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Promoting speech sounds

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Mindy Olson P
Mindy Olson P

This document provides information and strategies for promoting sound development in students. It begins with an overview of typical speech sound development and what sounds children are expected to produce at different ages. It then discusses ideas teachers can use to encourage sound development in the classroom, such as slowing down, modeling sounds, playing sound games, helping students explore their mouth, and using books and rhymes. Specific activities are provided to practice different sounds. The document emphasizes making sound practice fun and incorporating it into everyday activities. It concludes by recommending next steps like referring to age-appropriate checklists, using the suggested strategies, and contacting a speech pathologist if any concerns arise.

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Promoting Speech Sounds in the Classroom Creating Communicators Original presentation developed by AHS Speech Pathologists.
Agenda • Introduction • Typical development • Ideas to encourage sound development • Next Steps • Questions • Evaluation
Objectives After this presentation you will: • Have a better understanding of typical sound development • Know ways to encourage sound development in your students
Acknowledgements • SLPs in Edmonton for developing the original presentation • SLPs in Calgary for sharing their diagrams • Linda Mood and Pro Ed
Disclaimer  Always have any students with speech and language concerns assessed by a Registered Speech Language Pathologist.  If your school requires speech and language services email creaitngcommunicators@hotmail.com or call Mindy at 780 805-6645.
Introduction  Learning speech and language involves listening and practice.  Some children have difficulties with their speech and language. They often need more time and opportunities to listen and practice.  Remember that normal articulation development continues beyond the preschool years into the early elementary grades.
Listening & Speaking Typical Development Children learn how to make speech sounds by listening and watching.
Making Sounds – Typical Development  Talking is a complex skill.  It takes time to learn how to coordinate our breathing, lips, tongue and teeth to make meaningful sounds.  For example, look in the mirror when you say word ‘backpacks’.
Making Sounds – Typical Development
Learning sounds- typical development Sound development starts with babbling, as babies explore the sounds they can make. Some sounds are more complicated than others. The easiest sounds are made at the front of your mouth:  m, p, b, w, h, t, n, d  Children usually use these sounds by the time they are 2 years old.
What to expect at what age… o Your 2 year old… Uses sounds like m, p, b, w, t, d, n, and h. Most vowel sounds are said correctly like ah, ee, i, oh, oo, and so on. May only use these sounds at the beginning of words. Is understood by parents between 50 to 75% of the time. o By 2½ years uses some sounds at the beginning and end of words. May repeat easier sounds like “bubu” for bubbles or leave off harder sounds like “ba” for ball, bat, or bus. May say many different words that sound the same.
Learning sounds- typical development o Sounds made at the back of the mouth or that are ‘long, flowing sounds’ are more difficult: k, g, ng, f, s, y Children usually use these sounds by the time they are 3 years old.
What to expect at what age… o Your 3 year old… Uses sounds like m, p, b, w, t, d, n, h, k, g, f, s, vowels, y as in yes, and ing as in sing. Is understood by parents between 75 to 100% of the time. o By 3½ years uses sounds at the beginning of words (bus instead of us) and at the end of words (boat instead of boa). Uses vowel sounds correctly almost all of the time.
Learning sounds- typical development Later developing sounds include:  l, z, r, v, ch, sh, j, th  putting two sounds together, like in stop or fly  These sounds usually develop between the ages of 4 and 7 years old.  Children may produce the s, z, sh, ch, j sounds with the tongue sticking out between the teeth (i.e., a lisp) up to 6 years old.
What to expect at what age… o Your 4 year old… Uses sounds like m, p, b, w, t, d, n, h, k, g, f, y, l, s, z, vowels, and ng. Is understood by parents 100% of the time. o Your 5 year old… Says most sounds correctly except for maybe r, v, ch, and th. Uses l blends and s blends, such as blue and stop. May say s, z, sh, ch, or j with the tongue sticking out (a lisp). Is easily understood by siblings, friends, parents, and strangers. o Your 6 year old… Says most sounds correctly except for maybe r and th. Is easily understood by everyone. o Your 7 year old… Says all sounds correctly except for maybe th. Is easily understood by everyone. o Your 8 year old… Says all sounds correctly and is easily understood by everyone. When to get help You should get help if… • Your child is not saying the sounds that are listed for his age. • Your child is frustrated or hard to understand. • You did not check off all of the things listed for your child’s age.
Intelligibility Intelligibility is how well a stranger is able to understand a child.
