HOME PRACTICE FOR /

HOME PRACTICE FOR /s/

Warm-up each time with the “silly sounds” syllable drills (say, see, sigh, so, sue; ace, eese, ice, ose, oose; a say, e see, i sigh, oh so, u sue).Model as needed, but the student will quickly memorize these.Research shows that continuing to practice syllable drills increases speed of error correction.

Use the verbal cue of reminding the student to keep his/her tongue behind the front teeth or to keep the teeth closed when saying the /s/ sound. Use a mirror if needed.

Practice the pictured words, beginning with words that begin and end with /s/ and then adding the middle /s/ words and blends. (You can cut up magazines and make cards with /s/ words, practice /s/ words in spelling lists and reading assignments from school, etc.)Always provide a somewhat exaggerated model first.If your child is unable to repeat your model correctly (“the new way”) at first, split the word into two parts as you model – the /s/ and after a brief pause, the rest of the word.Example: sss…it (sit) sss…and (sand)Have him/her repeat it just as you say it, and then gradually over practice times blend it all together.Check word position because it may be easier to blend at the end of words than in the beginning.

Once the child can easily say the /s/ words without any model from you, begin to put the words into simple, repetitive sentences (I can…; I see a …; etc.)

The next step is to make up more complex sentences, embedding the /s/ word in the middle of the sentences, or you can let the child make up his/her own sentences.

Then move to re-telling stories, talking about given topics, telling how to perform simple procedures, etc. and remind the child to use his/her /s/ sound “the new way.”

Finally, pick times of day to remind and listen for /s/ the new way during spontaneous speech – at the dinner table, in the car, before bed, etc.

At this point it is okay to point out errors (“the old way”) in the child’s speech having them repeat and correct errors.