{"id":344140,"date":"2026-08-15T11:06:02","date_gmt":"2026-08-15T11:06:02","guid":{"rendered":"https:\/\/ora-visio.com\/speech-therapy-assessment-oral-language\/"},"modified":"2026-08-15T11:06:02","modified_gmt":"2026-08-15T11:06:02","slug":"speech-therapy-assessment-oral-language","status":"publish","type":"page","link":"https:\/\/ora-visio.com\/en\/speech-therapy-assessment-oral-language\/","title":{"rendered":"Speech Therapy Assessment for Oral Language"},"content":{"rendered":"

Speech Therapy Assessment for Oral Language: language delay, dysphasia, stuttering and articulation disorders<\/em><\/h1>\n

A 3-year-old who barely speaks. A 5-year-old whose sentences no one can understand. An 8-year-old who stutters at school but not at home. A pre-teen who can’t find their words or whose speech remains “telegraphic”. These different situations share one thing in common: they all deserve a thorough assessment of oral language<\/strong>.<\/p>\n

The speech therapy assessment of oral language is the reference tool for exploring these difficulties, distinguishing a simple, temporary delay from a lasting structural disorder, and guiding towards the most suitable care. On ORA-VISIO, this assessment is carried out by state-qualified speech therapists, via video call, with an official report delivered within 1 to 2 weeks.<\/p>\n

\n

Book a speech therapy assessment<\/a><\/strong><\/p>\n<\/blockquote>\n

What does the oral language speech therapy assessment evaluate?<\/h2>\n

Oral language is a complex system that draws on several skills at once. The assessment explores all of them, separating them out to precisely identify the breakdown points.<\/p>\n

Phonology and articulation.<\/strong> The ability to correctly produce the sounds of French, to tell them apart by ear, and to combine them into syllables and words. An isolated articulation disorder (lisping, sigmatism, a “hair on the tongue”) is distinguished here from a broader phonological disorder.<\/p>\n

Receptive and expressive vocabulary.<\/strong> Are spoken words understood? Is the vocabulary stock sufficient for the child’s age? A disproportion between comprehension and expression is an important clinical indicator.<\/p>\n

Morphosyntax.<\/strong> Sentence construction: use of tenses, genders, plurals, pronouns and prepositions. A child may have a rich vocabulary but structure their sentences in an abnormally simplified or ungrammatical way.<\/p>\n

Oral comprehension.<\/strong> The ability to process and remember complex verbal instructions, understand stories, and grasp implied meaning. A deficit in oral comprehension is often underestimated, as the child compensates using context and gestures.<\/p>\n

Short-term verbal memory.<\/strong> The ability to retain and repeat sequences of sounds, numbers or words. It is essential for language acquisition and often fragile in children with dysphasia.<\/p>\n

Verbal fluency.<\/strong> Fluidity of speech, regularity of pace, management of pauses and restarts. It is through this test that stuttering and cluttering are objectively identified and characterised.<\/p>\n

Identifiable disorders<\/h2>\n

Language delay<\/h3>\n

We speak of language delay when a child’s language development lags behind the developmental milestones expected for their age, without this delay being explained by a structural condition. Between ages 2 and 5, many delays catch up naturally. But some persist and require intervention.<\/p>\n

The assessment helps distinguish a simple delay (which fades with a short course of therapy) from a deeper disorder.<\/p>\n

To understand where to draw the line, check out the articles How to distinguish language delay from dysphasia?<\/a> and Who needs a speech therapist?<\/a> on the ORA-VISIO blog.<\/p>\n

Dysphasia<\/h3>\n

Dysphasia is a structural, lasting disorder of oral language<\/strong>. It does not resolve on its own and requires long, specialised speech therapy. It can affect production (the child struggles to express themselves, with short sentences and a limited vocabulary) or comprehension (the child fails to grasp complex instructions, gives unrelated answers).<\/p>\n

Traditionally, dysphasia is not diagnosed before age 6-7, to avoid confusing it with a simple delay. But the assessment can identify early warning signs from as early as 3-4 years old, as explained in the article language delay and dysphasia<\/a>. Dysphasia is often associated with secondary dyslexia \u2014 the fragility of oral language slowing down the acquisition of written language.<\/p>\n

Articulation disorders<\/h3>\n

Lisping, sigmatism, difficulty pronouncing certain sounds (r, s, ch, l\u2026): articulation disorders are common in young children and often resolve on their own before ages 5-6. Beyond that, speech therapy is recommended. The assessment distinguishes pure articulation disorders from phonological disorders (which involve a disrupted system for representing sounds) and orofacial disorders, which may require coordination with an orthodontist \u2014 as the article Visiting the speech therapist<\/a> points out.<\/p>\n

