When your child understands but doesn’t speak<\/strong>, it can leave families confused and worried. Parents may say, \u201cHe understands everything. He knows what we are asking, but he does not talk,\u201d or \u201cShe follows instructions perfectly, but she rarely uses words to communicate.\u201d<\/p>\n This pattern is important for a child who understands but doesn’t speak<\/strong> because understanding language and expressing language are related but different skills<\/strong>. A child may have stronger receptive language skills than expressive language skills, meaning they understand more language than they are currently able to communicate through words and sentences.<\/p>\n At the same time, good understanding does not automatically mean that speech and language development is progressing typically. Some children who understand relatively well may still have a significant expressive language delay, difficulty combining words, limited vocabulary, reduced spontaneous communication, or another underlying communication difficulty.<\/p>\n For a child who understands but doesn’t speak<\/strong>, the difference between receptive and expressive language is therefore an important part of a professional speech and language assessment.<\/p>\n For families in Dubai, understanding this difference can help parents recognize when to monitor development, when to seek an evaluation, and how speech therapy in Dubai<\/strong> can support a child’s communication skills.<\/p>\n When parents describe a child as \u201cunderstanding everything but not speaking,\u201d they are usually describing a difference between receptive language<\/strong> and expressive language<\/strong>. A child who understands but doesn\u2019t speak<\/strong> may have stronger receptive language than expressive language.<\/p>\n Receptive language refers to the child’s ability to understand communication. This includes understanding words, questions, instructions, concepts, gestures, and increasingly complex sentences.<\/p>\n Expressive language refers to the child’s ability to communicate thoughts, needs, ideas, feelings, and experiences using words, phrases, sentences, gestures, or other communication methods.<\/p>\n A child may therefore understand:<\/p>\n while having difficulty saying what they want.<\/p>\n This difference can be seen in toddlers and preschool children with a range of developmental profiles.<\/p>\n Importantly, a child who understands but doesn\u2019t speak is not necessarily refusing to talk<\/strong>. The child may want to communicate but have difficulty finding words, organizing language, producing speech, or initiating verbal communication.<\/p>\n This distinction is essential when deciding whether a child needs further assessment or speech therapy<\/strong>.<\/p>\n Understanding the difference is especially important when a child understands but doesn’t speak<\/strong> as much as expected.<\/p>\n Understanding the difference between these two areas makes the situation much easier to understand.<\/p>\n Receptive language is what a child understands.<\/p>\n It includes the ability to:<\/p>\n For example, a parent may ask a child, \u201cWhere are your shoes?\u201d and the child walks to the correct location and brings them.<\/p>\n That response demonstrates understanding even if the child does not verbally answer.<\/p>\n Expressive language is what a child communicates.<\/p>\n It includes:<\/p>\n A child may understand hundreds of words but use only a small number of words independently.<\/p>\n This is one reason a comprehensive evaluation should look at both receptive and expressive language rather than focusing only on how many words a child says.<\/p>\n It is normal for children to understand more language than they can produce, particularly during early development.<\/p>\n However, the difference between receptive and expressive language can become more noticeable in some children.<\/p>\n Several factors may contribute when a child understands but doesn’t speak<\/strong>.<\/p>\n Some children have relatively stronger comprehension but are slower to develop spoken vocabulary and sentence production.<\/p>\n They may understand everyday conversations but use:<\/p>\n In these cases, the child may benefit from an assessment of expressive language development.<\/p>\n Some children know what they want to communicate but have difficulty retrieving the words they need.<\/p>\n For example, the child may point toward a refrigerator rather than saying \u201cjuice,\u201d even though they understand the word when someone else says it.