---
title: My Child Is Saying Multiple Sounds Incorrectly. Which One Should I Start With? 🤔🔡
description: It’s not uncommon for kids to struggle with more than one speech sound. So how do you decide where to begin? Let’s break down two tried-and-true approaches that speech-language pathologists use to help you choose the right sound to start with.
---

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# My Child Is Saying Multiple Sounds Incorrectly. Which One Should I Start With? 🤔🔡

## It’s not uncommon for kids to struggle with more than one speech sound. So how do you decide where to begin? Let’s break down two tried-and-true approaches that speech-language pathologists use to help you choose the right sound to start with.

#### **Approach 1: Developmental Speech Sound Norms 🧒📈**

Developmental norms give us a general idea of when most children start saying specific sounds correctly. By looking at this, we can see which sounds are expected to develop earlier and which ones come later. Here’s a quick rundown of when kids typically master different sounds, according to a large study by McLeod & Crowe (2016):

### **Typical Age for Sound Development:**

- **Age 3:** **/p, b, m, d, n, h, t, k, g, w, ng, f, y/**
- **Age 4:** **/l, j, ch, s, v, sh, z/**
- **Age 5:** **/r, zh, th/** (voiced, like in “this”)
- **Age 6:** **/th/** (voiceless, like in “think”)

### **How to Use Developmental Norms:**

If your child is struggling with multiple sounds, start with an **earlier developing sound**.

**Example:**If Cooper has trouble saying **/r/** and **/k/**, you would choose **/k/** first because it typically develops by age 3, while **/r/** usually develops by age 5.

This approach helps your child experience success sooner by working on a sound that they might be closer to mastering. 💪🎉

#### **Approach 2: Stimulability Testing 🗣️🎵**

**Stimulability** is a fancy way of saying, “Can your child say this sound correctly with a little bit of help?” It’s all about figuring out which sounds your child can improve with some coaching.

### **How to Test Stimulability:**

1. Start by identifying which sounds your child is saying incorrectly (check out our FAQ on identifying error sounds).
2. Head over to the **Parent Portal** and find the **“Tips and Tricks”** for each of the sounds your child struggles with.
3. Try out the tips with your child and see how they respond. Can they say the sound correctly with some guidance? If so, they’re considered **stimulable** for that sound.

### **Picking Your Starting Sound:**

- **Start with the sound that your child is most stimulable for.** If they can quickly improve on this sound with a bit of help, it’s a great place to begin!
- If your child is stimulable for **more than one sound**, choose a later developing sound (e.g., **/r/** over **/k/**) to maximize their progress. Recent research shows that focusing on these more challenging sounds can lead to broader improvements in speech skills. 🌟💥

**⚠️ Important Tip:** Don’t start practicing a sound your child isn’t stimulable for. If they can’t say it even with coaching, it’s better to wait until they’re ready.

#### **Which Approach Should You Use? 🤷‍♀️**

Both methods can be effective, so it really depends on your child:

- **Developmental Norms** are a great way to choose an easier, earlier sound to start with.
- **Stimulability Testing** helps you pick a sound your child has the best chance of improving quickly, even if it’s a later-developing one.

If you’re still unsure, it’s a good idea to consult with a licensed speech-language pathologist. They can provide a more detailed assessment and help you create the best plan for your child.

### **Ready to Start Practicing? 🎮🏡**

Once you’ve chosen a sound, head over to the **Game Menu** in At Home Articulation, select your target sound, choose the **word position** (initial, medial, final), and pick a fun game to get started. Let’s make practicing speech sounds a fun and engaging experience for both you and your child! 🎉👏💬

**References:**McLeod, S., & Crowe, K. (2018). *Children’s Consonant Acquisition in 27 Languages: A Cross-Linguistic Review*. *American Journal of Speech-Language Pathology*, 27(4), 1546–1571.

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