Stuttering and fluency disorders<\/h3>\n

Stuttering is a neurodevelopmental disorder of verbal fluency<\/strong>: repetitions of sounds, syllables or words, involuntary blocks, muscle tension. It affects around 5% of children, with a strong male predominance, and 1% of adults \u2014 many of whom began stuttering before age 5. Worth reading on the ORA-VISIO blog: What is stuttering?<\/a> and Fluency disorder (stuttering \/ cluttering): get help!<\/a><\/p>\n

The fluency assessment precisely characterises the type of stuttering, its intensity depending on context, and guides towards the most suitable therapy \u2014 working on fluency, breathing, relaxation or eye contact management depending on the profile.<\/p>\n

Warning signs by age group<\/h3>\n

Before age 2:<\/strong> the child doesn’t babble, doesn’t respond to their name, doesn’t point at objects, doesn’t try to imitate sounds.<\/p>\n

Between ages 2 and 3:<\/strong> vocabulary of fewer than 50 words, no two-word combinations, doesn’t understand simple instructions.<\/p>\n

Between ages 3 and 5:<\/strong> sentences that are still ungrammatical or very short, pronunciation difficult for strangers to understand, no progress despite stimulating interactions.<\/p>\n

From age 5:<\/strong> persistent articulation difficulties, “telegraphic” speech, failure to understand school instructions, stuttering that becomes established or worsens.<\/p>\n

At any age:<\/strong> sudden or progressive stuttering, sudden loss of acquired language (to be investigated urgently), marked communicative withdrawal.<\/p>\n

For a complete overview of normal language development, see the article Who needs a speech therapist?<\/a>.<\/p>\n

\n

Book a speech therapy assessment<\/a><\/strong><\/p>\n<\/blockquote>\n

How the online assessment works, and what comes next<\/h2>\n

The oral language assessment lasts between 1 and 2 hours depending on age and the reason for consultation. It begins with a preliminary questionnaire, followed by testing with the child, then a written report delivered within 2 to 3 weeks.<\/p>\n

Depending on the conclusions, the usual next steps are as follows:<\/p>\n

Speech therapy<\/strong> \u2192 online speech therapy<\/a>: sessions targeting phonology, morphosyntax, fluency or vocabulary depending on the disorder identified.<\/p>\n

Dysphasia with school difficulties<\/strong> \u2192 the oral language assessment often predicts difficulties with written language. A written language assessment<\/a> is recommended from Year 1 (CP) to anticipate secondary dyslexia.<\/p>\n

Stuttering with associated anxiety<\/strong> \u2192 online psychology<\/a> alongside speech therapy, particularly for teenagers whose stuttering causes social phobia or school withdrawal.<\/p>\n

Suspected ASD<\/strong> \u2192 oral language disorders are prominent in autism. A neuropsychological assessment<\/a> is recommended alongside it for a complete diagnostic process.<\/p>\n

Academic support<\/strong> \u2192 remote academic support<\/a> and psychopedagogy<\/a> to help the child with dysphasia overcome school obstacles linked to their comprehension and expression difficulties.<\/p>\n

Parents<\/strong> \u2192 parental guidance<\/a> to understand how to stimulate the child’s language day to day and avoid worsening stuttering through well-meaning but unhelpful attitudes.<\/p>\n

Frequently asked questions<\/h2>\n

At what age should an oral language assessment be done?<\/strong> From 18 months to 2 years if language delay is suspected. There is no minimum age \u2014 the speech therapist adapts their tools to the age group, from very young children to adults.<\/p>\n

My child has been stuttering for 3 weeks. Should I be worried?<\/strong> Stuttering that appears between ages 2 and 5 resolves on its own in 80% of cases. But certain factors (family history, stress, severe stuttering from the start) warrant a prompt consultation. The speech therapist will help you distinguish benign developmental stuttering from a disorder that needs treatment. Learn more: What is stuttering?<\/a><\/p>\n

Can the oral and written language assessments be done at the same time?<\/strong> Yes, both assessments can be carried out in different sessions with the same speech therapist. They are often conducted in parallel when difficulties affect both oral and written language.<\/p>\n

Is the oral language assessment recognised for a PAP (accommodation plan) or an MDPH application?<\/strong> Yes, provided it identifies a specific disorder (dysphasia, persistent articulation disorder, severe stuttering\u2026) and is written by a state-qualified speech therapist. The assessment can then be used for any school or medico-social administrative file.<\/p>\n

\n

Book a speech therapy assessment<\/a><\/strong><\/p>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Speech Therapy Assessment for Oral Language: language delay, dysphasia, stuttering […]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-344140","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/pages\/344140","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/comments?post=344140"}],"version-history":[{"count":0,"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/pages\/344140\/revisions"}],"wp:attachment":[{"href":"https:\/\/ora-visio.com\/en\/wp-json\/wp\/v2\/media?parent=344140"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}