The manuals and instructions included with ready-made diagnostic tools show how to formulate commands to properly examine the child. Unfortunately, many times this turns out to be insufficient for children to freely interact with the diagnostician. The style of the instructions contained in the tests is very different from the features of children’s language and communication. The article analyzes the instructions of Danuta Emiluta-Rozya’s Comprehensive Speech Therapy Examination and Joanna Gruby’s Child Speech Therapy Assessment Cards in the context of communicative naturalness.