ELICITING SOUNDS /r/ Good Morning SLPs! This will mark the final entry on our series Eliciting Sounds. We are going to talk about /r/ which has been labeled by many as the "hardest" sound to teach. There are many suggested techniques to try so keep in mine these two things: 1. go with the strategy that you are most comfortable and confident and 2. keep trying different strategies until you find one that works for the kid sitting in front of you. TIP #1 Visual Verbal Label I’ve heard the R sound labeled as many different and creative things. TIP #2 Shape from /i/ (long E) Have the child produce /i/ several times until s/he can grasp the concept that the tongue is wide and touching the sides of the upper teeth midway back in his mouth. TIP #3 Shape from /j/ (Y sound) This utilizes the same basic approach as for /i/. TIP #4 Manually Move the Tongue Back There are an assortment of things you can use to push the tongue back. TIP #5 Cue with WIDE, UP, and BACK TIP #7 Touch Above Back Teeth TIP #8 R Trrrreasure
Home Page Speech Therapy Activities: Articulation First Thing You MUST do: Get a hearing test! Many children, especially young children, develop fluid behind the eardrum that can cause a temporary or fluctuating hearing loss. This should be checked by a pediatrician or audiologist as soon as possible. First Week: Just practice the sound you are targeting. For example, if you want to practice /s/, then say the sound 10 times twice each day. Second Week: Now it's time to add the syllable. This is only a guide and other vowel sounds can and should be included. Third Week: If syllables are now easy and pronounced right, it's time to move to words. Fourth Week: If you're ready to move on, put the target words into phrases and sentences. Fifth Week: Listen for the correct sound during normal conversation. Start over with another position of the same sound. This is only a guide. Extra tidbits that may help to get started: 1. 2. S is the smoke sound Sh is the "be quiet" sound F is the bunny sound R is the car sound K is the coughing sound 3.
effective classroom strategies for teachers of children with language impairment Effective classroom strategies really grew from a combination of sources. The tips outlined are a compilation of ideas from experienced teachers, text-books and from my own background and understanding. For experienced teachers this page may be just a revision, for new grads (teachers and speech pathologists) you should find something useful here. This is an old favourite and is listed on 'classroom strategies' info sheets that speech pathologists hand out to teachers. And it does make sense in that if you follow this advice then the the child with language impairment won't be at the back of the room dozing as you present verbal instructions to the class. Also it will allow you to better monitor if the child with language impairment has understood your instructions. My only concern with this advice is that if a child's vocabulary is low then he/she may not understand what your instructions are anyway. Separate the child with Language Impairment from Potentially Disruptive Children References