Intelligibility Generally…  At 1 you can understand 25% of what a child says  At 2 you can understand 50-75%  At 3 you can understand 75-100%  At 4 and older you can understand 100% although some errors may still be present
Common Question  “My child can say “cat” with a ‘k’ sound when I ask her to say it on its own… but as soon as she gets going it’s a “tat” again!”
Why is that? Let’s try something:  Make the S sound  Count to 10 and put the S sound at the beginning of each number.  Do it again with the /f/ sound and/or the /k/ sound. Did you manage to do it? How hard did you need to think about it?
Learning New Sounds Takes Time  The more things there are to think about, the harder it is to say a new sound Learning to speak is complex. Children must learn how to control their breathing, tongue, lips, teeth and vocal cords – and think of what they want to say! How do you feel when you are learning something complex? Remember when you learned to drive? 
Learning New Sounds Takes Time  Remember that because reverts back to making their sound incorrectly it is NOT because they are lazy. It is a new skill that they are learning and it takes time, practice and patience!  Be encouraging!
Hearing and Speech Your child’s hearing can have an impact on his speech sound development.  We use a variety of pitches when we make speech sounds. Some of these sounds use high pitches (e.g., ‘sssss’) and some of the sounds use lower pitches (e.g., ‘mmmm’). It’s important to make sure that your child can hear all of the pitches.  Children who have a history of ear infections are at risk for having hearing difficulties.  Having your child’s hearing screened is an important first step in addressing any speech and language concerns.
How can we encourage sound development in the classroom?
How can we encourage sound development in the classroom?1. SLOW DOWN  This gives your child more time to see how your mouth moves when you make sounds and words.  This also gives your child more time to hear all of the sounds in the word.  Make sure you have the students attention before you focus on their sound.  If possible get down to your students level so that they are able to see your mouth.
Encouraging Sound Development 2. MODEL  The goal is that children see and hear correct sounds.  When your child has difficulty saying a word, repeat the word back to him and exaggerate the part of the word that was difficult.  Be face to face with your child. Draw attention to your mouth as you say a sound or word.
Encouraging Sound Development 3. PLAY WITH SOUNDS: • Asking children to repeat the word correctly can lead to frustration. • Kids learn by playing, and they listen to things they’re interested in. • Learning sounds doesn’t need to be something extra to do. You can build sounds into your daily routines and have fun! • Pick a sound to focus on for one week (e.g. “fff”) and emphasize that sound often phonics, phonological awareness and reading activities.
Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T…  It’s easier for children to hear a sound when it’s said by itself (and part of something fun) than when the same sound is used in a conversation.  Sound play activities:  Saying “shhh” when someone is sleeping  Saying “mmm” or “yum” at snack/meal time  Sing your favourite songs that focus on certain sounds
Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T… Environmental sounds: • cars go ‘vrooom’ • water goes ‘sshhhh’ • bubbles go ‘pop’ • playdough goes ‘squish’ • sirens go ‘ee-oo-ee-oo’ • drinking sound: ‘guh, guh, guh’ • microwave goes ‘beep,’ etc…
Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T… Animal sounds: • cow says “Moo” • lion says “Roar” • bee says “Buzz” • duck says “Quack” • angry cat says “fffffffffff” • snake says “Sssssss”
Encouraging Sound Development 4. HELP THEM EXPLORE THEIR MOUTH  An early awareness of speech structures (lips, tongue, teeth, jaw) and all the ways they can move may make it easier to learn new sounds.
Encouraging Sound Development 4. HELP THEM EXPLORE THEIR MOUTH CON’T…  Give each child a mirror and get them to…  Stick your tongue out and wiggle it.  Put your lips together, then open up wide.  Feel the bumps behind your front teeth.  Make funny faces and sounds.  At lunch time talk about different types of food – cold, sour, spicy, crunchy…how they taste in our mouth.
