Speech & Language Myths: Separating Fact from Fiction

As a speech-language pathologist, I frequently hear concerns from parents who have received conflicting advice about their child's communication development. While well-intentioned, many common beliefs about speech and language are not supported by current research. Understanding the evidence can help families make informed decisions and access support when it matters most.

Myth #1: "Let's wait and see. They'll grow out of it."

The Fact

One of the most common recommendations parents receive is to "wait and see" if a speech or language delay resolves on its own. However, research suggests that this approach may delay children from receiving the intervention they need during critical periods of development.

While every child develops at their own pace, persistent delays often continue without appropriate support. Early identification and intervention provide children with the best opportunity to build strong communication skills and can reduce the impact of delays as they grow.

If you have concerns about your child's communication, trust your instincts. An evaluation does not automatically mean your child will need therapy—it simply provides valuable information about their strengths, areas of need, and whether intervention is warranted.

Research: Nouraey, Ayatollahi, & Moghadas (2021)

Myth #2: "Speech therapy is just playing. We can do that at home."

The Fact

Play is a child's primary way of learning. Through play, children develop cognitive, language, social, and problem-solving skills that form the foundation for later academic success and ability to meaningfully participate in the community.

Although therapy sessions often look like play, they are intentionally designed to target specific communication goals. Every activity is carefully selected based on your child's current abilities and developmental needs.

During a session, your speech-language pathologist is continually:

• Creating opportunities for communication

• Modeling language at an appropriate level

• Expanding your child's communication attempts

• Teaching turn-taking and social interaction

• Supporting comprehension and expressive language

• Monitoring progress and adjusting strategies in real time

  
  

Parents are encouraged to participate because the strategies used during therapy can be incorporated into everyday routines at home.

Yes, we play—but we play with purpose.

Research: Kalmykova Iryna (2025)

Myth #3: "Using AAC will prevent my child from talking."

The Fact

This is one of the most common misconceptions surrounding Augmentative and Alternative Communication (AAC).

Research consistently shows that AAC does not hinder speech development. In fact, many children demonstrate improvements in communication and, in some cases, increased spoken language after AAC is introduced.

AAC gives children a reliable way to express themselves while spoken language continues to develop. Rather than replacing speech, AAC supports communication by reducing frustration and providing opportunities for language learning.

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At Dynamic Expressions, a Total Communication approach is embraced. Every form of communication is valued, including:

• Gestures

• Facial expressions

• Body language

• Sign language

• Low-tech communication boards

• High-tech AAC devices

• Spoken language

  
  

Communication is the goal—not a particular method of communicating.

Research: Romski (2005); Millar, Light, & Schlosser (2006); Drager, Light, & McNaughton (2010); Blischak et al. (2003)

Myth #4: "Learning two languages causes speech delay."

The Fact

Learning more than one language does not cause a speech or language disorder.

Children raised in bilingual homes reach developmental milestones on a similar timeline as monolingual children. In fact, bilingualism has been associated with benefits such as:

• Greater cognitive flexibility

• Stronger executive functioning

• Improved problem-solving skills

• Increased social understanding

  
  

If a bilingual child has a true language disorder, it will be evident across both languages—not one.

A speech-language evaluation can help determine whether communication differences reflect normal bilingual language development or indicate an underlying language disorder.

Families should feel confident continuing to speak the language that is most natural to them. Rich language exposure in the home language supports overall communication development.

Research: Byers-Heinlein & Lew-Williams (2013)

Myth #5: "Online speech therapy isn't as effective as in-person therapy."

The Fact

Teletherapy has become an evidence-based option for many families. Research demonstrates that, for many communication disorders, online speech-language therapy can be just as effective as in-person services while offering additional flexibility and convenience.

Teletherapy also allows intervention to occur within the natural home environment, making it easier to incorporate communication strategies into daily routines.

Not every child is an ideal candidate for teletherapy. Together, you and your speech-language pathologist can determine whether in-person or virtual services will best meet your child's needs.

Research: Hassanati et al. (2023)

Final Thoughts

Communication is one of the most important skills a child develops. If you have concerns about your child's speech or language, seeking an evaluation early can provide reassurance, answers, and a clear plan for moving forward.

Whether the recommendation is monitoring, parent coaching, or ongoing therapy, early guidance can make a meaningful difference in supporting your child's communication journey.

At Dynamic Expressions, we believe in meeting every child where they are, honoring all forms of communication, and partnering with families to help children build meaningful and functional communication skills.

References

Blischak, D. M., Lombardino, L. J., & Dyson, A. T. (2003). Use of Speech-Generating Devices: In Support of Natural Speech. Augmentative and Alternative Communication, 19(1), 29–35.

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. Learning Landscapes, 7(1), 95–112.

Drager, K., Light, J., & McNaughton, D. (2010). Effects of AAC Interventions on Communication and Language for Young Children with Complex Communication Needs. Journal of Pediatric Rehabilitation Medicine, 3(4), 303–310.

Hassanati, F., et al. (2023). Face-to-face and Telespeech Therapy Services for Children during the COVID-19 Pandemic: A Scoping Review. Iranian Journal of Child Neurology, 17(3), 9–41.

 Kalmykova Iryna (2025). Initiation and Development of Children's Speech and Communication Through Games (Play-Based Speech Therapy). Cold Science, (18), 31-43.

Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The Impact of Augmentative and Alternative Communication Intervention on the Speech Production of Individuals with Developmental Disabilities. Journal of Speech, Language, and Hearing Research, 49(2), 248–264.

Nouraey, P., Ayatollahi, M. A., & Moghadas, M. (2021). Late Language Emergence: A Literature Review. Sultan Qaboos University Medical Journal, 21(2), e182–e190.

Romski, M. (2005). Augmentative Communication and Early Intervention: Myths and Realities. Infants and Young Children, 18(3), 174–185.