If a speech-language pathologist, pediatrician, or teacher has mentioned your child's "receptive" or "expressive" language, you're not alone in wondering what those words actually mean. They describe two sides of the same skill: understanding language and using it. Here's a plain-language guide to each one, what they look like as children grow, and when it makes sense to ask a professional.
What is the difference between receptive and expressive language?
The American Speech-Language-Hearing Association (ASHA) explains that "language is both expressive (e.g., speaking, writing, signing) and receptive (e.g., listening, reading, watching)."[1] Put simply:
- Receptive language is understanding. The Communication Health Support Association (CHSA) describes it as "the ability to understand words."[3]
- Expressive language is using language to share ideas. CHSA describes it as "the ability to put words together."[3]
The National Institute on Deafness and Other Communication Disorders (NIDCD) frames the difference in terms of what a child finds hard: children who have "trouble understanding what others say (receptive language) or difficulty sharing their thoughts (expressive language) may have a language disorder."[2]
It also helps to separate language from speech. NIDCD describes speech as talking, the coordinated movements of the tongue, lips, jaw, and vocal tract that produce sounds, while language is "a set of shared rules that allow people to express their ideas in a meaningful way."[2] A child can be hard to understand because of how they make sounds, which is a speech question, even when their understanding and word use are on track. Signing and writing count as expressive language too, which is why ASHA lists them alongside speaking.[1]
What does receptive language look like in young children?
Receptive skills often show up before a child says much at all. Some examples from published milestone checklists:
- By 18 months, the CDC lists following one-step directions without gestures, "like giving you the toy when you say, 'Give it to me.'"[4]
- By 2 years, the CDC lists pointing to things in a book when asked, like "Where is the bear?", and pointing to at least two body parts when asked.[5]
- Between 1 and 2 years, NIDCD's checklist includes following simple commands such as "Roll the ball" and understanding simple questions such as "Where's your shoe?"[2]
- Between 3 and 4 years, NIDCD lists answering simple "Who?" "What?" "Where?" and "Why?" questions.[2]
- Between 4 and 5 years, NIDCD lists understanding most of what is said at home and in school.[2]
What does expressive language look like in young children?
Expressive language grows from single words to phrases to full stories. For example:
| Age | Examples of expressive language |
|---|---|
| By 18 months | Tries to say three or more words besides "mama" or "dada" (CDC).[4] |
| By 2 years | Says at least two words together, like "More milk," and uses gestures beyond waving and pointing, like nodding yes (CDC).[5] |
| 2 to 3 years | Has a word for almost everything and uses two- or three-word phrases to talk about and ask for things (NIDCD).[2] |
| By 3 years | Talks with you in conversation using at least two back-and-forth exchanges and asks "who," "what," "where," or "why" questions (CDC).[6] |
| 3 to 4 years | Talks about activities at daycare, preschool, or friends' homes and uses sentences with four or more words (NIDCD).[2] |
| 4 to 5 years | Tells stories that stay on topic, communicates easily with other children and adults, and uses adult grammar (NIDCD).[2] |
The CDC notes that its milestones are things "most children (75% or more)" can do by a given age.[6] That makes them a reasonable point to ask questions, not a deadline every child must meet. You can find more age-by-age detail on our developmental milestones page.
What are signs of a receptive or expressive language delay?
CHSA lists things that children with language problems might have trouble doing, on each side of language.[3]
Understanding (receptive): a child might have trouble with
- Recognizing gestures
- Following directions
- Recognizing pictures
- Answering questions
Using language (expressive): a child might have trouble with
- Naming objects or using gestures
- Learning songs and rhymes, or repeating sounds and words you say
- Asking questions or putting words together into sentences
- Taking turns in conversation, or changing how they talk with different people and in different places
These are reasons to ask a professional, not a diagnosis. An evaluation is how a professional sorts out what's going on for an individual child.
Can a child have trouble with one but not the other?
Yes. ASHA lists three possible outcomes when a spoken language disorder is diagnosed: "receptive language disorder only, expressive language disorder only, or expressive–receptive mixed."[7] A child who understands everything but says very little has a different profile from a child who talks a lot but often misunderstands questions, and each profile points toward different kinds of support.
Language difficulties are not rare. ASHA reports that studies of 4- to 5-year-olds in several countries have estimated the prevalence of spoken language disorder at between 6.6% and 20.6%.[7] NIDCD describes developmental language disorder (DLD) as "one of the most common developmental disorders, affecting approximately 1 in 14 children in kindergarten," and notes that it "can affect a child's speaking, listening, reading, and writing."[8]
What causes language difficulties, and how are they evaluated?
CHSA lists several possible causes of language disorders, including autism, prematurity or low birth weight, Down syndrome or fragile X syndrome, family history, and hearing loss. It also notes that "some language disorders have no clear cause."[3] NIDCD adds that "sometimes a delay may be caused by hearing loss, while other times it may be due to a speech or language disorder."[2]
According to ASHA, a comprehensive language assessment typically includes a case history, an oral mechanism examination, a hearing screening, and a speech and language evaluation using both formal and informal tools.[7] In practice, that means the speech-language pathologist (SLP) looks at both how your child understands and how they express themselves, rather than only counting words. If you're curious about how that works, see our overview of speech and language evaluations and our language therapy page.
NIDCD also cautions that DLD does not simply fade: "the condition is apparent in early childhood and will likely continue, but change, as they get older."[8] For toddlers who are slow to start talking, our post on whether your toddler is a late talker covers what the research says about catching up.
What NIDCD suggests if you're concerned: "Talk to your child's doctor if you have any concerns. Your doctor may refer you to a speech-language pathologist."[2] You can also contact an SLP directly.
The bottom line
Receptive language is understanding; expressive language is sharing thoughts through words, signs, gestures, or writing. Children develop both at their own pace, and strengths in one area can sit alongside challenges in the other. If you've noticed your child having a hard time following what's said, or getting their own ideas across, a conversation with a speech-language pathologist is a calm, low-pressure way to get a clearer picture.
Sources
- American Speech-Language-Hearing Association (n.d.). Language In Brief. ASHA Practice Portal.
- National Institute on Deafness and Other Communication Disorders (n.d.). Speech and Language Developmental Milestones. NIDCD, National Institutes of Health.
- Communication Health Support Association (n.d.). Childhood Language Disorders. CHSA (HelpingYouCommunicate.org).
- Centers for Disease Control and Prevention (n.d.). Milestones by 18 Months. CDC, Learn the Signs. Act Early..
- Centers for Disease Control and Prevention (n.d.). Milestones by 2 Years. CDC, Learn the Signs. Act Early..
- Centers for Disease Control and Prevention (n.d.). Milestones by 3 Years. CDC, Learn the Signs. Act Early..
- American Speech-Language-Hearing Association (n.d.). Spoken Language Disorders. ASHA Practice Portal.
- National Institute on Deafness and Other Communication Disorders (n.d.). Developmental Language Disorder. NIDCD, National Institutes of Health.
Articles from Speech Me Therapy, a pediatric speech-language therapy practice in North Phoenix serving Scottsdale, Paradise Valley, and families across Arizona by telehealth. Our posts summarize published guidance from professional and public health organizations; sources are listed at the end of every article.