How to Teach First Words to a Late Talker: 7 Strategies From an SLP
From Dr. Carla Kekejian — Pediatric Speech-Language Pathologist, CCC-SLP · September 25, 2026
“Late talker” is one of the most common — and most anxiety-inducing — labels a parent hears. As a pediatric speech-language pathologist, here’s what I want parents to know: teaching a first word isn’t about drilling a toddler until they repeat it back. It’s about setting up the exact right moment, over and over, where saying (or attempting) a word gets your child something they actually want. That’s how words stick.
Quick answer: To teach first words to a late talker, use single, simple words tied to things your child already wants (not full sentences), pause after modeling a word so they have a chance to attempt it, and reward any approximation — not just a perfect pronunciation — with immediate enthusiasm and the real thing. Focus on functional words first (more, up, go, all done) over naming random objects. If a late talker has fewer than 10 words by 18 months or isn’t adding new words steadily by 2 years, it’s worth scheduling an evaluation.
Here are 7 strategies I use in sessions and recommend to parents constantly, with a tip for putting each one into practice today.
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Say Less, Stress One Word
It’s tempting to narrate in full sentences, but a late talker often can’t pull one target word out of a long sentence. Saying the single word you want them to learn, clearly and by itself, makes it the whole message instead of one piece of a bigger one.
Try this: Instead of “Do you want to go outside?” say just “Outside!” with excitement, pointing to the door. Fewer words means the one that matters stands out.
Model, Then Pause and Wait
After you say a word, resist filling the silence. A real pause — even an uncomfortable one — is the space your child needs to attempt the word themselves.
Try this: Say the word, then count to five in your head before doing anything else. If your child makes any sound or attempt, respond immediately as if they nailed it.
Accept Approximations as Wins
Waiting for a “perfect” word means a late talker rarely gets rewarded for trying. Early attempts — “ba” for ball, “mo” for more — are exactly how real words get built.
Try this: Whatever sound your child makes toward a word, respond like they said it correctly: hand them the item, repeat the correct word back warmly (“Ball! Yes, ball!”), and move on without correcting.
Prioritize Functional Words Over Object Names
Naming animals and colors is fun, but it’s not usually what gets a late talker’s first words going. Words that let a child get something they want — more, up, go, open, all done — get used dozens of times a day, which means dozens of practice opportunities.
Try this: Pick 5 functional words your child would genuinely use often, and model them constantly across the whole day — not just during “practice time.”
Create Repetition Without It Feeling Like Drilling
A word needs to be heard many times, in many contexts, before a toddler will attempt it. The trick is getting that repetition through play and daily routines instead of flashcards.
Try this: Pick one target word and use it at least 10 times during a single play session, in slightly different situations — “up” for a toy, “up” for a lap, “up” on the stairs.
Use Pretend Play to Attach Words to a Whole Scene
Pretend play gives a late talker a reason to use several words in one connected activity, instead of a single word in isolation — which is a natural bridge toward combining words later.
The Middle Eastern Food Toy is one I like for this — a 9-piece pretend cooking set where kids roll and unroll soft fabric grape leaves, tuck in felt lemon slices and tomatoes, and open and close the wooden pot. It naturally sets up simple, repeatable words: roll, open, close, in, out, more, all done — plus a sweet way to connect language to family and food traditions.
Try this: Narrate with single words as your child plays — “roll,” “in,” “lid on” — and pause after each one to give them a chance to attempt it before you move to the next step.
Shop this toy: Sitti’s Warak Enab Pot – Traditional Stuffed Grape Leaves Cooking Play Set →
Pair Every Word With a Gesture or Visual
Late talkers often understand more than they can say. Pairing a word with a consistent gesture or sign gives them a way to communicate the concept immediately, while the spoken word catches up.
Try this: Pick a simple gesture for your top functional words (open palms up for “more,” a wave for “all done”) and use the gesture and the word together every single time, so they reinforce each other.
Watch a Real Example
Reading through strategies is one thing — seeing them in action with a real toddler is another. This video breaks down what teaching a first word actually looks like in the moment.
When to Seek an Evaluation
These strategies support first-word development, but they aren’t a substitute for an evaluation if you have concerns. Some signs it’s worth talking to a speech-language pathologist sooner rather than later:
| Fewer than 10 words (including approximations) by 18 months | |
| No new words added over several months, at any age | |
| Words your child previously had that have disappeared | |
| Difficulty understanding simple, familiar directions | |
| You’ve been trying strategies like these consistently without any new attempts |
An evaluation doesn’t commit you to anything — it just gives you clarity and a plan.
Ready to talk it through? Schedule an evaluation with SoCal Speech →
Frequently Asked Questions
What’s considered a “late talker”?
A late talker is typically a toddler, usually around 18–30 months, who has fewer words than expected for their age but otherwise has typical understanding, play skills, and social interaction. It’s a description of where a child is right now, not a diagnosis.
What’s usually the easiest first word to teach a late talker?
Functional words a child can use often and immediately get a result from — like “more,” “up,” or “go” — tend to click faster than object names, since they’re practiced many times a day in natural situations.
Do late talkers usually catch up on their own?
Many do, but not all — and there’s no reliable way to tell which child will catch up without support versus which one needs it. That uncertainty is exactly why an evaluation, rather than a wait-and-see guess, gives parents an actual answer.
Have Questions About Your Late Talker?
If you have questions about your child’s language development or want personalized home practice strategies, reach out to our team — we’re here to help.
Contact UsAbout the Author
Dr. Carla Kekejian, PhD, CCC-SLP, is the founder of SoCal Speech-Language Therapy and a professor of communication disorders and sciences at California State University, Northridge (CSUN). With over a decade of clinical experience, she specializes in bilingual speech therapy and strengths-based communication support for children in La Cañada Flintridge and across the Greater Los Angeles area, with a focus on evidence-based, culturally responsive care. Read Dr. Kekejian’s full bio, or learn more about her research and teaching.
Medical Disclaimer
The information here is for education and doesn’t replace professional medical advice or a diagnosis. Always talk to your doctor or a qualified health provider with questions about a medical condition.
