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Tips for Late Talkers

Some children start talking later than others.

It can feel worrying, especially if you’re comparing them to siblings or friends. Try to remember that speech develops at different speeds.

There are gentle, practical ways you can support your child at home.

If you are concerned about your child’s development, speak to your health visitor or GP for reassurance and guidance.

For a wider overview of how communication develops, visit Speech and Communication.

According to ICAN (the children’s communication charity), some children are late to start talking but catch up over time, while others may need extra support. Understanding the difference early can help. See ICAN Talking Point for guidance.

What Is a Late Talker?

A late talker is usually a toddler who understands language well but is using fewer spoken words than expected for their age.

They may:

Use gestures more than words
Understand simple instructions
Babble or use sounds instead of clear words
Get frustrated when trying to communicate

Understanding gestures and sounds is still communication. You can read more about this in Understanding Gestures and Sounds.

Simple Ways to Encourage More Talking

1. Talk About What They Are Doing

Narrate everyday moments.

“Shoes on.”
“Milk in cup.”
“Ball rolling.”

Short, clear phrases are easier to copy.

You can explore more everyday language ideas in Everyday Words to Practice Together.

Parent modelling the word ball during floor play with a toddler.

2. Follow Their Lead

Join in with what your child is already interested in.

If they are playing with cars, talk about cars.
If they are pointing to a dog, talk about the dog.

Shared focus makes language easier to learn.

3. Pause and Wait

After you say something, pause.

Give them time to respond with a sound, look, or attempt at a word.

This supports turn-taking. You can read more in Turn-Taking Skills in Conversation.

4. Expand What They Say

If your child says “car”, you can say:

“Blue car.”
“Car go fast.”
“Big car.”

You are adding just one or two extra words, not correcting them.

5. Keep It Playful

Sound games and silly noises can feel easier than real words.

Animal sounds, vehicle noises and rhythm games all help.

You might enjoy trying ideas from How to Use Sound Play.

Parent and toddler making animal sounds together during play.

What Not to Do

It is easy to accidentally add pressure.

Try to avoid:

Asking your child to “say it properly”
Repeating “what’s this?” over and over
Comparing them to other children
Finishing every sentence for them immediately

Instead, focus on connection.

Calm, responsive interaction builds confidence. You can explore this further in Responding to Baby Babble.

When to Seek Extra Support

Speak to a professional if your child:

Is not using any words by around 18 months
Is not responding to their name
Has lost words they previously used
Shows limited understanding of simple instructions

Early support is positive. It does not mean something is “wrong”. It simply means your child gets the help they need sooner.

Using Books to Support Late Talkers

Picture books are powerful because they:

Reduce pressure to respond
Provide clear visual clues
Encourage pointing and naming
Create shared attention

Simple first word books with clear images can make language feel achievable.

(Can be replaced with an illustration from ChattyCubs First Words – Animals)

Try pointing, naming, and waiting. Even a look or a sound is a step forward.

For more ways to support communication through shared reading, visit Reading Aloud to Support Speech.

Every child’s journey is different.

Small, steady interactions each day make a real difference.

Discover Our Books

Common Questions About Late Talkers

A late talker is usually a child who is slower to start using spoken words than expected for their age, while other areas of development may seem to be progressing more typically. Some late talkers catch up well over time, while others need extra support. The term itself does not explain the cause, which is why it is important to look at the bigger picture rather than just counting words. Understanding, play, gestures, attention, and interaction all help build a clearer view of what may be going on.

No, not always. Some children do make strong progress with time, while others continue to need support with speech, language, or communication. Because it is hard to know which children will catch up naturally, many parents feel more reassured after getting advice earlier. Early support does not mean you are overreacting. It means you are taking concerns seriously and giving your child the best chance of getting help if they need it. That can be far more useful than waiting in uncertainty for long periods.

Helpful strategies usually focus on slowing down, using simple language, repeating key words, commenting on what your child is doing, and creating chances for interaction without pressure. Books, songs, play, pointing, and naming familiar objects can all support communication. It also helps to reduce the urge to quiz your child constantly and instead model words naturally in context. Many children respond best when language feels playful, calm, and repeated often in everyday routines rather than like a test or lesson.

It is usually better to avoid putting too much pressure on your child to perform on demand. Repeatedly asking them to “say it” or correcting every attempt can make communication feel stressful instead of encouraging. It is often more helpful to model the word yourself, repeat it clearly, and keep the interaction positive. Children learn a lot from hearing language used naturally again and again. Confidence, connection, and repetition tend to support communication much better than pressure or constant testing.

You should ask for advice if you feel your child is making very slow progress, seems frustrated when trying to communicate, is difficult to understand, or you simply have an ongoing concern that is not going away. You do not need to wait until things feel extreme. Parents know their children well, and it is okay to ask questions early. A GP, health visitor, or speech and language professional can help you understand whether your child may just need more time or whether extra support would be useful.

Important: This page is for general information only and does not replace professional advice. Please read our Editorial Policy & Disclaimer.