What Is a Late Talker?

Children develop communication skills at different rates. A late talker is a young child who is developing spoken language more slowly than expected for their age. The term is generally used to describe children under 3 years old who have delayed expressive language development (Fisher, 2017).

Parents may wonder whether their toddler is simply developing at their own pace or whether a speech or language delay may be present. Understanding what a late talker is, what signs to look for, and when to seek a speech-language assessment can help parents make informed decisions about their child's communication development.

What Are the Signs of a Late Talker?

One commonly used criterion for identifying a late talker is having fewer than 50 words and not yet combining two words by 24 months of age (ASHA, n.d.).

However, vocabulary size is only one part of a child's communication development. An assessment may also consider:

• How well the child understands language

• How many words the child uses

• Whether the child is combining words

• How the child communicates wants and needs

• Use of gestures, such as pointing or waving

• Social communication skills

• Ability to participate in interactions with others

• Symbolic or pretend play skills

• Speech sound and syllable development

Some late talkers may use shorter utterances, have a smaller vocabulary, or understand fewer words than expected for their age.

It is important to look at the whole communication profile rather than focusing on one milestone in isolation.

How Common Is Late Talking?

Late language emergence is relatively common in young children. In a large epidemiological study of 1,766 children at 24 months of age, Zubrick et al. (2007) found that 13.4% met the study's criteria for late language emergence.

This means that many toddlers who are identified as late talkers may eventually develop language skills within the expected range. However, some children continue to experience language difficulties as they get older.

Because children's developmental pathways vary, a speech-language assessment can help determine whether a child's communication skills are progressing as expected and whether additional support may be beneficial.

Why Do Some Children Talk Later Than Others?

There is no single explanation for why a child may be a late talker. Language development is influenced by many factors, and children can have different developmental profiles.

Research has identified several factors that may be associated with later language development.

Word Learning

Some late talkers may have difficulty quickly connecting a new word with its meaning. Learning vocabulary involves developing associations between words, objects, actions, and concepts, and children can vary in how efficiently they develop these connections.

Speech Sound Development and Babbling

Early speech development may also be related to later language development. Some late talkers may begin producing canonical babbling later than other children (MacRoy-Higgins & Montemarano, 2016).

Canonical babbling refers to repeated consonant-vowel combinations, such as “ba-ba” or “da-da.” Early babbling provides children with opportunities to practise the speech sounds and syllable patterns that will eventually be used in words.

However, differences in babbling or speech sound development should not be considered a single cause of late talking. Children's communication development is complex and can be influenced by many factors.

Temperament and Communication Style

Individual differences in temperament may also be associated with language development. For example, children differ in how readily they initiate interactions, respond to others, and participate in social communication.

These differences do not mean that a particular temperament causes a language delay. Rather, they are one of many factors that researchers have explored when examining why children may develop language at different rates.

Do Late Talkers Catch Up?

Some children who are late talkers, sometimes referred to as “late bloomers,” eventually catch up with their peers and develop language skills within the expected range. Other children continue to experience language difficulties and may benefit from ongoing speech-language support (ASHA, n.d.).

There is therefore no single developmental pathway for late talkers.

This is one reason it can be helpful to monitor a child's communication development rather than simply waiting to see whether they will “catch up.” A speech-language pathologist can look at a child's strengths and areas of difficulty and provide recommendations based on their individual communication profile.

When Should I Be Concerned About My Toddler's Speech?

Parents often ask whether they should wait and see if their toddler starts talking more or seek an assessment.

If your child is using very few words, is not combining words by around 24 months, has difficulty understanding language, or you have concerns about their overall communication development, it may be helpful to speak with a speech-language pathologist (SLP).

An SLP can assess areas such as:

• Receptive language — understanding what others say

• Expressive language — using words and sentences to communicate

• Vocabulary development

• Early sentence development

• Social communication

• Gestures and other forms of communication

• Play and communication skills

• Speech sound development

An assessment does not necessarily mean that a child requires ongoing speech therapy. Instead, it can provide parents with a clearer understanding of their child's communication skills and recommendations for supporting development.

Can Speech Therapy Help a Late Talker?

Speech therapy for toddlers can support children who are experiencing difficulties with language development. Therapy is individualized based on the child's strengths, needs, developmental level, and everyday communication environment.

Depending on the child's needs, therapy may focus on:

• Increasing vocabulary

• Encouraging the use of words to communicate

• Combining words into short phrases

• Improving understanding of language

• Encouraging gestures and other forms of communication

• Developing social communication skills

• Supporting functional communication during play and everyday activities

• Supporting speech sound development when appropriate

Parents and caregivers also play an important role in language development. An SLP may provide strategies that families can incorporate into everyday routines, play, reading, and interactions at home.

Speech Therapy for Late Talkers in Vaughan

At Kurliand Speech Clinic, we provide speech-language assessments and speech therapy for toddlers and young children in Vaughan, Ontario. Our clinicians support children with a range of speech and language concerns, including delayed language development and late talking.

If you are concerned that your toddler is not talking as much as expected for their age, a speech-language assessment can help you better understand your child's communication development and determine whether additional support may be appropriate.

Early identification and support can give families practical strategies to encourage communication and help children participate more successfully in everyday interactions.

References

Late Language Emergence. (n.d.). American Speech-Language-Hearing Association. Retrieved September 24, 2026, from https://www.asha.org/Practice-Portal/Clinical-Topics/Late-Language-Emergence/

Fisher, E. L. (2017). A systematic review and meta-analysis of predictors of expressive-language outcomes among late talkers. Journal of Speech, Language, and Hearing Research, 60(10), 2935–2948. https://doi.org/10.1044/2017_JSLHR-L-16-0310

MacRoy-Higgins, M., & Montemarano, E. A. (2016). Attention and word learning in toddlers who are late talkers. Journal of Child Language, 43(5), 1020–1037. https://doi.org/10.1017/S0305000915000379

Zubrick, S. R., Taylor, C. L., Rice, M. L., & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50(6), 1562–1592. https://doi.org/10.1044/1092-4388(2007/106)