| Does your child have a speech sound error or | | | | produce the sound at all, you will have to describe |
| two that he doesn't seem to be outgrowing? By | | | | this to him as well as model the sound. |
| age seven or eight, children should have mastered | | | | First, teach the child to say the sound by itself. |
| all of their speech sounds. Some sounds, such as | | | | Model it for him. Use your finger, spoon handle, or |
| t, d, k, g, p, b, and f, should be produced correctly | | | | Popsicle stick to touch his mouth or tongue in the |
| well before that age. | | | | target spots. When your child can produce it, |
| If you suspect or know that your child has an | | | | practice. Practice, practice, and practice some |
| articulation problem, seeing a | | | | more until he can produce it in isolation every |
| speech-language-pathologist for an evaluation is a | | | | time. |
| wise first step. He or she will be able to tell you | | | | Then practice words that begin with the target |
| exactly which sounds are in error-there may be | | | | sound, moving on to words with the sound in the |
| some that you haven't noticed! Even if you opt to | | | | middle or at the end. Blends are more difficult and |
| work with your child at home, the speech | | | | should be taught last. |
| pathologist should be able to give you some tips | | | | When your child can produce the sound in words |
| and get you started. However, this isn't the | | | | with 95% accuracy, begin practicing in sentences. |
| preferred option for many parents. Perhaps you | | | | By the time sentences are mastered, you will |
| can't afford speech therapy or fit it into your | | | | probably hear the sound being used most of the |
| schedule. Perhaps you don't want involvement | | | | time in conversation. This may take a few weeks |
| with the public schools. | | | | or even months. Don't expect your child to use |
| If you would like to work with your child's speech | | | | the sound in conversation right away-it will take |
| at home, here are some guidelines and ideas. | | | | time before he can produce the sound correctly |
| First, pick a sound or group of sounds to work on. | | | | without thinking about it. |
| You may want to pick an easier sound to start | | | | Make your speech practice time fun. Keep the |
| with, or one that is important to the child, such as | | | | sessions short, but practice every day. Play board |
| a sound in his name. Make the sound yourself and | | | | games, making your child say his word 3 times |
| consider exactly how it is made. Where in your | | | | before every turn. Hop across the room, |
| mouth does your tongue touch? Does the air leak | | | | repeating the sound with every bounce. With |
| through slowly, such as in an "s"? Or does the air | | | | dedicated practice, you should soon see |
| pop out quickly, as in a "t"? If your child cannot | | | | improvement in your child's articulation skills! |