Supporting stammering, speech and language in the early years: what the evidence says

Original source: Department for Education — Supporting stammering, speech, and language needs in the early years: a rapid evidence review (ref RR1553, September 2025). Research evidence, not statutory guidance.

Early years is where speech and language needs can be caught in time — or missed for years. This DfE-commissioned rapid evidence review, led by Newcastle University, is the most substantial in the series and the only one focused exclusively on children aged 0 to 5. It addresses three questions: how to identify stammering, speech and language needs; what support works; and how settings should work with other professionals and families.

Identification: trust parents, and know your tools’ limits

The single most important finding on stammering is a warning: there is no validated, reliable screening measure for early years practitioners to use, so the review places weight on professional and parental judgement. Practitioners and parents can reliably identify stammering, but because a child may stammer differently at home and at school, conversation with families is essential — and any parental concern should be taken seriously. The WellComm tool is highlighted as helpful for deciding when to refer to a speech and language therapist.

For speech, identification is about three observable questions: how intelligible is the child, are they producing age-appropriate sounds, and are difficulties affecting confidence or participation. If a child shows a speech sound disorder, they must receive an individualised programme planned and delivered — or overseen — by a speech and language therapist. Tools such as the Intelligibility in Context Scale, SpeechLink and SPAA-C are available but all need further UK validation.

For language, fourteen tools with reported psychometric properties were found. The best-performing include the British Picture Vocabulary Scales, Infant/Reception Language Link, Language Screen and the Sure Start Language Measure. No single tool covers every age and need, so a multi-tool approach is essential — and speech and language therapist input is a core part of identification, not an optional extra.

Support: universal first, then targeted, then specialist

The evidence for stammering intervention at universal and targeted level is limited, though strategies from specialist practice — especially creating a stammering-accepting environment — may reduce the risk of persisting stammering. For speech sound disorders, two targeted approaches stand out: phonological awareness intervention and recasting, supported by moderate and good evidence respectively.

For language, the strongest evidence supports six named programmes: NELI and NELI Pre-school, Developing Talkers, the Educator-Implemented Storybook Vocabulary Intervention, Happy Talk and Talk Boost. But the review’s deeper message is that no programme replaces a language-rich environment. The effective approaches consistently emphasise responsive interaction, dialogic reading, explicit instruction, modelling and repetition — universal practice that benefits every child, not just those with identified needs.

Two cautions apply to all children. Avoid corrective feedback for stammering and speech sound difficulties, and value every form of communication. For bilingual children, maintaining home-language support strengthens cultural and cognitive development.

Working together is the multiplier

The review found that collaborative, tiered models — developed locally between settings, speech and language therapists, health visitors, parents and other professionals — are the most efficient and equitable way to deliver universal, targeted and specialist support. Essential features are strategic leadership, open communication, cross-professional networking and hands-on collaboration. These models improve early identification, boost practitioner confidence, and lead to earlier and better outcomes for children.

For leaders, the practical reading is this: build universal language-rich provision into daily routine, train staff to have confident conversations with parents about concerns, and invest in the local partnership that turns early spotting into early support.

Practical takeaways for settings

Trust parental concern about stammering: there is no validated screener, so conversation with families is the tool.
Refer any speech sound disorder to a speech and language therapist rather than attempting to “fix” it with corrective feedback.
Build language-rich universal provision — responsive interaction, dialogic reading, modelling and repetition — for every child.
For bilingual children, maintain home-language support.
Invest in the local collaborative, tiered partnership across settings, speech and language therapists, health visitors and parents.