<\/p>\n This can sometimes make parents believe the child does not know the word, when the actual difficulty may involve accessing and producing it independently.<\/p>\n Sometimes a child has language to communicate but has difficulty producing speech sounds clearly.<\/p>\n If saying words is difficult or frustrating, the child may reduce verbal attempts and rely more heavily on gestures.<\/p>\n This is one reason speech and language should be evaluated together.<\/p>\n Some children have difficulty planning or coordinating the movements needed for speech.<\/p>\n A child may understand language and have a strong desire to communicate but struggle to produce words consistently.<\/p>\n When motor speech difficulties are suspected, a speech-language pathologist can evaluate speech production, sound patterns, oral movements, consistency of errors, and other relevant characteristics.<\/p>\n Some children understand language but use it differently in social situations.<\/p>\n They may know the names of many objects but rarely use language to:<\/p>\n In these cases, the issue may extend beyond vocabulary and involve social communication.<\/p>\n This is one of the most common questions parents ask.<\/p>\n The answer for a child who understands but doesn\u2019t speak<\/strong> depends on the child’s age, developmental history, communication behaviors, language skills, and overall development.<\/p>\n A child understanding many things is certainly encouraging, but it does not automatically mean that expressive language development should simply be ignored. A child who understands but doesn\u2019t speak<\/strong> still deserves a closer look at expressive communication.<\/p>\n The important question for a child who understands but doesn’t speak<\/strong> is not only:<\/p>\n \u201cDoes my child understand?\u201d<\/strong><\/p>\n It is also:<\/p>\n \u201cHow does my child communicate?\u201d<\/strong><\/p>\n A professional assessment considers whether the child:<\/p>\n The pattern over time is particularly important.<\/p>\n Parents of a child who understands but doesn’t speak<\/strong> do not need to wait until a communication problem becomes severe before seeking professional advice.<\/p>\n An evaluation may be appropriate when a child:<\/p>\n A speech-language pathologist can determine whether the child is developing within an expected range or whether intervention may be helpful for a child who understands but doesn\u2019t speak<\/strong>.<\/p>\n One of the most common reasons families delay assessment is the belief that:<\/p>\n \u201cHe understands everything, so he will eventually talk.\u201d<\/strong><\/p>\n Sometimes children do make rapid progress without formal intervention.<\/p>\n However, receptive language strength does not rule out an expressive language disorder or another communication difficulty.<\/p>\n A child may have strong comprehension while still needing support with vocabulary, sentence formulation, speech production, or social communication.<\/p>\n Early assessment does not necessarily mean that a child will need long-term therapy.<\/p>\n Instead, it provides parents with a clearer understanding of the child’s strengths and weaknesses.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong>, a good evaluation goes beyond counting words.<\/p>\n The speech-language pathologist may examine several areas.<\/p>\n The therapist evaluates what the child understands.<\/p>\n This may include:<\/p>\n The therapist evaluates how the child communicates.<\/p>\n This may include:<\/p>\n The therapist also asks an important question:<\/p>\n How does the child communicate in everyday life?<\/strong><\/p>\n A child who uses only ten spoken words but communicates effectively through gestures, eye gaze, vocalizations, and words may have a different profile from a child who uses ten words and rarely initiates communication.<\/p>\n The assessment may examine:<\/p>\n The therapist also determines whether speech sound difficulties are limiting the child’s ability to communicate.<\/p>\n Hearing is also an important consideration when a child understands but doesn’t speak<\/strong>.<\/p>\n Hearing plays a fundamental role in language development.<\/p>\n A child may appear to understand familiar routines extremely well while still having difficulty processing or hearing certain speech sounds.<\/p>\n For this reason, hearing should be considered whenever there are concerns about speech or language development.<\/p>\n Even mild or fluctuating hearing difficulties can affect access to spoken language.<\/p>\n A hearing assessment may therefore be recommended as part of a broader evaluation when clinically appropriate.<\/p>\n Yes.