Speakable - Speech Pathology

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Speakable - Speech Pathology Speech pathology clinic helping children and adults overcome speaking, reading and thought based obstacles. Empowering, evidence based and cutting edge.

Speakable is a speech pathology, language therapy, literacy, accent and coaching clinic in Bondi Junction, Sydney. We help children and adults overcome speaking, reading and thought based obstacles. Our methods are empowering, evidence based and cutting edge. We forge stronger results in Speech Pathology, Literacy, Accent Reduction, Cogmed Memory Training and Confidence Coaching to empower you with a brighter future. Key areas of practice are:

1. Speech therapy for toddlers, Primary and High School students.

2. Reading, literacy and learning difficulties for toddlers, Primary & High School students and adults.

3. Cogmed Working Memory Training for for Preschool, Primary & High School students and adults.

4. Accent reduction and accent training for children and adults from non-English speaking backgrounds

5. Confidence life coaching for adults and children. Principal, Binh Doan has over a decade of experience as a fully qualified Speech & Language Pathologist. He is a Speech Pathology Australia Member and holds several qualifications:

- Masters of Speech Pathology (University of Queensland)
- Bachelor of Biomedical Science (University of Queensland)
- Diploma of Life Coaching (Australian Institute of Life Coaching)
- Certficiate in Teaching English to Speakers of Other Languages (CELTA - Navitas and Cambridge University)
- Cogmed Certified Coach
- WRAP Certification
- The Prompt Institute Certified

As an accent reduction specialist, Binh offers unique and personal expertise and results only he can deliver. Immigrating to Australia in his teens, he faced and successfully overcame the same obstacles faced by millions of people from non-English speaking backgrounds himself. If you or your children have speaking, reading or thought based obstacles you need to overcome, call us. Let's start a conversation!

A child may be speaking in full sentences and still find some language demands difficult.Developmental Language Disorder...
16/10/2026

A child may be speaking in full sentences and still find some language demands difficult.

Developmental Language Disorder (DLD) is lifelong, but it may look different as children grow. For a younger child, this might involve learning new words, following instructions or building sentences. During the primary school years, language is needed for storytelling, classroom explanations, reading and writing. By adolescence, students may be managing abstract vocabulary, fast-paced discussions and increasingly complex spoken and written responses.

This is not about effort or intelligence. It is about noticing the language demands around the child or teenager and making communication, learning and participation more accessible.

For DLD Awareness Day 2026, our new article explores how DLD may present from early childhood to adolescence — and how support can grow with the young person.

Read the full article on the Speakable website.
https://www.speakable.com.au/dld-at-different-ages-how-language-demands-change-from-early-childhood-to-adolescence/

Developmental Language Disorder (DLD) can look different as children grow. In the early years, language differences may ...
14/10/2026

Developmental Language Disorder (DLD) can look different as children grow. In the early years, language differences may be noticed when a child is learning new words, following instructions or putting sentences together. As school demands increase, DLD may become more noticeable during storytelling, classroom discussions, reading and writing. For teenagers, it may affect how they process complex or abstract language, organise their ideas and explain what they know. A child or teenager may understand the topic, have thoughtful ideas and still need more time or support to express them. Clear language, visual or written information, processing time and support to organise responses can make communication and learning more accessible. Recognising changing language demands is not about making assumptions or diagnosing someone through a checklist. It is about understanding what may support participation, autonomy and meaningful communication. Save and share this post for DLD Awareness Day 2026. ❤️

A successful term is not only about completing every goal.Sometimes progress looks like a new word, clearer speech or a ...
25/09/2026

A successful term is not only about completing every goal.

Sometimes progress looks like a new word, clearer speech or a longer sentence.

Sometimes it looks like asking for help, using a visual support, communicating a boundary, joining an activity or feeling more confident sharing an idea.

These everyday moments matter.

Taking time to reflect at the end of term can help families, teachers and therapists recognise what has changed, understand which supports are working and identify what may still need attention.

The goal is not to compare children or expect progress to follow a perfect timeline. It is to notice meaningful growth and create a practical plan for what comes next.

Read our latest blog, “Celebrating Progress: Looking Back on a Successful Term”:

https://www.speakable.com.au/celebrating-progress-looking-back-on-a-successful-term/

Save this post or share it with a parent, carer, educator or therapist.

As Term 3 comes to an end, it can be helpful to pause and notice what has changed. 💛Progress is not always dramatic. It ...
23/09/2026

As Term 3 comes to an end, it can be helpful to pause and notice what has changed. 💛

Progress is not always dramatic. It may look like your child asking for help more easily, joining an activity, remembering another step, trying again or communicating in a way that feels comfortable for them.

Think back to the beginning of the term:

✨ What feels easier now?
✨ What needs less support?
✨ What is your child more willing to try?
✨ What still takes extra effort?
✨ Which supports made a difference?

Speech, gestures, signs, writing, drawing and AAC are all valid ways to communicate. Visual schedules, shorter instructions, extra processing time, repetition, modelling and sensory breaks may continue to be helpful in Term 4.

An end-of-term reflection is not about comparing your child with others or deciding whether they are perfectly “ready”. It is an opportunity to recognise their strengths, understand their current needs and carry helpful supports forward.

Take a moment to notice what has changed — and share those observations with your child’s teacher or therapy team.

