It is not because the teacher of the school is sounding the alarm that it is serious. The mastery of oral language , reading and spelling are complex processes and not all children are at the same pace . There are speakers and early readers, and others later, because at that moment they develop on another plane or are not yet mature enough to do so. So, do not panic at the first alert signal from the mistress . We must especially know that from 3 years, we see a speech therapist to:

A language delay

Around 3 years, a child is supposed to be able to make short and simple sentences of 3-4 words with subject, verb, complement, and speak intelligibly. A speech-language pathologist is consulted when:
- He has a limited vocabulary , is content with a minimum of words, his language does not evolve, or if he pronounces deformed words understood only by his relatives ('tature' for car).
- We do not understand much about what he says, he has incoherent jargon, struggling to build sentences. ..

For articulation difficulties

A speech-language pathologist is consulted when:
- The child does not speak well, can not pronounce certain sounds, confuses the ch with the s or j (sock becomes "saucette").
- The child stutters, zozots or entangles the sounds (instead of "it's not nice", he says "you're not dentil").

For reading difficulties

A speech-language pathologist is consulted when:
- At about 6-7 years old, in CP / CE1, he has difficulty learning to read, stumbles on words , or that the child deciphers with difficulty by taking breaks in the wrong places ...
- The child does not understand everything he reads .
- Your little inverse letters or syllables: on reading, leave gives "pratir" , far gives "lion", etc.
- He confuses words that resemble each other (boat and rake) and letters that resemble each other by sound (d and t, m and n).
- The child zapped certain letters : he read "crosse" instead of coach.
It may be a question of dyslexia ...

For Writing Disorders

A speech-language pathologist is consulted when:
- In CP-CE1, he writes wrongly, or not on the line, his notebooks are "pig", or the child slowly and laboriously forms his letters (dyslexia often goes hand in hand with a writing difficulty).
- In CM1-CM2, its spelling is rudimentary (it is often the corollary of dyslexia). He makes strange errors, written in "phonetic": "Nantré pa dan ma chambre". In dictation, he arbitrarily cuts the words ("l'égume", "he sé lance"), he hangs up the end of a word at the beginning of the following, he truncates them (similar becomes "seems"), he confuses homophones (and, have, is, mes and but).