<\/p>\n Speech therapy is not only for children who do not understand language. It can also support a child who understands but doesn\u2019t speak<\/strong> when expressive communication is significantly limited.<\/p>\n A child may benefit from therapy when the primary difficulty involves expressive language, speech production, communication initiation, or another area of communication.<\/p>\n For example, a child might understand:<\/p>\n \u201cGo get your shoes and bring them to Mommy.\u201d<\/p><\/blockquote>\n but be unable to say:<\/p>\n \u201cMommy, I want my shoes.\u201d<\/p><\/blockquote>\n The child understands the message but cannot independently construct or produce the language needed to express the idea.<\/p>\n Therapy can target the gap between what the child understands and what the child can communicate when a child understands but doesn’t speak<\/strong> as expected.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong>, therapy is individualized according to the child’s communication profile.<\/p>\n The treatment plan depends on the child’s individual profile.<\/p>\n There is no single exercise that works for every child who understands but does not speak.<\/p>\n A speech-language pathologist may work on:<\/p>\n The therapist introduces functional words that are meaningful to the child’s daily life.<\/p>\n These may include:<\/p>\n The goal is not simply to memorize words. The child learns how to use them for real communication.<\/p>\n Once a child has a functional vocabulary, therapy may focus on combining words.<\/p>\n Examples include:<\/p>\n The exact targets depend on the child’s developmental level.<\/p>\n Older toddlers and preschool children may need support with answering questions such as:<\/p>\n Therapy can gradually increase the complexity of these tasks.<\/p>\n Some children answer questions but rarely start conversations.<\/p>\n In these cases, intervention may focus on teaching the child to initiate communication independently.<\/p>\n This is an important distinction.<\/p>\n A child who can repeat an answer when prompted is demonstrating a different skill from a child who spontaneously uses language to communicate.<\/p>\n Parents are an essential part of language intervention.<\/p>\n Children do not learn language only during therapy sessions.<\/p>\n They learn through thousands of everyday interactions.<\/p>\n Parents can support expressive language development during:<\/p>\n The therapist can show parents how to turn these ordinary moments into communication opportunities.<\/p>\n Parents of a child who understands but doesn\u2019t speak<\/strong> often ask what they can do at home.<\/p>\n The following strategies can encourage communication without creating pressure.<\/p>\n Instead of constantly asking questions, describe the child’s activity.<\/p>\n If the child is playing with a car, say:<\/p>\n \u201cCar.\u201d<\/p>\n Then:<\/p>\n \u201cRed car.\u201d<\/p>\n Then:<\/p>\n \u201cCar goes.\u201d<\/p>\n This provides language connected to the child’s attention.<\/p>\n If the child says:<\/p>\n \u201cBall.\u201d<\/p>\n The parent can respond:<\/p>\n \u201cBig ball.\u201d<\/p>\n If the child says:<\/p>\n \u201cMommy.\u201d<\/p>\n The parent might say:<\/p>\n \u201cMommy is here.\u201d<\/p>\n The goal is to provide a slightly more advanced language model.<\/p>\n Instead of asking:<\/p>\n \u201cWhat do you want?\u201d<\/p>\n offer two options:<\/p>\n \u201cJuice or milk?\u201d<\/p>\n This creates a natural reason for the child to communicate.<\/p>\n Parents often anticipate what their child wants.<\/p>\n Sometimes giving the child a few seconds to communicate can create an opportunity for spontaneous language.<\/p>\n The pause should not become a test or source of frustration.<\/p>\n Children are often more motivated to communicate when the activity is interesting to them.<\/p>\n If the child loves bubbles, cars, animals, or blocks, use those interests to create natural communication opportunities.<\/p>\n This is particularly important when supporting a child who understands but doesn\u2019t speak<\/strong>, because pressure can reduce opportunities for spontaneous communication.<\/p>\n Parents can unintentionally increase communication pressure.<\/p>\n Avoid turning every interaction into a test.<\/p>\n Repeatedly asking:<\/p>\n \u201cWhat is this?\u201d<\/p>\n \u201cWhat color is it?\u201d<\/p>\n \u201cSay apple.\u201d<\/p>\n \u201cSay car.\u201d<\/p>\n \u201cSay Mommy.\u201d<\/p>\n may make communication feel like an examination rather than a meaningful interaction.<\/p>\n Instead, provide models and opportunities for the child to participate.