Encouraging Sound Development 5. HELP YOUR CHILD TO SEE AND HEAR SPEECH SOUNDS  Attach a name to speech sounds (e.g. ‘s’ is the snake sound; ‘k’ is the coughing sound)  Provide a gesture while you model speech sounds  Point to your lips when you say “f”  Touch your throat while you say “k”  Trace a long snake down your arm as you say “sssssss”
Encouraging Sound Development 5. Talk about the sounds you hear as you read stories, and point out letters in books.  What letters are in your child’s name? What sounds do they make?  Talk about words that start with the same letter.  Remember: sounds can be spelled in different ways. e.g. king, cat, quick, box  Sing songs and read books that rhyme.  Snap out the words while you are reading or singing.  Snap each beat of longer words (e.g. “po- ta- to”).  Clap to each of the sounds- /k/ /a/ /t/
Encouraging Sound Development5. Other Activities for Older students  Reading aloud and keying into the words with the sound is very important  Use stories with a lot of emphasis on the sound – help to sound out written words.  Find pictures together in books or stories that have the sound.  Talk about how different sounds are made with your mouth. Gradually lead up to the sound and show how it is said differently from the sound used incorrectly.  Associate the sound with an object, action, or noise to help practice it in a fun way.  Develop a secret code with the sound to use at home.  Play ” I’m thinking of a word that starts with: r, s, th,” (identify pictures in books). Make matching picture cards with the sounds to play Go Fish, Memory or Lotto.  Find objects with the sound/ start a collection. Play “I’m thinking of a word that starts (or ends) with ______(make the sound).”  Tape the sound/letter on your students desk for a verbal reminder or have a hand gesture.
Let’s practice sounds: s, s blends and f
Let’s practice sounds: k, l, r
Advice for parents…  Model and practice sounds during activities that your child enjoys and is good at. e.g. Johnny is working on the f sound. He enjoys playing with cars and trucks and is good at counting.  So… you could model f when he is playing with his cars “You’ve got four trucks and one of them is a Ford!! Let’s count them: 1, 2, 3…4!”
What is one sound your child needs to hear and learn? What words could you model for your child? (Choose words that are meaningful to your child and that have the target sound.) During what activities could you model this sound for your child? (Choose activities that your child enjoys and is good at!)
Ideas to prevent or deal with frustration  Tell your child what you did understand.  Be honest when you don’t know what she’s saying.  Acknowledge what she was trying to say, even if she had trouble.  Ask her to show you or to tell you in another way.  Give her choices.
1. Next Steps Refer to the Talk Box handouts for what is expected at each age  Available at: • Libraries • Schools • Parent Link Centres • Health Offices • Online http://humanservices.alberta.ca/family- community/talk-box.html
2. Next Steps Use the strategies discussed today:  Slow down  Model  Play with sounds & explore their mouth  Help your child to see and hear sounds  Use books, rhymes and songs 3. Practice sounds in everyday activities that students enjoy. Have fun! 4. Contact 780 805-6645 or email Mindy at creatingcommunicators@hotmail.com if any questions or if you would like to schedule a speech, language and/or hearing screen.

More Related Content

Promoting speech sounds

  • 1. Promoting Speech Sounds in the Classroom Creating Communicators Original presentation developed by AHS Speech Pathologists.
  • 2. Agenda • Introduction • Typical development • Ideas to encourage sound development • Next Steps • Questions • Evaluation
  • 3. Objectives After this presentation you will: • Have a better understanding of typical sound development • Know ways to encourage sound development in your students
  • 4. Acknowledgements • SLPs in Edmonton for developing the original presentation • SLPs in Calgary for sharing their diagrams • Linda Mood and Pro Ed
  • 5. Disclaimer  Always have any students with speech and language concerns assessed by a Registered Speech Language Pathologist.  If your school requires speech and language services email creaitngcommunicators@hotmail.com or call Mindy at 780 805-6645.
  • 6. Introduction  Learning speech and language involves listening and practice.  Some children have difficulties with their speech and language. They often need more time and opportunities to listen and practice.  Remember that normal articulation development continues beyond the preschool years into the early elementary grades.
  • 7. Listening & Speaking Typical Development Children learn how to make speech sounds by listening and watching.
  • 8. Making Sounds – Typical Development  Talking is a complex skill.  It takes time to learn how to coordinate our breathing, lips, tongue and teeth to make meaningful sounds.  For example, look in the mirror when you say word ‘backpacks’.
  • 9. Making Sounds – Typical Development
  • 10. Learning sounds- typical development Sound development starts with babbling, as babies explore the sounds they can make. Some sounds are more complicated than others. The easiest sounds are made at the front of your mouth:  m, p, b, w, h, t, n, d  Children usually use these sounds by the time they are 2 years old.
  • 11. What to expect at what age… o Your 2 year old… Uses sounds like m, p, b, w, t, d, n, and h. Most vowel sounds are said correctly like ah, ee, i, oh, oo, and so on. May only use these sounds at the beginning of words. Is understood by parents between 50 to 75% of the time. o By 2½ years uses some sounds at the beginning and end of words. May repeat easier sounds like “bubu” for bubbles or leave off harder sounds like “ba” for ball, bat, or bus. May say many different words that sound the same.
