 90% of children.\"}]","Speech, Language & Communication - Child Development Expectations and School Guidance | PDF",1790580331]