Speech and Language Therapy


Producing speech sounds and words correctly allows us to communicate clearly and effectively with others. Difficulty with production of speech sounds and words can have serious consequences – frustration of not being understood, embarrassment, low self-esteem, bullying, and adverse effects related to your job/career are just a few examples. Problems with articulation can be a result of a variety of circumstances, such as childhood apraxia of speech, problems with mouth muscles and structures, incorrect movements of oral structures, hearing impairment, and extended thumb sucking and pacifier use.

Our therapists can complete an in-depth evaluation to determine the cause of your or your child’s articulation errors, then provide comprehensive articulation therapy.

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Late Talker Early Intervention

Parents are eager to hear their child’s first words as they grow and develop. When that waiting period grows longer and longer, it naturally becomes a concern for parents. Late talkers are generally described as a child who is typically developing in all areas, but is not yet speaking. The cause of late talking in children is still unknown. In general, language disorders are often caused by hearing impairment, physical impairment, developmental delays and disorders, motor planning impairments, a family history of early language delay, or gender (males are more likely to have a language delay).

Our goal is to help your child say those first words, and teach families how to connect and engage with their child in ways that promote language.


Augmentative and Alternative Communication, or AAC is a way to enhance communication for people who have significant speech and language impairments (Light, et al., 1999). It includes all forms of communication such as writing or gestures that can be used to express thoughts (ASHA). It does not inhibit speech production skills! In fact, research has shown that AAC has positive benefits on speech production (Romski & Sevcik, 1996). AAC can actually decrease behaviors and increase language because it reduces the pressure to speak verbally and reduces motor and cognitive demands of communicating (Lloyd & Kangas, 1994). In adults, using AAC is a way to regain communication after skills are lost due to diseases such as ALS, Parkinson’s, or if the patient had a stroke or brain injury. In children who are non-verbal, the goal of using AAC is for the student to develop communicative competence.  Binger, Agate, & Ramsay, 1999). 

Our therapists can help you and/or your child navigate a variety of AAC, including low-tech and high-tech devices, and effectively use AAC to communicate with others (communicative competence).

Food on forks

Reading and Literacy

Struggling with reading can affect all aspects of a child’s education, including their self-esteem. There is a well-established relationship between oral language and reading. Reading requires the command of language, beginning at the ability to hear, identify, and manipulate sounds all the way to comprehension. 

Our goal is to go back to the basics and start from a place where kids have confidence, and build the underlying skills the child needs to be able to tackle the complex task of reading. It’s important to have a strong foundation, and our therapy starts wherever your child needs to become a strong, confident, and fluent reader. 

Red Flags for Reading and Literacy Delays:

  • Difficulty identifying letters 
  • Difficulty identifying the sounds associated with letters
  • Confusion of basic sight words
  • ​Guessing words based on the first letter 
  • Difficulty sounding out words
  • Monotone or robotic reading
  • Unable to answer questions about what they just read
  • Frequent stopping while reading

“You can have language without literacy, but there is no literacy without language”

– Sarah James, SLP