  • 12. Learning sounds- typical development o Sounds made at the back of the mouth or that are ‘long, flowing sounds’ are more difficult: k, g, ng, f, s, y Children usually use these sounds by the time they are 3 years old.
  • 13. What to expect at what age… o Your 3 year old… Uses sounds like m, p, b, w, t, d, n, h, k, g, f, s, vowels, y as in yes, and ing as in sing. Is understood by parents between 75 to 100% of the time. o By 3½ years uses sounds at the beginning of words (bus instead of us) and at the end of words (boat instead of boa). Uses vowel sounds correctly almost all of the time.
  • 14. Learning sounds- typical development Later developing sounds include:  l, z, r, v, ch, sh, j, th  putting two sounds together, like in stop or fly  These sounds usually develop between the ages of 4 and 7 years old.  Children may produce the s, z, sh, ch, j sounds with the tongue sticking out between the teeth (i.e., a lisp) up to 6 years old.
  • 15. What to expect at what age… o Your 4 year old… Uses sounds like m, p, b, w, t, d, n, h, k, g, f, y, l, s, z, vowels, and ng. Is understood by parents 100% of the time. o Your 5 year old… Says most sounds correctly except for maybe r, v, ch, and th. Uses l blends and s blends, such as blue and stop. May say s, z, sh, ch, or j with the tongue sticking out (a lisp). Is easily understood by siblings, friends, parents, and strangers. o Your 6 year old… Says most sounds correctly except for maybe r and th. Is easily understood by everyone. o Your 7 year old… Says all sounds correctly except for maybe th. Is easily understood by everyone. o Your 8 year old… Says all sounds correctly and is easily understood by everyone. When to get help You should get help if… • Your child is not saying the sounds that are listed for his age. • Your child is frustrated or hard to understand. • You did not check off all of the things listed for your child’s age.
  • 16. Intelligibility Intelligibility is how well a stranger is able to understand a child.
  • 17. Intelligibility Generally…  At 1 you can understand 25% of what a child says  At 2 you can understand 50-75%  At 3 you can understand 75-100%  At 4 and older you can understand 100% although some errors may still be present
  • 18. Common Question  “My child can say “cat” with a ‘k’ sound when I ask her to say it on its own… but as soon as she gets going it’s a “tat” again!”
  • 19. Why is that? Let’s try something:  Make the S sound  Count to 10 and put the S sound at the beginning of each number.  Do it again with the /f/ sound and/or the /k/ sound. Did you manage to do it? How hard did you need to think about it?
  • 20. Learning New Sounds Takes Time  The more things there are to think about, the harder it is to say a new sound Learning to speak is complex. Children must learn how to control their breathing, tongue, lips, teeth and vocal cords – and think of what they want to say! How do you feel when you are learning something complex? Remember when you learned to drive? 
  • 21. Learning New Sounds Takes Time  Remember that because reverts back to making their sound incorrectly it is NOT because they are lazy. It is a new skill that they are learning and it takes time, practice and patience!  Be encouraging!
  • 22. Hearing and Speech Your child’s hearing can have an impact on his speech sound development.  We use a variety of pitches when we make speech sounds. Some of these sounds use high pitches (e.g., ‘sssss’) and some of the sounds use lower pitches (e.g., ‘mmmm’). It’s important to make sure that your child can hear all of the pitches.  Children who have a history of ear infections are at risk for having hearing difficulties.  Having your child’s hearing screened is an important first step in addressing any speech and language concerns.
  • 23. How can we encourage sound development in the classroom?
  • 24. How can we encourage sound development in the classroom?1. SLOW DOWN  This gives your child more time to see how your mouth moves when you make sounds and words.  This also gives your child more time to hear all of the sounds in the word.  Make sure you have the students attention before you focus on their sound.  If possible get down to your students level so that they are able to see your mouth.
  • 25. Encouraging Sound Development 2. MODEL  The goal is that children see and hear correct sounds.  When your child has difficulty saying a word, repeat the word back to him and exaggerate the part of the word that was difficult.  Be face to face with your child. Draw attention to your mouth as you say a sound or word.
  • 26. Encouraging Sound Development 3. PLAY WITH SOUNDS: • Asking children to repeat the word correctly can lead to frustration. • Kids learn by playing, and they listen to things they’re interested in. • Learning sounds doesn’t need to be something extra to do. You can build sounds into your daily routines and have fun! • Pick a sound to focus on for one week (e.g. “fff”) and emphasize that sound often phonics, phonological awareness and reading activities.