<\/p>\n The goal is communication<\/strong>, not simply getting the child to repeat words.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong>, gestures can provide valuable information about communication strengths.<\/p>\n Not necessarily.<\/p>\n Pointing is an important communication skill.<\/p>\n A child who points to request, share interest, or direct another person’s attention is communicating intentionally.<\/p>\n The important question is how pointing fits into the child’s overall communication profile.<\/p>\n A child who uses gestures, eye gaze, sounds, words, and other communication behaviors may have a very different profile from a child who rarely attempts to communicate at all.<\/p>\n Therefore, gestures should be considered a strength as well as an area of assessment.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong> freely in unfamiliar settings, communication should be considered across different environments.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong> freely in unfamiliar settings, looking at communication across different environments is important.<\/p>\n Some children communicate more freely with familiar family members and become much quieter around unfamiliar people.<\/p>\n This can have several possible explanations, including temperament, anxiety, environmental demands, communication confidence, or a more specific communication condition.<\/p>\n Parents should not automatically assume that the child is simply \u201cshy.\u201d<\/p>\n If the difference is substantial or persistent, professional assessment can help determine why communication changes across settings.<\/p>\n A child who understands but doesn’t speak<\/strong> may know many words without using them spontaneously in everyday communication.<\/p>\n Vocabulary knowledge and spontaneous language use are not exactly the same thing.<\/p>\n A child who understands but doesn\u2019t speak<\/strong> may know the names of many animals, colors, numbers, or letters but rarely use language to communicate needs or experiences.<\/p>\n For example, a child may be able to name:<\/p>\n \u201cLion, tiger, elephant, monkey\u2026\u201d<\/p>\n but not spontaneously say:<\/p>\n \u201cI want the red car.\u201d<\/p>\n This distinction is particularly important when evaluating functional expressive language.<\/p>\n The goal of speech therapy<\/strong> is not simply to increase the number of words a child can repeat. It is to help the child use communication meaningfully and independently.<\/p>\n This is particularly relevant when a child understands but doesn’t speak<\/strong> in one or more of the languages they hear.<\/p>\n Dubai is home to multilingual families, and many children grow up hearing two or more languages.<\/p>\n Parents sometimes worry that using multiple languages is causing their child not to speak.<\/p>\n Multilingual exposure itself should not automatically be assumed to be the cause of a communication difficulty.<\/p>\n A proper assessment should consider the child’s total communication across the languages they use, rather than evaluating only one language in isolation.<\/p>\n For bilingual or multilingual families, it is especially important to provide the speech-language pathologist with information about:<\/p>\n A culturally and linguistically appropriate evaluation gives a more accurate picture of the child’s abilities.<\/p>\n When a child understands but doesn’t speak<\/strong>, a detailed assessment can help determine whether the main difficulty involves language, speech, or social communication.<\/p>\n Sometimes, for a child who understands but doesn\u2019t speak<\/strong>, the difference between understanding and speaking is not simply a vocabulary issue.<\/p>\n A child may understand language but have difficulty with:<\/p>\n This is why a detailed assessment is more useful than assuming that every child who understands but does not speak is simply a \u201clate talker.\u201d<\/p>\n A child who understands but doesn\u2019t speak<\/strong> may have a different developmental profile from a child with broader receptive and expressive language difficulties.<\/p>\n A child who understands but doesn\u2019t speak<\/strong> may have a different developmental profile from a child with broader receptive and expressive language difficulties.<\/p>\n Some children begin talking later than their peers and subsequently catch up.<\/p>\n Other children have persistent language difficulties that require intervention.<\/p>\n It can be difficult for parents to distinguish these patterns simply by observing the number of words a child uses.