Understanding Normal Speech Development in Kindergarten: Is a Lisp Ever Normal?

Speech development in young children often raises questions for parents and educators alike. One common concern is whether a lisp is normal in kindergarten-aged children and what kinds of speech errors are typical at this stage. Understanding what to expect can help adults support children’s communication skills without unnecessary worry.

Speech development follows a natural progression, and some speech errors are part of this process. This article explores the nature of lisps and other common speech errors in kindergarten (around age 5-6), helping caregivers recognize what is typical and when to seek professional advice.

Kindergarten student coloring with parent.

What Is a Lisp and Why Does It Occur?

A lisp is a speech pattern where the sounds /s/ and /z/ are pronounced with the tongue placed incorrectly, often between the teeth or touching the teeth. This causes the sounds to come out softer or with a “th” quality. There are different types of lisps:

• Interdental lisp: Tongue protrudes between the front teeth, making /s/ and /z/ sound like “th.”

• Dentalized lisp: Tongue touches the front teeth during /s/ and /z/ sounds.

• Lateral lisp: Air flows over the sides of the tongue, causing a slushy sound.

  
  

Lisps often develop as children learn to coordinate their tongue and mouth muscles. This process can take time, especially for sounds that require precise tongue placement like /s/ and /z/.

Where are /s/ and /z/ typically produced in the mouth?

The /s, z/ sounds in the English language are produced just behind the teeth, not all the way to the bumpy spot on the roof of the mouth (the alveolar ridge). Try tongue tapping the /t/ sound and dragging the airflow into an /s/ sound: "t-t-t-t-tssss".

Is a Lisp Normal in Kindergarten?

A lisp is not considered "normal" for mature speech; however, some speech errors are still developmentally appropriate at this age. 1-2 speech errors, as in the case of /s, z/, are not typically a cause for concern or worry when among kindergarten children. At this age, many children are still mastering the complex movements needed for clear speech. The /s/ and /z/ sounds are among the last to develop fully, often not mastered until age 7 or 8 (see speech sound acquisition or milestones chart).

A lisp with lateral airflow is not a typical error. When parents and other children (familiar and unfamiliar listening partners) have difficulty understanding your child, it can cause a negative or adverse socio-emotional impact. For instance, when a child avoids speaking because of their speech errors. This can cause difficulties with building relationships and sharing their thoughts, opinions, and knowledge.

When to Be Concerned About Speech Errors

While some speech errors are normal in kindergarten, some signs suggest a child may benefit from speech therapy:

• Multiple speech errors making it hard to understand them.

• Speech is difficult to understand by familiar and unfamiliar listeners.

• The child shows frustration or avoids speaking.

• Errors affect multiple sounds consistently.

• The child has difficulty with social interactions due to speech.

• Teachers share concerns or bring up your child's speech.

Research shows that early intervention is effective. If you're noticing your child creating these errors and it is negatively impacting them, please feel empowered to follow up with a speech and language therapist. The longer an error pattern is produced, the harder it will be to change and correct.

How Parents and Educators Can Support Speech Development

Supporting children’s speech development involves creating a positive, encouraging environment and providing opportunities to practice sounds.

Practical Tips

• Model clear speech: Speak slowly and clearly -within a targeted activity, it's okay to point to your mouth on a particular sound to draw attention to the place of articulation (ex: /f/ is a visual phoneme produced by the upper teeth on the lower lip).

• Read aloud daily: Books expose children to new vocabulary and sounds.

• Play sound games: Rhyming, alliteration, and sound matching games make learning fun.

• Encourage conversation: Ask open-ended questions to promote speaking. Ask your child to retell a story.

• Use visual aids: Pictures and gestures can help children understand and produce sounds. Draw the child's attention to particular sounds within a target activity. If reading a book, try finding pictures or words with that sound. Try not to correct so much that the child gets frustrated and shuts down.

  
  

Who should you contact with concerns?

Discussing concerns with other caregivers, teachers, and your pediatrician are great first steps which will lead you towards finding a speech and language therapist. With Bright Path Speech, you can schedule a free consultation to discuss your concerns directly with a speech and language therapist. In the case of going to your pediatrician, you may need to push for a referral to a speech and language therapist. In my own experience as a mother and speech and language therapist, when I brought my concerns to the pediatrician, I was not given a referral; even though I knew my child could benefit from speech therapy intervention. Please follow your instincts -in this case, they can only benefit your child!