Author: Kristin Hupp MA CCC SLP

Many parents may be surprised to learn that there are ways of predicting which children may have difficulty with school performance. An Australian research study in 2017 followed 1,910 children from infancy through age 7 to evaluate a child’s likelihood of academic difficulty based on identified risk factors and language skills at the integral timelines of 2 and 4 years of age. Researchers found that a child’s language skills at 4 years of age were significantly predictive of language capacity by age 7. Children’s language skills as early as age 2 were also predictive of later outcomes, but by age 4, their ability to provide a more accurate prediction of later academic skills was stronger. Risk factors of academic difficulty

Many parents may be surprised to learn that free books are just a mail delivery away! Children feel so special when they receive mail and report enjoyment and excitement when they see a new book has been gifted to them.  Research shows that receiving and exploring a new book is a strong opportunity for children to talk to their parents, learn new words, practice listening, develop understanding of a basic story plot, and develop a lifelong love of reading. The Dolly Parton Imagination Library is a book-giving program cultivated by the well-respected musician Dolly Parton which makes high-quality books available to families throughout the country. Most interestingly, Dolly Parton created this program in honor of her father, who never had

For parents of children with autism and other developmental differences, finding the right support for your children can feel like a full-time undertaking. We as therapists know that the families we serve invest tremendous amounts of time, energy, and resources into helping their children communicate, connect, learn, participate, and feel successful at home, at school, and in their community. As therapists, we often hear one question from parents who intrinsically wonder: “Is my child making progress?” The answer isn’t always as linear or straightforward as we might hope or expect. Progress in pediatric therapy—particularly for children with autism and complex communication or learning needs—is rarely a specific destination. Sometimes, the most meaningful changes are the ones that can be easy

Songs That Support Early Speech and Language Development Many caregivers underestimate the role of musical input in early communication development. From a speech-language perspective, songs provide young children with a rich, multimodal language learning context by combining repetition, predictable syntax, gesture, rhythm, and prosodic (tonal) components. These features support joint attention, auditory discrimination, vocabulary acquisition, and early expressive language development. Below are some of the most widely supported children’s songs and the explanation for why SLPs love them: 1. Baby Shark This highly repetitive song supports early vocabulary, including family member labels (baby, mommy, daddy, grandma, grandpa) and action verbs (swim, hunt, bite). Its predictable structure and exclamatory words (“doo doo doo,” “yay”) encourage vocal participation, turn-taking, and early sound imitation.

  Today’s children are growing up in a world that is more structured, scheduled, and digital than ever before. Research from the American Academy of Child and Adolescent Psychiatry shows that the average child spends about seven hours a day in school and five or more hours in front of screens. Teenagers, in particular, average nearly seven hours of daily screen time, not including time spent on screens for schoolwork. In contrast, studies suggest that parent–child interaction often averages only 37 to 40 minutes per day, and in some cases, children spend as little as four to seven minutes in unstructured outdoor play. These numbers paint a concerning picture. While children are constantly engaged—with school, devices, and activities—the time they spend connecting meaningfully with their parents

  Many parents of 2-year-old children worry when they see speech or language delays. It’s a common question: “Is my toddler too young for speech therapy?” The short answer? No — two years old is not too young, and in many cases, early speech intervention can make a significant difference. Why Early Years Matter So Much Research shows that a child’s brain is uniquely receptive to language development during the first few years of life. Neural pathways related to speech, language, and cognitive skills are forming rapidly in this early period, making it one of the most effective windows for helping children learn and grow. Delaying evaluation or therapy can mean missing out on this critical period of high neuroplasticity — essentially the brain’s

Ms. Rachel from an SLP Perspective According to an article published in the May 2025 edition of The ASHA Leader by the American Speech-Language-Hearing Association, many professionals recognize positive benefits of the Ms. Rachel program. The show is widely viewed as a valuable tool for supporting early speech and language development due to its intentional modeling strategies and child-centered presentation style. However, from a Speech-Language Pathologist’s (SLP) perspective, it is important to emphasize that Ms. Rachel should never replace speech therapy when therapy is recommended. It should also never substitute meaningful parent-child interaction. While there are several elements that make the program educational and engaging, concerns arise when screen time begins to replace authentic play, daily routines, and face-to-face engagement — which

As spring approaches, many parents begin to wonder: Is my child ready for school next year? You may be asking yourself whether your child is developing the right skills—or whether your family is focusing time and energy on the areas that matter most for success in preschool or kindergarten. School readiness is about much more than knowing letters and numbers. Research consistently shows that children thrive in early learning environments when they have a strong foundation across several developmental areas. Below are the school readiness skills most commonly highlighted in research as key indicators of success for young learners. Core School Readiness Skills Pre-Literacy Concepts Understanding books, recognizing print, and developing early phonological awareness. WH-Questions (Who, What, Where, When, Why) Comprehending and