This glossary explains common speech pathology terms in practical language. It is not a diagnostic tool. Use it to ask better questions, not to label yourself or another person.
| Term | Area | Meaning | Question |
|---|---|---|---|
| articulation | speech sounds | How a person makes individual speech sounds with the mouth, breath, and voice. | Which sound and word position are we targeting? |
| phonology | speech sounds | The sound pattern system of a language or dialect. | Is this pattern expected for age and language background? |
| expressive language | language | How a person communicates ideas outward through speech, AAC, writing, gesture, or signs. | What helps the person express more complete ideas? |
| receptive language | language | How a person understands words, sentences, directions, stories, and context. | What supports improve understanding? |
| pragmatics | social communication | How communication changes by partner, purpose, setting, turn-taking, and repair needs. | What does successful communication look like for this person? |
| fluency | speech flow | The flow, rhythm, and ease of speech. | What situations change fluency and how does the person feel about speaking? |
| stuttering | fluency | A fluency difference that may include repetitions, prolongations, blocks, tension, or avoidance. | Should we consult an SLP with fluency experience? |
| cluttering | fluency | A fluency pattern that may include rapid or irregular rate, reduced clarity, and revisions. | Is rate, clarity, language organization, or attention part of the concern? |
| voice | voice | How the voice sounds and feels, including pitch, loudness, quality, and endurance. | Does persistent change need medical evaluation? |
| resonance | voice | How sound vibrates through the throat, mouth, and nose. | Does the voice sound unusually nasal or blocked? |
| AAC | communication access | Augmentative and alternative communication, or ways to communicate besides or in addition to speech. | Which communication modes should be available all day? |
| apraxia of speech | motor speech | Difficulty planning or sequencing speech movements. | What evaluation supports this term? |
| dysarthria | motor speech | Speech changes from muscle weakness, coordination, or control differences. | Is neurological or medical care involved? |
| aphasia | language | A language disorder often caused by stroke or brain injury. | What supports help understanding and expression now? |
| dysphagia | swallowing | Difficulty swallowing that can affect safety, nutrition, hydration, and comfort. | Who should evaluate swallowing safety? |
| phonological awareness | literacy | Awareness of sound structure in words, such as rhyme and individual sounds. | Should speech goals connect to early literacy? |
| speech-language pathologist | professional role | A professional who evaluates and treats communication and swallowing disorders. | Which SLP specialty or setting fits this concern? |
| evaluation | process | A structured professional process to understand needs, strengths, and next steps. | What data and languages will be included? |
| home practice | practice support | Short, specific routines that support professional targets or general communication practice. | How long should practice last and when should we stop? |
| caregiver cue | practice support | A small supportive prompt that helps attention without shaming or pressuring. | Which cue should we use and which should we avoid? |
| generalization | carryover | Using a practiced skill in real communication, not only in drills. | How will this move into conversation or daily routines? |