Stopping Phonological Process: Minimal Pairs, Examples, And Activities

What Is Stopping?

Stopping is one of the patterns young children use while their speech is still developing. Sounds like S, F, SH and V need a steady stream of air. A child who uses stopping cuts the air off and puts a short popped sound in its place, so “sun” sounds like “tun,” “fish” like “pish,” and “shoe” like “two.”

The swapped word is often a real word, so stopping changes the meaning: “sea” and “tea,” “fan” and “pan,” “vote” and “boat.” That is why the pairs below put two pictures side by side: saying the right first sound is what makes the right picture the answer.

How To Practice At Home

Use any pair below. Keep it short and stop while it is still fun.

1. Name both pictures for your child, letting the long sound flow: “sssea,” then “tea.”
2. Say one of the two words and let your child point to the picture you said.
3. Swap roles: your child says a word and you point to the picture you heard. If they meant “sea” and you point to the tea, show them how the S keeps flowing and try again.
4. When a pair is easy, move to the next one, then try the words in short phrases like “the blue sea.”

When To See A Speech-Language Pathologist

Stopping fades one sound at a time. ASHA gives the likely ages it goes away as about 3 for F and S, 4 for V and Z, and 5 for SH, CH, J and the voiced TH. Caroline Bowen’s table, built on Grunwell’s research, gives about 3 for F and S, 3 and a half for V and Z, 4 and a half for SH, CH and J, and 5 for TH.

If your child is past those ages and still stops a sound, or people outside the family often cannot understand them, ask a speech-language pathologist for an evaluation. Under IDEA, a parent can ask the public school district in writing to evaluate a child aged 3 or older, and the evaluation is free; our lisp guide walks through the request. For a child under 3, start with your state’s Early Intervention program.

Sources: ASHA, Selected Phonological Patterns; Caroline Bowen, Table 3: Elimination of Phonological Processes.

Common Questions

What is stopping in speech?

Stopping is a speech pattern where a child replaces a long, airy sound with a short popped one, so “sun” sounds like “tun” and “fish” like “pish.” It is common in young children whose speech is still developing, and ASHA lists it among the patterns that usually fade as children get older.

At what age should stopping go away?

It fades one sound at a time. ASHA gives about 3 for F and S, 4 for V and Z, and 5 for SH, CH and J. Caroline Bowen’s table puts F and S at 3, V and Z at 3 and a half, and SH, CH and J at 4 and a half. Treat these as guides, not deadlines.

What are minimal pairs for stopping?

They are two words that differ only by the first sound, like sea and tea or fan and pan. Each word has its own picture, so a child who stops the sound ends up pointing to the wrong one, which shows them why the long sound matters.

What are some examples of stopping?

Common examples are “tun” for sun, “pish” for fish, “two” for shoe, “tip” for chip, “boat” for vote and “dump” for jump. In each one the child keeps the rest of the word and only swaps the first sound for a short popped T, P, B or D.

How do I practice stopping at home?

Name both pictures in a pair first, saying the first sound clearly. Then say one word and let your child point to it, and swap roles so your child says a word while you point to the picture you heard. Keep sessions to a few minutes and stop while it is still fun.

When should my child see a speech-language pathologist?

If your child is past the usual age for a sound and still stops it, or people outside the family often cannot understand them, ask for an evaluation. Under IDEA, a parent can ask the public school district in writing to evaluate a child aged 3 or older, and the evaluation is free.

Are these word pairs free to print?

Yes. Every pair on this page, with its pictures, and the practice sheet are free to print, with no account needed. You can also practice straight from the screen: name the two pictures, say one word, and let your child point to it.