  • 27. Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T…  It’s easier for children to hear a sound when it’s said by itself (and part of something fun) than when the same sound is used in a conversation.  Sound play activities:  Saying “shhh” when someone is sleeping  Saying “mmm” or “yum” at snack/meal time  Sing your favourite songs that focus on certain sounds
  • 28. Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T… Environmental sounds: • cars go ‘vrooom’ • water goes ‘sshhhh’ • bubbles go ‘pop’ • playdough goes ‘squish’ • sirens go ‘ee-oo-ee-oo’ • drinking sound: ‘guh, guh, guh’ • microwave goes ‘beep,’ etc…
  • 29. Encouraging Sound Development 3. PLAY WITH SOUNDS CON’T… Animal sounds: • cow says “Moo” • lion says “Roar” • bee says “Buzz” • duck says “Quack” • angry cat says “fffffffffff” • snake says “Sssssss”
  • 30. Encouraging Sound Development 4. HELP THEM EXPLORE THEIR MOUTH  An early awareness of speech structures (lips, tongue, teeth, jaw) and all the ways they can move may make it easier to learn new sounds.
  • 31. Encouraging Sound Development 4. HELP THEM EXPLORE THEIR MOUTH CON’T…  Give each child a mirror and get them to…  Stick your tongue out and wiggle it.  Put your lips together, then open up wide.  Feel the bumps behind your front teeth.  Make funny faces and sounds.  At lunch time talk about different types of food – cold, sour, spicy, crunchy…how they taste in our mouth.
  • 32. Encouraging Sound Development 5. HELP YOUR CHILD TO SEE AND HEAR SPEECH SOUNDS  Attach a name to speech sounds (e.g. ‘s’ is the snake sound; ‘k’ is the coughing sound)  Provide a gesture while you model speech sounds  Point to your lips when you say “f”  Touch your throat while you say “k”  Trace a long snake down your arm as you say “sssssss”
  • 33. Encouraging Sound Development 5. Talk about the sounds you hear as you read stories, and point out letters in books.  What letters are in your child’s name? What sounds do they make?  Talk about words that start with the same letter.  Remember: sounds can be spelled in different ways. e.g. king, cat, quick, box  Sing songs and read books that rhyme.  Snap out the words while you are reading or singing.  Snap each beat of longer words (e.g. “po- ta- to”).  Clap to each of the sounds- /k/ /a/ /t/
  • 34. Encouraging Sound Development5. Other Activities for Older students  Reading aloud and keying into the words with the sound is very important  Use stories with a lot of emphasis on the sound – help to sound out written words.  Find pictures together in books or stories that have the sound.  Talk about how different sounds are made with your mouth. Gradually lead up to the sound and show how it is said differently from the sound used incorrectly.  Associate the sound with an object, action, or noise to help practice it in a fun way.  Develop a secret code with the sound to use at home.  Play ” I’m thinking of a word that starts with: r, s, th,” (identify pictures in books). Make matching picture cards with the sounds to play Go Fish, Memory or Lotto.  Find objects with the sound/ start a collection. Play “I’m thinking of a word that starts (or ends) with ______(make the sound).”  Tape the sound/letter on your students desk for a verbal reminder or have a hand gesture.
  • 35. Let’s practice sounds: s, s blends and f
  • 37. Advice for parents…  Model and practice sounds during activities that your child enjoys and is good at. e.g. Johnny is working on the f sound. He enjoys playing with cars and trucks and is good at counting.  So… you could model f when he is playing with his cars “You’ve got four trucks and one of them is a Ford!! Let’s count them: 1, 2, 3…4!”
  • 38. What is one sound your child needs to hear and learn? What words could you model for your child? (Choose words that are meaningful to your child and that have the target sound.) During what activities could you model this sound for your child? (Choose activities that your child enjoys and is good at!)
  • 39. Ideas to prevent or deal with frustration  Tell your child what you did understand.  Be honest when you don’t know what she’s saying.  Acknowledge what she was trying to say, even if she had trouble.  Ask her to show you or to tell you in another way.  Give her choices.
  • 40. 1. Next Steps Refer to the Talk Box handouts for what is expected at each age  Available at: • Libraries • Schools • Parent Link Centres • Health Offices • Online http://humanservices.alberta.ca/family- community/talk-box.html
  • 41. 2. Next Steps Use the strategies discussed today:  Slow down  Model  Play with sounds & explore their mouth  Help your child to see and hear sounds  Use books, rhymes and songs 3. Practice sounds in everyday activities that students enjoy. Have fun! 4. Contact 780 805-6645 or email Mindy at creatingcommunicators@hotmail.com if any questions or if you would like to schedule a speech, language and/or hearing screen.