Plenty of young children say “thun” instead of “sun” at some stage.

It can be cute. It can also leave parents wondering whether it will sort itself out.

The answer depends on the type of lisp and how old the child is.

For families in Perth’s western suburbs, City Beach Speech offers home and school visits for children with lisps and other speech sound concerns.

Most of the time, a lisp in a young child is simply part of learning to talk.  Sometimes, though, a little help early on makes things much easier down the track.

Here’s what to look for, and what you can do at home.

What a lisp actually is

A lisp is when a child has trouble saying the “s” and “z” sounds clearly.

These are tricky sounds. The tongue has to sit in just the right spot, behind the top teeth, while a narrow stream of air passes over it.

There are a few kinds of lisp. The most common is when the tongue pokes forward between the teeth, so “s” comes out sounding like “th”.

Speech pathologists call this an interdental lisp.

A similar type happens when the tongue presses against the back of the front teeth. The sound comes out muffled rather than crisp.

Another type happens when air escapes over the sides of the tongue. It sounds wet or slushy, and it isn’t a usual part of speech development at any age.

When a lisp is part of normal development

Many young children use a forward lisp while their speech is still growing.

In a three-year-old, it is usually nothing to worry about.

Children learn speech sounds in a rough order. Sounds like “p”, “b” and “m” tend to come early. Sounds like “s”, “r” and “th” often come later.

So a toddler who can’t yet say “s” clearly is often right on track.

Raising Children Network has a useful guide to how speech sounds tend to develop through the toddler and preschool years.

Signs it’s worth getting a check

It can help to talk to a speech pathologist if:

  • the lisp is still there at around five years of age
  • the “s” sounds wet or slushy, at any age
  • your child is becoming self-conscious or avoiding certain words
  • people outside the family find other sounds hard to understand too

Starting school is often when a lisp gets noticed. Teachers hear a lot of children every day, so they are well placed to spot speech that stands out.

If a teacher mentions it, that is a good prompt to get it looked at.

Speech Pathology Australia has more on when to seek help and what an assessment involves.

Things that can play a part

Often, there is no clear reason why one child lisps and another doesn’t.

A few things can make it more likely, though.

Long-term dummy or bottle use can encourage the tongue to rest further forward. Thumb sucking can have a similar effect.

Mouth breathing, from blocked noses or large tonsils, can also change where the tongue sits.

Hearing matters too. A child who has had lots of ear infections may not have heard sounds clearly at the age they were learning them.

Hearing Australia has information on children’s hearing, including how to book a hearing check.

What happens at a speech assessment

A speech pathologist will listen to your child talk and play, and check how they make different sounds.

They may also look at how the tongue moves, and ask about things like dummy use.

Most assessments feel like play to the child. There might be picture cards to name, games to play, or toys to talk about.

From there, they will explain whether therapy is needed and what it would look like.

Some speech pathologists offer home and school visits. That saves dragging a tired child to a clinic after a long day.

What therapy usually involves

Therapy for a lisp tends to start with helping the child hear the difference between a clear “s” and a lisped one.

Next comes finding the right tongue position, often with fun cues like “keep your tongue in its house”.

The new sound is then practised in single sounds, then words, then sentences, and finally in everyday talk.

Short, regular practice at home makes a big difference. Five minutes a day usually beats one long session a week.

How long it takes

There is no set timeline. It depends on the type of lisp, the child’s age and how often they practise.

Some children pick up the new sound quickly once they know where their tongue should go. Others need more time to make it automatic in everyday talk.

The hardest step is usually the last one. A child might say “s” perfectly in a practice game, then slip back to the old sound when they are excited or rushing to tell you something.

That is normal. It just means the new habit is still settling in.

Helping at home without making it a big deal

Try not to correct your child every time.

Constant correcting can make a child shy about talking, which is the last thing you want.

Instead, repeat the word back the right way in a relaxed tone: “Yes, the sun is hot today.”

Read together, sing songs and play word games. Children pick up a lot simply from hearing sounds said clearly.

Games that involve the “s” sound, like spotting snakes in a picture book or making a long “sssss” like a tyre going flat, can be a fun way to tune their ear.

A word on confidence

Some children don’t mind their lisp at all. Others become very aware of it, especially once they start school.

If your child starts avoiding words, speaking less in class or getting upset when they are teased, that is worth acting on, whatever their age.

Getting help early can stop a small speech issue from turning into a confidence one.

The bottom line for parents

A lisp in a young child is common, and often fades on its own.

Keep an eye on the type of lisp, your child’s age and how they feel about it.

And if you’re unsure, an assessment gives you a clear answer either way.