"Do I Need to Repeat Myself?!" Using Repetition to Build Language

The short answer is, yes. Repeating yourself may aid language development and correct speech sound production. As a speech therapist, the “repetition” strategy is a fundamental strategy for almost all clients on my caseload. Whether we are targeting articulation, vocabulary, sentence structure, or even social communication skills, repetition is key to reinforce learning and promote carryover. This blog post will explore the science behind the repetition strategy and how it is utilized to build language skills in speech therapy.

Why Repetition Works in Language Development

Repetition isn’t just about doing something over and over again—it’s a technique rooted in neuroscience, developmental psychology, and language-learning principles. For individuals with speech and language disorders, repetitive practice offers a structured way to strengthen neural connections, reinforce correct speech patterns, and improve overall communication skills.

1. Neuroplasticity and Language Learning: The brain's ability to reorganize itself by forming new neural connections is known as neuroplasticity. According to research by Kleim & Jones (2008), repeated practice can strengthen neural connections. Repetition encourages the brain to connect auditory information (hearing the sound or word) with motor planning (how to say the sound or word). Over time, these pathways become stronger, promoting language. 

2. Consolidation of Memory: Repetition also targets cognition, specifically our memory. Schmidt & Lee (2011) describe how repetitive practice in motor learning leads to better memory retention and recall. Repetition provides multiple opportunities to transfer language from short-term memory into long-term memory. Children can then depend on their memory to understand and use language across different contexts.

3. Multiple Exposures: As adults we need about 12-20 exposures to a word to understand its meaning with more exposure to use the word. Children need even more exposure to a word before they will confidently understand and use it. Repeating a word consistently provides more auditory input. 

When We Use Repetition in Speech Therapy

The repetition strategy is used to target a variety of goals across a speech-language pathologist’s scope of practice. Here are some reasons an SLP would use the repetition strategy during a treatment session:

1. To Build Vocabulary: Using words repeatedly provides more exposure to these words which will help increase vocabulary. For example, when stacking a tower, instead of saying “up” one time, repeat up multiple times to increase exposure to the word. 

2. To Model Appropriate Sentence Structures: Repeating appropriate grammar and syntax helps with understanding sentence structures. For example, a child learning irregular plural nouns might say “I see two mouses”. You can model the appropriate sentence structure repeatedly, (e.g., “I see two mice” “Do you see two mice” “Show me the two mice”), providing multiple opportunities to hear the word used appropriately.

3. To Boost Confidence: Repetition builds predictability. By repeating the same word/phrase/song over and over again, children feel the confidence to join in because they know what to expect.

4. To Correct Speech Sound Production Errors: Drill-based practice is one of the most common approaches in speech therapy for speech sound disorders. Think, breaking a habit. It takes 90 days to break a habit. Meaning, you have to repeat a good habit 90 times for it to become part of your routine. Practicing the correct speech target multiple times will support carryover.

4. To Promote Carryover: Incorporating repetition at home through parent involvement or homework is a key strategy for success. Roberts & Kaiser (2011) states that parents can be trained to implement therapeutic strategies at home, ensuring that children have consistent models in their natural environment. 

Ways to Use Repetition at Home

1. Core Words: Core words are high frequency, functional words that are applied across multiple contexts such as “go” “more” “all done” “jump” “up” “mine”. Repeating core words provides multiple exposures to a word that can be applied across many situations. For example, repeat “open” when opening a door or “open” when opening a book. Building core word vocabulary will develop your child’s foundational language skills. These core words can then be used to form longer sentences in the future.

2. Songs: Use a consistent song while completing daily routines. Children will become familiar with this song and start to associate it with that task. For example, singing “Clean up, clean up, everybody, everywhere” when you are putting dishes/toys/clothes away will help your child associate the song and its meaning with the action. 

3. Functional Phrases: Model functional phrases over and over again. Repeat “goodnight + object” every time you put a toy in the toy box or “mmm I like it” after you take a bite or have a toy take a pretend bite.Try repeating the phrase multiple times, then pause to see if the child imitates you!

Conclusion

Repetition is a fundamental strategy in speech therapy because it strengthens neural pathways, aids memory consolidation, and provides multiple exposures. Whether you're repeating core words, functional phrases or songs, repetition plays a crucial role in building language skills.

When used effectively and tailored to the individual, repetition doesn’t just reinforce learning—it accelerates progress, turning what might seem like a simple strategy into a powerful tool for speech and language development.

References:

• Kleim, J. A., & Jones, T. A. (2008). Principles of experience-dependent neural plasticity: Implications for rehabilitation after brain damage. Journal of Speech, Language, and Hearing Research, 51(1), S1-S15.

• Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of early interventions for children with language delays. Language, Speech, and Hearing Services in Schools, 42(2), 102-114.

• Schmidt, R. A., & Lee, T. D. (2011). Motor learning and performance: A situation-based learning approach. Human Kinetics.

Written By: Kerry O'Connor, M.S., CCC-SLP