<\/p>\n Professionals consider the child’s overall profile, including receptive language, expressive language, gestures, play, social communication, developmental history, and progress over time.<\/p>\n The important point is that parents of a child who understands but doesn\u2019t speak<\/strong> do not have to diagnose the difference themselves.<\/p>\n An assessment can provide a clearer picture.<\/p>\n A loss of previously acquired language or communication skills should always be taken seriously.<\/p>\n If a child stops using words, gestures, social behaviors, or other previously established communication skills, parents should seek professional evaluation rather than simply waiting for the skills to return.<\/p>\n Regression is different from being a late talker and requires careful assessment of the child’s overall development.<\/p>\n Speech therapy can support spontaneous communication by creating meaningful opportunities for the child to communicate.<\/p>\n The therapist may structure activities so that the child has reasons to:<\/p>\n The goal is to move beyond prompted speech toward functional, independent communication.<\/p>\n For some children, this may happen quickly.<\/p>\n For others, progress may be gradual.<\/p>\n The appropriate approach depends on the child’s underlying communication profile.<\/p>\n For a child who understands but doesn’t speak<\/strong>, early evaluation can clarify strengths, needs, and appropriate next steps.<\/p>\n Early communication skills form the foundation for later language, learning, social interaction, and academic development.<\/p>\n For a child who understands but doesn\u2019t speak<\/strong>, early evaluation does not mean labeling a child.<\/p>\n It means identifying strengths and areas that may benefit from support.<\/p>\n When parents understand exactly what their child can and cannot do, they can respond more effectively.<\/p>\n Instead of repeatedly saying:<\/p>\n \u201cWhy aren’t you talking?\u201d<\/p>\n they can learn:<\/p>\n \u201cWhat communication skill is missing, and how can we support it?\u201d<\/p>\n That change in perspective can make a significant difference for both the child and the family.<\/p>\n If your child understands but doesn’t speak<\/strong> as expected for their age, a professional assessment can help clarify the next steps.<\/p>\n Consider consulting a qualified speech-language pathologist if your child:<\/p>\n At SpeechTherapy.ae, speech and language assessment can include receptive and expressive language, articulation, social communication, and functional communication skills, with individualized intervention based on the child’s needs.<\/p>\n For any child who understands but doesn\u2019t speak<\/strong>, the goal is to understand the child’s strengths, identify barriers to communication, and provide appropriate support.<\/p>\n For any child who understands but doesn\u2019t speak<\/strong>, the goal is to understand the child’s strengths, identify barriers to communication, and provide appropriate support.<\/p>\n When a child understands language but does not speak as much as expected, the difference between receptive language and expressive language<\/strong> is an important starting point.<\/p>\n Strong understanding is a positive strength, but it should not automatically be interpreted as proof that expressive language will develop without support.<\/p>\n The most useful approach is to look at the whole communication profile.<\/p>\n Does the child use gestures?<\/p>\n Does the child initiate communication?<\/p>\n Is vocabulary growing?<\/p>\n Can the child combine words?<\/p>\n Can the child answer questions?<\/p>\n Can the child communicate needs and ideas?<\/p>\n Is speech clear enough to be understood?<\/p>\n And, most importantly, is the child making steady progress?<\/p>\n If the answer to several of these questions is concerning, a professional speech and language assessment can help identify the underlying difficulty and determine whether intervention is appropriate. A professional assessment is particularly useful when a child who understands but doesn’t speak<\/strong> is making limited progress. It can also help determine the most appropriate goals when a child who understands but doesn’t speak<\/strong> needs support.<\/p>\n For families in Dubai, early professional guidance can provide a clearer path forward and help transform the frustrating experience of \u201cmy child understands but doesn’t speak\u201d<\/strong> into a structured plan for developing meaningful, confident communication.<\/p>\n SpeechTherapy.ae<\/a> offers speech and language services for children with expressive and receptive language difficulties, with individualized assessment and intervention.