Articulation

You can help your child build sound awareness skills, and provide ways to help pronounce the sound correctly at home. Showing how the sound is produced, compared to how they produce it, will often help. This can be done by talking about the differences in the sound, without pointing out that they are doing it wrong. Most children try to imitate what an adult does. You model, they copy.

**Providing opportunities to explore the sound and to use it in a fun way will increase their knowledge of how to say it, and their ability to listen for it. Increased awareness often results in a gradual increase in the use of the correct use of the sound.**

**It is important to maintain your child's self esteem through use of with sound without drilling, nagging, correcting, or pointing out the child's difficulties. When you use and discuss the sound frequently while reading or playing a game, your child will independently and willingly practice it.**

**What sounds should my child be saying?** **Although every child develops differently this chart will assist you in knowing the average age that children develop each sound.**


 * birth |||| 1 year |||| 2 years |||| 3 years |||| 4 years |||| 5 years |||| 6 years |||| 7 years |||| 8 years ||
 * ||||  |||||||| p,m,h,w,b ||||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  |||||||| p,m,h,w,b ||||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  |||||||||| n ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  |||||||| n ||||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||| k ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||| k ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||| g ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||||| g ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||| d ||||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||| d ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||||| t ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||| t ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   |||||||||||||||||||||||| ing ||   ||
 * ||||  ||||   |||||||||||||||||||||||| ing ||   ||
 * ||||  ||||   ||   |||| f ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||   |||| f ||   ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||   |||||| y ||||   ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||   |||||||||| y ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   |||||||||||||||||||| r ||   ||
 * ||||  ||||   ||||   |||||||||||||||||||| r ||   ||
 * ||||  ||||   ||||   |||||||| l ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   |||||||||||| l ||||   ||||   ||   ||
 * ||||  ||||   ||||   |||||||| blends (st, pl, gr, etc.) ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   |||||||| blends (st, pl, gr, etc.) ||||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   |||||||||||||||||||| s ||   ||
 * ||||  ||||   ||||   |||||||||||||||||||| s ||   ||
 * ||||  ||||   ||||   ||   |||||||||| sh, ch ||||   ||||   ||   ||
 * ||||  ||||   ||||   ||   |||||||||||||| sh, ch ||||   ||   ||
 * ||||  ||||   ||||   ||   |||||||||||||||||| z ||   ||
 * ||||  ||||   ||||   ||   |||||||||||||||||| z ||   ||
 * ||||  ||||   ||||   ||||   |||||||| j ||||   ||||   ||   ||
 * ||||  ||||   ||||   ||||   |||||||||||| j ||||   ||   ||
 * ||||  ||||   ||||   ||||   |||||| v ||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   ||||   |||||| v ||   ||||   ||||   ||   ||
 * ||||  ||||   ||||   ||||   ||   |||||| th (__th__umb) ||||   ||||   ||   ||
 * ||||  ||||   ||||   ||||   ||   |||||||||||||| th (__th__umb) ||   ||
 * ||||  ||||   ||||   ||||   ||||   |||||| th (__th__at) ||   ||||   ||   ||
 * ||||  ||||   ||||   ||||   ||||   |||||||| th (__th__at) ||||   ||   ||
 * ||||  ||||   ||||   ||||   ||||   ||||   |||||||| zh (mea__s__ure) ||   ||
 * ||||  ||||   ||||   ||||   ||||   ||||   |||||||| zh (mea__s__ure) ||   ||


 * Adapted from Sander JSHD 1972; Smit, et al JSHD 1990 and the Nebraska-Iowa Articulation Norms Project

Another way of looking at the above chart is:

Articulation Guidelines for Sound Development

90% of children have acquired these sounds by age 3-4 years: /p/ /m/ /h/ /w/ /b/ 90% of children have acquired these sounds by age 4-5years: /k/ /g/ /d/ /f/ /v/ /y/ /t/ 90% of children have acquired these sounds by age 6-7 years: /ing/ 90% of children have acquired these sounds by age 7-7.5 years: /r/ /l/ /z/ /s/ /ch/ /sh/ /j/ 90% of children have acquired these sounds by age 8-8.5 years: /th - voiced/ /th-unvoiced/ The information included for consideration in the norms listed here does not include lateralization of phonemes. These would warrant special consideration with judgement being based on the clinician's professional judgement.

Some **suggestions** for ways to increase awareness and practice sounds:


 * Reading aloud and keying into the words with the sound


 * Use stories with alot 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: st, sp, thr," (identify pictures in books)


 * Make matching picture cards with the sounds to play fish or 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)"

[] This is a blog site that has many worksheets and a guest blog by the Entire World of R



[|http://www.talkingchild.com/ToysBooksartic.aspx#soundb]

This is great website with books that give you extra words for particular sounds.

Great pyramid decision tree to determine which articulation approach to use.

[|Decision Tree]

/s/ articulation []

[] Nice article that explains articulation treatment.

[] Cycles

[]

[] Ch articulation ideas

http://communicationstationspeechtx.blogspot.com/2013/02/tip-tuesday-articulation-tip-mastering.html# Rate of speech

http://adventuresinspeechpathology.wordpress.com/2012/07/19/slowing-down-speech-rate-turtle-talking/ rate of speech

http://www.brittonkill.k12.ny.us/walshweb/articulation.htm articulation Games