Baby sign language offers late talkers a bridge to communication that can reduce frustration and may actually support—rather than hinder—the development of spoken language. For parents worried that teaching signs might delay their child’s speech even further, research consistently shows the opposite: no studies have demonstrated that signing causes language delays, and children who learn signs early tend to develop stronger language skills over time. The American Academy of Pediatrics approves simple sign language with infants and toddlers, noting it can break down communication barriers and build positive interaction between parent and child. Consider a two-year-old who cannot yet say “milk” or “more” but learns to sign these words within a week.
Instead of crying or pointing vaguely, she now communicates her needs clearly. Her parents respond appropriately, she feels understood, and a positive cycle begins—one where communication feels rewarding rather than impossible. This is the practical reality for many families using sign language with late talkers. Research by Goodwyn, Acredolo, and Brown found that hearing infants whose parents encouraged symbolic gestures actually outperformed children whose parents encouraged vocal language alone on follow-up tests of both receptive and expressive language. This article examines what defines a late talker, explores the research behind signing and speech development, addresses common parental concerns, and provides practical guidance for incorporating signs into daily routines with a speech-delayed child.
Table of Contents
- What Qualifies a Child as a Late Talker and How Common Is It?
- Research Evidence: Does Signing Help or Hurt Speech Development?
- Why Signs Reduce Frustration for Speech-Delayed Children
- Common Concerns and When Sign Language May Not Be Enough
- The Parent’s Role in Making Signs Successful
- Looking Ahead: Signs as Part of a Bigger Picture
- Conclusion
What Qualifies a Child as a Late Talker and How Common Is It?
Approximately 13% of two-year-olds are classified as late talkers, making this a relatively common developmental variation rather than a rare condition. A child is typically considered a late talker when their expressive vocabulary falls significantly below age expectations—usually fewer than 50 words by age two or limited ability to combine words—while their understanding of language and other developmental areas remain on track. This distinction matters because late talking differs from broader developmental delays that affect multiple areas of functioning. The gender disparity in late talking is striking: boys represent more than 70% of late talkers, while girls account for only about 30%. At 16 months, girls typically have vocabulary of approximately 95 words compared to boys with around 25 words.
Other risk factors include lower socioeconomic status, lower birth weight (below 85% of optimal), prematurity (before 37 weeks), family history of language delay, and attention problems. Recent 2025 research published in the Journal of Speech, Language, and Hearing Research has examined mechanisms linking poverty with late language emergence, highlighting how environmental factors intersect with developmental ones. However, parents should understand that being a late talker does not necessarily predict long-term language problems. Many late talkers do catch up on their own without intervention. That said, 20-30% of late talkers continue to have significant language difficulties and do not catch up independently, which is why monitoring progress and having communication tools available—like sign language—remains important during this uncertain period.
Research Evidence: Does Signing Help or Hurt Speech Development?
The fear that signing might become a “crutch” that prevents children from learning to talk is understandable but unsupported by evidence. No research studies have shown that signing causes a delay in language development. In fact, a research review by Millar and Light confirms that using alternative communication methods, including sign, does not prevent children from talking and may actually support speech development. The mechanism appears straightforward: when children experience the power of communication through any means, they become more motivated communicators overall. The research findings on signing’s benefits are remarkable. Signing toddlers at 24 months used words like 27-28 month olds—three to four months ahead of their peers.
By 36 months, they talked like 47 month olds, performing 11 months ahead of expectations. A study in Sign Language Studies found that babies who learned sign language had higher IQs by age 8 compared to non-signers, suggesting benefits that extend well beyond early vocabulary. February 2025 research from Indiana University shows teaching babies sign language enhances cognitive skills including language acquisition and early literacy development, adding to this growing body of evidence. The limitation worth noting: these studies generally examine typically developing children or late talkers specifically, not children with diagnosed conditions like autism spectrum disorder or developmental language disorder. While signing often helps in those populations too, the research cited here should be applied most directly to late talkers without other diagnoses. Parents of children with additional concerns should consult speech-language pathologists for individualized guidance.
Why Signs Reduce Frustration for Speech-Delayed Children
The daily experience of a late talker often involves repeated communication breakdowns. A child wants something, tries to communicate, fails to be understood, and experiences frustration—sometimes manifesting as tantrums, crying, or withdrawal. This cycle damages confidence and can make the child less willing to attempt communication at all. Signing interrupts this pattern by providing an achievable way to be understood. Consider a speech-delayed 20-month-old who wants his cup but cannot produce the word. Without signs, he might cry, point at the counter, grow increasingly upset as his parents offer wrong items, and eventually melt down. With the sign for “drink,” he makes a simple hand-to-mouth gesture, his parent immediately understands, and communication succeeds. This success breeds more attempts at communication. The child learns that expressing himself works, which motivates further effort—including eventually attempting verbal expression. This is why speech-language pathologists often observe that children who use signs and gestures early tend to develop stronger language skills later. Once late talkers learn the power of communication, they typically abandon signs for spoken language as their verbal abilities emerge. Signs serve as scaffolding rather than a replacement—temporary support that helps build the structure but gets removed once that structure can stand on its own. ## How to Start Teaching Signs to a Late Talker Beginning with high-motivation words produces the fastest results.
