Does Speech Delay Go Away on Its Own? What Parents Should Know
Wondering if your toddler will outgrow a speech delay? Learn how to recognise the difference between a late bloomer and a child who may benefit from early speech and language support.
My two-year-old is not talking as other children of his age within nursery or playgroups. My relatives keep telling me that I should not worry and boy children especially talk late. Will my toddler simply grow out of this delay on their own, or should I seek help from a speech therapist near me?
Some late-talking toddlers can catch up on their milestones on their own, but many do not. Research has shown that roughly 50% of late talkers continue to struggle with language, literacy, or social communication into their school years when early support is not provided. Because, as a parent it is difficult to predict whether your toddlers will catch up naturally, or early intervention is safer.
What Is Actually Happening?
Toddlers normally develop communication at their own pace, but that pace of acquisition should still fall within standard age of acquisition. Speech Therapists in Dubai often distinguish them as a "late bloomer"( a child with a true speech )or with language delay.
A late bloomer is a toddler who typically understands everything said to them, uses gestures like pointing and waving to interact with their surroundings, make good eye contact, and play well with others, even if they have very few spoken words. A child with a speech delay may face challenges with understanding words, use very few or no communicative gestures to interact, show frustration when they can’t communicate, or learn new vocabulary slowly.
Early childhood is a period of rapid brain growth. When communication difficulties are identified early, targeted strategies and speech therapy can help build strong foundation skills before social and pre-academic demands increase.
Illustrative Example
Consider two 24-month-old toddlers, both using only 10 spoken words:
Ex. Tara follows two-step instructions ("get your shoes and bring them to mummy"), points to objects to share excitement, imitates animal sounds, and pulls her parent's hand to show what she wants. Tara shows strong receptive language and non-verbal communication.
Leo occasionally points or makes any gesture as well as struggles to follow simple spoken instructions without physical guidance, and often has tantrums because he cannot make his needs understood. Leo is showing signs that extend beyond simple late talking into broader language comprehension and social communication.
While Tara might be monitored closely, Leo's profile suggests that an early developmental and speech-language assessment would be beneficial right away.
What we try to observe clinically
Receptive language: How well your child understands spoken words, commands, and questions compared to their peers.
Use of Gesture: Whether your child points, waves, nods, shows objects, or uses symbolic gestures to communicate intent.
Size of child Vocabulary: The total number of spontaneous words used (typically 50 or more words by age 2, plus two-word combinations).
Social skills and Acceptance of involvement of adults: How your child shares enjoyment, makes eye contact, and responds to their name.
Family history: Known family histories of speech, language, reading, or learning differences.
Ability to imitate: How quickly a child imitates after you and how good is his imitation.
What Can You Do at Home?
1. Describe everyday activities: Describe what you and your child are does using short, clear, natural sentences such as "Wash hands, warm water, dry with towel".
2. Wait for your toddler to respond: After asking a question or offering a choice to them, wait quietly for few seconds (5 /10) to give your toddler time to process your question and respond.
3. Expansion of their words: keep adding new words to child's vocabulary. Ex. If your toddler says "car", respond with "fast car!" or "bye-bye car!" to demonstrate how words combine.
4. Interacative reading : while reading books to your toddler, point to pictures, name actions, make animal sounds, and let your toddler turn pages rather than just reading the text word-for-word.
5. Prioritise one on one interaction over screens: Interactive human conversations build neural pathways for language that passive video watching cannot replicate.
When an Assessment should be done!!
if your toddler exhibits any of the following signs it is suggested to carry out an assessment with a pediatric speech-language therapist is recommended
By 12 months: Does not babble, point, or respond consistently to their name.
By 18 months: Use of fewer than 6 to 10 consistent words, does not point to show you things, or has trouble understanding simple requests.
By 24 months: Uses fewer than 50 spoken words, is not combining two words spontaneously (like "more milk" or "daddy go"), or relies mostly on leading you by the hand without vocalising.
Any age: Shows a sudden loss of words, sounds, or social interaction skills, or seems consistently frustrated when trying to communicate.
Late Bloomer vs. Signs That Call for an Assessment
| Communication Area | More Likely a Late Bloomer | |
| Understanding (Receptive) | Follows age-appropriate spoken directions easily | |
| Gestures | Points, waves, shows items, and nods | |
| Imitation | Imitate sounds, words, and actions | |
| Social Connection | Strong eye contact, shared enjoyment, responds to name | |
| Progress Over Time | Steadily adding new words and gestures every month |
Need Guidance for Your Child?
If you are unsure whether your child's communication is developing as expected, an assessment can help identify strengths and challenges; do schedule a speech consultation by contacting Bridges Speech Center.
Rupali Ranjith
20+ years in the field of Rehabilitation
MASLP, QASP-S, BCaBA
I am Rupali Ranjith, Consultant Speech and Language Therapist, Assistant Behaviour Analyst, Qualified Autism Specialist as well as Medical Director of Bridges Speech Center, Bridges Care, and Bridges Synergy Pro. I hold a master’s degree in Speech and Hearing and more than 20 years of experience across India and the UAE. I have supported clients of all ages. Along with speech and Language Pathology , I hold BCaBA and QASP-S credentials. I am trained in evidence-based approaches including PROMPT, DTTC, ReST, AVT, PECS, AVAZ, Gestalt Language Processing, Orofacial Myofunctional Therapy, Oral Placement Therapy, Reflex Integration, Sensory Integration, and the Hanen Program.
If you are really concerned about your child’s communication development, an assessment can help identify their strengths, underlying challenges, and appropriate next steps.
To schedule a speech and language consultation, contact us on 04 358 1115 | 050 522 6054
References
1. ASHA (American Speech-Language-Hearing Association):Late Language Emergence: Overview.(https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/)
2. RCSLT (Royal College of Speech and Language Therapists):Early Years Speech and Language Guidance.* (https://www.rcslt.org/speech-and-language-therapy/clinical-information/early-years-speech-and-language-therapy/)
3. AAP (American Academy of Pediatrics):Identifying Infants and Young Children With Developmental Delays Through Developmental Surveillance and Screening.*(https://publications.aap.org/pediatrics/article/145/1/e20193449/36971/Promoting-Optimal-Development-Identifying-Infants)