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Auditory Milestones

7 MONTHS TO 1 YEAR

  • Babbling; uses both long and short groups of sounds such as “tata upup bibibibi”
  • Uses speech or noncrying  sounds to get and keep attention.
  • Uses gestures to communicate (waving, holding arms to be picked up).
  • Imitates different speech sounds
  • Can say one or two words (hi, dog, dada, mama) around first birthday, although sounds may not be clear

1 TO 2 YEARS

  • Says more words every month.
  • Uses some one-or two-word questions (“Where kitty?” “Go bye-bye?” “What’s that?”).
  • Puts two words together (“more cookie,” “no juice,” “mommy book”).
  • Uses many different  consonant sounds at the beginning of words.

2 TO 3 YEARS

  • Has a word for almost everything.
  • Uses two or three words to talk about and ask for things.
  • Uses k, g, f, t, d, and n sounds.
  • Speech is understood by familiar listeners most of the time.
  • Often asks for or directs attention to objects by naming them.

3 TO 4 YEARS

  • Talks about activities at school or at friend’s homes.
  • People outside of the family usually understand child’s speech.
  • Uses a lot of sentences that have four or more words. Usually talks easily without repeating syllables or words.

4 TO 5 YEARS

  • Uses sentences that give lots of details (“The biggest peach is mine”).
  • Tells stories that stick to topic.
  • Communicates easily with other children and adults.
  • Says most sounds correctly except a few like I, s, r, v, z, ch, sh, th.
  • Says rhyming words.
  • Names some letters and numbers.
  • Uses the same grammar as the rest of the family.

Source: American Speech-Language Hearing Association (ASHA)

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Testimonial

“I have seen so much growth in Kayla.  She appears much less frustrated and seems more able to cope with frustrating situations.  Last year she could not connect the dots to make a triangle to now being able to draw and microscope and it's parts from the board.  She enjoys reading now and is doing adult connect the dot books.  We used to spend hours on homework which was often not done correctly--to going to school all day and then math tutoring for an hour with no problems.  She still struggles with reading and spelling, but on her last report card got all A's and 1B.  She feels that the vision therapy has helped her be more successful in life (softball, school, etc).  My personnel feeling is that Kayla's vision problems created a feeling of chaos or loss of control---she struggled with trying to control her life in a chaotic situation.  Now she can make sense of the world visually, she is less angry, less stressed and feels more successful in life. Thank you for everything!”

Dr. Camille Reineke PhD Pyschologist

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