Rather than starting with “please” and “thank you,” identify what your child wants most frequently throughout the day: milk, more, eat, drink, ball, book, help, all done. These words have immediate payoff—the child signs and gets what they want—which reinforces continued signing. Aim for five to ten starter signs focused entirely on your child’s specific interests and daily needs. The teaching approach matters significantly. Always say the word clearly while making the sign, maintaining eye contact with your child. Use signs in natural contexts repeatedly rather than drilling in isolated practice sessions. When your child reaches for a cracker, sign and say “cracker” before handing it over. When reading books, sign key words as they appear. Consistency from all caregivers accelerates learning, so share your chosen signs with grandparents, babysitters, and daycare providers. The tradeoff parents face involves modified versus ASL (American Sign Language) signs. Modified baby signs are often easier for small hands to produce, but ASL signs have the advantage of being a real language understood by deaf individuals and commonly used in preschool settings. Many families use ASL signs but accept approximations from their children—the communication matters more than perfect form. Whichever approach you choose, remain consistent within your household.
Common Concerns and When Sign Language May Not Be Enough
Despite the research supporting signing, some late talkers may need additional intervention beyond what parents can provide at home. If your child shows limited interest in communicating through any means—not just speech—this may indicate something beyond typical late talking. Similarly, if your child doesn’t seem to understand language well (not just speak it), or if you notice regression where previously acquired words or signs disappear, professional evaluation becomes important. The 20-30% of late talkers who don’t catch up on their own may benefit from formal speech therapy in addition to signing.
Sign language complements but does not replace professional intervention when needed. Warning signs that warrant evaluation include: no babbling by 12 months, no gestures (pointing, waving) by 12 months, no single words by 16 months, no two-word combinations by 24 months, or any loss of previously acquired language skills at any age. Parents should also recognize that signing requires time and consistency to show results. A child who learns three signs in the first week is doing well; expecting fifty signs in a month sets unrealistic standards. If your child shows no interest in signing despite consistent modeling over several weeks, or cannot physically form the hand shapes needed, discuss alternatives with a speech-language pathologist.
The Parent’s Role in Making Signs Successful
Your responsiveness to your child’s communication attempts—whether signed, spoken, or gestured—shapes their willingness to keep trying. Research shows that children whose communicative attempts receive immediate, positive responses develop language faster than those whose attempts are ignored or misunderstood. This means treating your child’s approximation of a sign as valid communication worthy of response.
For example, if your child attempts the sign for “more” but produces something closer to a clap, respond enthusiastically and provide more of whatever they wanted. Over time, you can gently model the correct form (“More? You want more crackers? Here’s more!”) without correcting or demanding precision. The goal is successful communication, not perfect signing technique.
Looking Ahead: Signs as Part of a Bigger Picture
For most late talkers, signing represents a temporary phase in their communication journey. As verbal skills emerge—often quite rapidly once they begin—children naturally transition to speech because talking is faster and more universally understood. The signs don’t disappear entirely; many families continue using them in noisy environments, across distances, or as a special shared language for years afterward.
The broader picture emerging from 2025 research connects early communication success to later academic outcomes, including literacy development. Children who experience themselves as effective communicators during toddlerhood may carry that confidence into preschool, kindergarten, and beyond. For late talkers, signing offers not just immediate relief from frustration but potentially a foundation for viewing themselves as capable communicators—regardless of when their spoken words arrive.
Conclusion
Baby sign language provides late talkers with an evidence-based tool for communication that research shows supports rather than hinders speech development. The statistics are clear: signing toddlers often outperform their non-signing peers in language measures, and no studies demonstrate that signing delays speech. For the approximately 13% of two-year-olds classified as late talkers—and for their worried parents—this represents genuinely good news.
The path forward involves selecting high-motivation signs, using them consistently in natural contexts, and remaining responsive to your child’s communication attempts. While signing helps most late talkers, parents should seek professional evaluation if concerns extend beyond speech production to include comprehension problems, social communication differences, or regression. Used appropriately, sign language transforms the waiting period of late talking from a time of frustration into an opportunity for connection and communication—building skills that serve children well beyond the day their words finally arrive.