Save this post for your end-of-term reflection and share it with a parent, carer or educator. 🧡

Executive function helps children plan, remember, begin, organise, adapt and complete everyday tasks.A child may know ex...
18/09/2026

Executive function helps children plan, remember, begin, organise, adapt and complete everyday tasks.

A child may know exactly what they need to do and still find it difficult to get started, remember every step, manage their time or adjust when the plan changes.

This is not necessarily laziness, defiance or a lack of understanding.

Sometimes the task places too many demands on working memory, flexible thinking and self-control at the same time.

Visual schedules, shorter instructions, clear first steps, checklists, examples and extra processing time can make everyday routines and learning more manageable.

In our latest blog, **“Understanding Executive Function”**, we explore:

• what executive function means
• how it affects communication and learning
• why performance can change across situations
• what support can look like at home and school

Read the full blog on our website
https://www.speakable.com.au/understanding-executive-function/

Save this post or share it with a parent, carer or educator.

A child may know what to do and still find it difficult to begin, remember the steps, organise materials or adjust when ...
16/09/2026

A child may know what to do and still find it difficult to begin, remember the steps, organise materials or adjust when the plan changes.

These moments are not always about motivation or effort. Executive-function demands can affect how children plan, hold information in mind, start tasks, stay organised and respond to change.

Support might look like:

✨ making the first step visible
✨ breaking tasks into smaller parts
✨ using checklists or visual schedules
✨ giving one instruction at a time
✨ preparing for changes
✨ noticing effort, not only completion

When we look for the demand rather than assuming a character flaw, we can respond with greater curiosity and more practical support.

Save this post for the school days when your child knows what to do but needs help turning that knowledge into action.

Share it with a parent, carer or educator who may find it helpful.

Communication is about more than speaking clearly.It is being able to express a need, ask for help, say “no”, share an i...
11/09/2026

Communication is about more than speaking clearly.

It is being able to express a need, ask for help, say “no”, share an idea, repair a misunderstanding and feel understood by others.

For some children, communication may include speech. For others, it may also involve gestures, facial expressions, drawing, writing, visuals or AAC. Every form of communication deserves time, respect and a genuine response.

Good communication does not mean talking more, speaking perfectly or sharing feelings before you are ready. It means having an accessible and safe way to connect, participate and be heard.

In our latest blog, **“Communication Is Good for Mental Health”**, we explore how accessible communication can support connection, confidence and emotional wellbeing — and when additional mental health support may be needed.

Read the full blog on our website
https://www.speakable.com.au/communication-is-good-for-mental-health/

Save this post or share it with a parent, carer, educator or therapist.

Feelings are not always easy to put into words. 💛Before a child can explain what they are feeling, they may communicate ...
09/09/2026

Feelings are not always easy to put into words. 💛

Before a child can explain what they are feeling, they may communicate it through their body, behaviour, movement, silence, facial expressions or actions.

Adults can help by noticing these signals and gently offering language without pressure:

✨ “Your body looks tense. I wonder if something feels difficult.”
✨ “You might be feeling disappointed.”
✨ “Would you like to tell me, point, draw or show me another way?”

Children do not always need to answer straight away. They may communicate through speech, gestures, signs, writing, drawing, pointing or AAC.

The goal is not to find the perfect word or make difficult feelings disappear. It is to create a safe space where every feeling — and every way of communicating it — is welcomed.

Save this post for the moments when feelings are big and words are hard to find.

Every person sees a different part of the picture.Parents know their child’s routines, interests and communication outsi...
04/09/2026

Every person sees a different part of the picture.

Parents know their child’s routines, interests and communication outside the classroom. Teachers notice how they participate and learn at school. Therapists bring specialised knowledge and strategies.

When these perspectives are shared — and the child’s voice remains at the centre — support can become more consistent, practical and meaningful.

Collaboration does not have to mean constant meetings or everyone doing exactly the same thing. Sometimes it begins with one shared goal, a manageable strategy and brief communication about what is working.

In our latest blog, **“Why Great Outcomes Happen When Parents, Teachers & Therapists Work Together”**, we explore what genuine collaboration can look like across home, school and therapy.

Read the full blog on our website

https://www.speakable.com.au/why-great-outcomes-happen-when-parents-teachers-therapists-work-together/

Save this post or share it with a parent, carer, educator or therapist.

Behind so many communication moments is an educator who noticed, waited, listened and made space. 💛Educators see childre...
02/09/2026

Behind so many communication moments is an educator who noticed, waited, listened and made space. 💛

Educators see children communicating throughout the day — during learning, play, friendships, group activities and transitions. Their observations can help families and speech pathologists better understand what supports each child’s participation.

Sometimes support looks like:

✨ allowing extra processing time
✨ using clear language and visual prompts
✨ following the child’s interests
✨ welcoming speech, gestures, signs, pointing and AAC
✨ sharing what works across home, school and therapy

When educators, families and speech pathologists work together, children can experience more consistent and meaningful communication support.

To every educator who listens with patience, notices the small moments and values each child’s way of communicating: thank you. Your contribution matters. 🧡

Share this post with an educator you appreciate.

Address

Suite 10, Level 2, 79-85 Oxford Street
Sydney, NSW
2022

Opening Hours

Monday 7:30am - 6pm
Tuesday 7:30am - 6pm
Wednesday 7:30am - 6pm
Thursday 7:30am - 6pm
Friday 7:30am - 6pm
Saturday 10am - 3pm

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