Parent question
Speech practice games: turning any game into practice
Published · Updated
The short answer
Almost any game your child already likes can become speech practice: they say their practice words a few times before each turn. What matters most is the number of tries, not the game. Research studies often aim for about 100 practice tries in a session, and a slow game can cut that a lot. Ask your child’s speech-language pathologist (SLP) which words and which level to practise.
Why games work
Speech therapy research often uses “drill play”: a quick set of practice tries, then a turn in a game. In one study of two children using it, they averaged 165 tries in each 45-minute session (Potapova et al., 2023). The game keeps a child going, and the drill keeps the tries high.
In a study of speech practice games, children preferred games with rewards, challenge and different levels of difficulty (Ahmed et al., 2018).
Why the number of tries matters
- In a small study of two children with apraxia, words practised more than 100 times in 15 minutes were learned faster than words practised 30 to 40 times (Edeal & Gildersleeve-Neumann, 2011).
- A review of speech sound research found sessions typically included about 100 practice tries, while clinicians surveyed reported giving less than that (Sugden et al., 2018). In a UK survey, most therapists said children practised their target 10 to 30 times per session (Hegarty et al., 2018).
- Practice at home can add tries between sessions. A review found emerging evidence that therapists and parents working together supports home practice (Pritchard et al., 2025).
Turn a game into practice
| Game | How to add practice |
|---|---|
| Go Fish | Use picture cards with your child’s practice words, and name the card each time you ask for one. |
| Uno or any card game | Say a practice word, or a sentence with it, before playing each card. |
| Candy Land, Chutes and Ladders | Say one practice word for every space you move. |
| Memory or matching | Name each card as you flip it over. |
| Jenga or stacking games | Say five practice words before each turn. |
| I Spy | Only spy things that have the practice sound. |
| Hide and seek | Hide picture cards and say each word as you find it. |
Keeping practice useful
- Practise at the right level. If your child is working on syllables, don’t jump to sentences. See the articulation hierarchy.
- Keep tries high. Several tries per turn, quick turns and simple rules beat a long game with one word per turn.
- Keep feedback simple. Praise the sound, not just the effort (“great S!”). If it’s wrong, say it once correctly and move on. Research suggests feedback on every try isn’t always best for long-term learning. See feedback frequency.
- Keep a tally. Note roughly how many tries you did in a practice log to share with your SLP.
What about apps?
- In a study of 45 rural Australian children using a speech practice game, children did a median of about 45 tries per session, less than half the 100-try target, and those who played more sessions improved more on their practised words (McLeod et al., 2023).
- In a study of 10 children, a tablet game for apraxia increased engagement during practice (Hair et al., 2021).
- Apps aren’t automatically effective. In a 2026 study, none of 4 children’s target sounds improved meaningfully after 3 weeks of practising alone with a speech app (two improved slightly on practised words only), and the authors suggested more parent involvement (Strömbergsson et al., 2026). A review of 132 children’s speech apps rated none as excellent (Furlong et al., 2018).
See speech practice tools for kids for more on choosing one.
Questions parents ask
What games are good for speech therapy at home?
Any game your child enjoys and that has quick turns. Card games, matching games and board games all work if your child says their practice words several times each turn.
How many times should my child practise a word?
Ask your SLP. Research sessions often include about 100 tries, but the right amount depends on your child and the level they’re working on.
Are speech therapy apps worth it?
Some help children practise more, but quality varies a lot. One small study suggested apps may need more parent involvement to work.
Sources
- Potapova, I., Combiths, P., Pruitt-Lord, S., & Barlow, J. (2023). Word-final complexity in speech sound intervention: Two case studies. Clinical Linguistics & Phonetics, 37(4–6), 363–384.
- Ahmed, B., Monroe, P., Hair, A., Tan, C. T., Gutierrez-Osuna, R., & Ballard, K. J. (2018). Speech-driven mobile games for speech therapy: User experiences and feasibility. International Journal of Speech-Language Pathology, 20(6), 644–658.
- Edeal, D. M., & Gildersleeve-Neumann, C. E. (2011). The importance of production frequency in therapy for childhood apraxia of speech. American Journal of Speech-Language Pathology, 20(2), 95–110.
- Sugden, E., Baker, E., Munro, N., Williams, A. L., & Trivette, C. M. (2018). Service delivery and intervention intensity for phonology-based speech sound disorders. International Journal of Language & Communication Disorders, 53(4), 718–734.
- Hegarty, N., Titterington, J., McLeod, S., & Taggart, L. (2018). Intervention for children with phonological impairment: Knowledge, practices and intervention intensity in the UK. International Journal of Language & Communication Disorders, 53(5), 995–1006.
- Pritchard, K., Stojanovik, V., Titterington, J., & Pagnamenta, E. (2025). How speech and language therapists and parents work together in the therapeutic process for children with speech sound disorder: A scoping review. International Journal of Language & Communication Disorders, 60(1), e13132.
- Maas, E., Robin, D. A., Austermann Hula, S. N., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17(3), 277–298.
- Preston, J. L., Leece, M. C., & Storto, J. (2019). Tutorial: Speech motor chaining treatment for school-age children with speech sound disorders. Language, Speech, and Hearing Services in Schools, 50(3), 343–355.
- McLeod, S., Kelly, G., Ahmed, B., & Ballard, K. J. (2023). Equitable access to speech practice for rural Australian children using the SayBananas! mobile game. International Journal of Speech-Language Pathology, 25(3), 388–402.
- Hair, A., Ballard, K. J., Markoulli, C., Monroe, P., McKechnie, J., Ahmed, B., & Gutierrez-Osuna, R. (2021). A longitudinal evaluation of tablet-based child speech therapy with Apraxia World. ACM Transactions on Accessible Computing, 14(1), 1–26.
- Strömbergsson, S., Edlund, E., Pettersson, M., Phan, N., & Kurimo, M. (2026). Self-supervised app-based speech training for children with speech sound disorder: A single-case experimental design study. International Journal of Language & Communication Disorders, 61(1), e70163.
- Furlong, L., Morris, M., Serry, T., & Erickson, S. (2018). Mobile apps for treatment of speech disorders in children: An evidence-based analysis of quality and efficacy. PLOS ONE, 13(8), e0201513.