<\/p>\n A clear assessment can help families understand why a child understands but doesn’t speak<\/strong> and what support may be most appropriate.<\/p>\n Sometimes, children with communication and developmental needs may also benefit from shadow support at school<\/strong> to help them participate more confidently and independently in the classroom.<\/p>\n If your child needs a suitable shadow teacher<\/strong>, you can find the right support through ShadowNest<\/strong><\/a>.<\/p>\n Dr. Azizreza Ghasemzadeh<\/strong> <\/p>\n You may refer to the following peer-reviewed articles authored by Dr. Ghasemzadeh et al., to explore further research in clinical psychology, cognitive therapy, speech disorders, and neurological rehabilitation:<\/p>\n
\n<\/div>\nWhat Does It Mean When a Child Understands but Doesn’t Speak?<\/h2>\n
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\n<\/div>\nReceptive Language vs. Expressive Language<\/h2>\n
What Is Receptive Language?<\/h3>\n
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What Is Expressive Language?<\/h3>\n
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\n<\/div>\nWhy Can a Child Understand but Doesn\u2019t Speak?<\/h2>\n
Expressive Language Delay<\/h3>\n
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Difficulty Finding the Right Words<\/h3>\n
Speech Sound Difficulties<\/h3>\n
Motor Speech Difficulties<\/h3>\n
Social Communication Differences<\/h3>\n
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\n<\/div>\n\u201cMy Child Understands Everything but Doesn\u2019t Talk\u201d \u2014 Is This Normal?<\/h2>\n
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\n<\/div>\nWhen Should Parents Consider a Speech and Language Evaluation?<\/h2>\n
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\n<\/div>\nWhy Good Understanding Should Not Be Used as a Reason to Delay Help<\/h2>\n
\n<\/div>\nHow Does a Speech Therapist Help a Child Who Understands but Doesn\u2019t Speak?<\/h2>\n
Receptive Language<\/h3>\n
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Expressive Language<\/h3>\n
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Functional Communication<\/h3>\n
Social Communication<\/h3>\n
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Speech Production<\/h3>\n
\n<\/div>\nWhy Hearing Should Be Considered<\/h2>\n
\n<\/div>\nCan a Child Who Understands but Doesn\u2019t Speak Still Need Speech Therapy?<\/h2>\n
\n<\/div>\nWhat Happens During Speech Therapy?<\/h2>\n
Expanding Vocabulary<\/h3>\n
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Combining Words<\/h3>\n
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Answering Questions<\/h3>\n
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Communicative Initiation<\/h3>\n
\n<\/div>\nParent Involvement in Speech Therapy<\/h2>\n
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\n<\/div>\nHow to Help When Your child understands but doesn’t speak<\/h2>\n
Talk About What the Child Is Already Doing<\/h3>\n
Expand What the Child Says<\/h3>\n
Give Choices<\/h3>\n
Pause Before Helping<\/h3>\n
Follow the Child\u2019s Interests<\/h3>\n
\n<\/div>\nWhat Parents Should Avoid<\/h2>\n
\n<\/div>\nIs Pointing a Bad Sign?<\/h2>\n
\n<\/div>\nWhat If the Child Talks at Home but Not Outside?<\/h2>\n
\n<\/div>\nWhat If the Child Knows Many Words but Rarely Uses Them?<\/h2>\n
\n<\/div>\nThe Importance of Multilingual Assessment in Dubai<\/h2>\n
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\n<\/div>\nWhen Receptive Language Is Strong but Communication Remains Limited<\/h2>\n
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\n<\/div>\nWhat Is the Difference Between a Late Talker and a Language Disorder?<\/h2>\n
\n<\/div>\nWhat If the Child Stops Talking After Previously Using Words?<\/h2>\n
\n<\/div>\nCan Speech Therapy Help a Child Who Understands but Doesn\u2019t Speak Use Words Spontaneously?<\/h2>\n
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\n<\/div>\nWhy Early Evaluation Matters<\/h2>\n
\n<\/div>\nWhen to Contact a Speech Therapist in Dubai<\/h2>\n
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\n<\/div>\nFinal Thoughts<\/h2>\n
\nContact Details<\/strong><\/span><\/h3>\n
\nSpeech Therapist & Consultant Psychologist<\/em>
\nWhatsApp: 0555 600 641<\/strong><\/a>
\nwww.speechtherapy.ae<\/a>
\n✉️ info@speechtherapy.ae
\nArmada Medical Centre, JLT \u2013 Dubai<\/a>
\nLifeworks Centre, Al Quoz \u2013 Dubai<\/a><\/p>\n
\nSelected Published Articles by Dr. Azizreza Ghasemzadeh<\/strong><\/h3>\n
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\nRelated Topics:<\/strong><\/h3>\n
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