My Kid Says B instead of P and G instead of K

So your child is saying B instead of P and G instead of K?  What is going on here?  Sounds like he is having trouble with VOICING -- telling the difference between sounds that should have his voice turned on and sounds that should have his voice turned off.
Some people have really never thought about the fact that some sounds are voiced and some aren't.  We learned to talk, we say our sounds, and we don't think twice about it.  But some kids need to have these differences pointed out to them.  How can you teach them?
 
 

 
 
1.  You can start with the Kleenex experiment.  Take a kleenex and hold it up a few inches from your mouth.  Say the sound for "B".  The kleenex shouldn't move.  Now say the sound for "P".  The kleenex should blow in the breeze from your mouth.  Let your child try it.
 
 
 
 
 
 
 
 
2.  Now you can do the Hand on Throat experiment.  Put your hand on your throat when you say "B".  You should feel your throat vibrate.  You are making a little humming sound at the same time as you say "B" -- this means your voice is on.  Now say the sound for  "P".  You should not feel any vibration, and the humming sound is gone.  Help your child try this for himself. 


You can do the same experiments for the sounds "G" and "K", although the kleenex doesn't move quite as much for the "K" sound because the air has farther to travel from the back of the mouth. 

Have fun!

The Dreaded Irregular Past Tense Verbs

This year in speech, we have worked quite a bit on irregular past tense verbs.  These can be very tricky for kids to master, because they are all so different.  For example, "I sing" becomes "I sang", but " I bring"  becomes "I brought".  "I think" becomes "I thought", but "I drink" becomes "I drank".  No wonder our kids get confused!

How can parents help their kids master irregular past tense verbs?  

1.  TALK  -- First of all, talk to them a lot, and use the verbs correctly in your own speech.  Sometimes adults are tempted to use ultra-casual (and sometimes incorrect) speech because "that's how everybody around here talks" and they want to make the people around them "feel comfortable".   Just like kids, adults want to "fit in".  But, do your kids a favor and model correct speech so that they will be better prepared when they leave school and hit the job market.

2. READ --  Read, read, read with them and encourage them to read on their own.  The more kids are exposed to correct sentence structure, the more it will stick in their brains.  I know it can be a challenge to get kids to read a book instead of sit in front of a video game.  You might have to bribe them with books that are more interesting to them, or semi-comic books like Calvin and Hobbs. That's okay as long as the books contain correct English.  Also, if you read yourself and look like you are enjoying it, your kids are more likely to pick up a book also.


Do you remember how you learned to talk?  Probably not.  But chances are you learned to talk by listening to the people around you, and then by reading to increase your vocabulary and understanding of more complex sentence structures.  If a child doesn't read, she may fail to pick up those more complex grammar rules that just aren't used very often in casual conversation.  That can have a negative effect on her schoolwork, especially in the upper grades where lots of reading and writing is expected.

3.  DON'T BE THE GRAMMAR POLICE -- If your child says something incorrectly, don't make too big a deal out of it.  Just repeat it using correct grammar.  For instance, if your child says, "I ain't going to eat those peas!"  Say, "You're not going to eat those peas?"  Emphasize the correct words by saying them a bit louder and more slowly than the rest.  If you jump on every error and point a finger at them, some kids will say it the wrong way just to annoy you.  (Or maybe your kids are different than mine!)

Here are some of the irregular past tense verbs that can be confusing to kids and adults alike:

I drink juice, I drank juice yesterday, I have drunk juice since I was a baby.
I swim in the pool, I swam in the pool yesterday, I have swum in this pool all summer. 
I sing in the choir, I sang in the choir yesterday, I have sung in the choir my whole life.

Here's a fun site that will help you find the correct form of any verb you need:  http://conjugation.com/verb/swim

Practicing new verbs by reading and telling stories is a great way to learn them.  I made a few silly stories to help my students practice the verbs we were learning.  You can download them here:

Irregular Verbs Story 1
Irregular Verbs Story 2

Good Luck! 

Teaching Your Child to Say /s/

We all know what a lisp is – but did you know there are 2 types of lisps?                                  

1.  INTERDENTAL LISP:  The child is putting his tongue between his teeth, so his ‘S’ sounds turn into ‘TH’ sounds.  How do you correct it?  Tell your child to put the tongue back behind those teeth where it belongs!  Of course, it’s a little more complicated than that.  The tongue should actually be up just above the top teeth, almost touching that bony ridge where the teeth meet the skin.  It’s called the Alveolar Ridge.   To teach them to put their tongue up there, see the ‘Sprinkler Method’ below. When I first begin to correct interdental lisps, I sometimes turn it into a game of ‘Catch the Snake’.  If their tongue peeks out between their teeth as they say a word beginning with ‘S’, my hand turns into a ‘Snake Catcher’ and pretends to grab it.  (Make sure they know this is a game!  Making funny expressions and noises as you pretend to grab it and miss always helps!)  It doesn’t take long for them to keep their tongue back in their mouth.  Then you can fine-tune the placement with the ‘Sprinkler Method’ below.

2.  LATERAL LISP:  The child’s tongue it too flat and loose, and air is escaping off the sides of the tongue rather than shooting straight out the front.  It sounds kind of slushy.  You can remind the child to keep the air coming forward ‘skinny and straight’, as you teach correct placement using the ‘Sprinkler Method’ below.

THE SPRINKLER METHOD
Here’s a fun way to teach ‘S’ that the very knowledgeable Jill Andrus at USU taught me:
Have the child make a ‘T’ sound.  Usually kids will put their tongue in the correct place (almost

touching the alveolar ridge) when they make the ‘T’ sound.  Tell them we are going to be a sprinkler.  Hold your hand out in front of you as if it’s the top of a sprinkler head.  Say ‘T’ repeatedly about 1 second apart as your hand ‘sprinkler’ jerks to the right each time.  When it gets all the way to the side, it’s time for the sprinkler to hurry back to the front.   Say the ‘T’ sound as fast as you can as your hand comes back to the front, until it blends into an ‘S’ sound.  The idea is to teach the child that the ‘S’ sound is made in the same place as the ‘T’ sound – except you don’t touch the alveolar ridge completely and the air escapes out the front.

Once they get the hang of where the ‘S’ sound should be made, you can drill it by having them say words beginning with ‘T’ and then ‘S’ quickly:  ‘Tam, sam, tam, sam, tam, sam’.   They shouldn’t have time to change their tongue position between ‘tam’ and ‘sam’, and so that can also help them to keep their tongue in the right place.

Don’t expect your child to be an expert ‘S’ maker overnight!  It takes some time for them to change their old tongue habits during everyday speech.  But with practice, they’ll eventually get it right!

Good luck!

Teaching Your Child to Say ‘L’

Many children struggle with the ‘L’ sound.  They will often substitute a ‘W’ sound instead.  You can teach your child to produce the ‘L’ sound by putting her tongue up behind her top teeth, where they meet the bony ridge of tissue called the Alveolar Ridge.  It’s helpful for the child to use a mirror when you are first teaching the ‘L’ sound.  Have her hold her tongue there for a second, then remove it and try again.  Once she has gotten used to putting her tongue in the right place, tell her to turn on the sound.  You could say, “Hum while you hold your tongue there,” and model it for her. 

 After she’s mastered that, tell her it’s time for the tongue to push off.  Show her how your tongue pushes against the ridge as you slowly say ‘La, la, la’.  

 Sometimes the kids go overboard when they are first learning to make the ‘L’ sound, and their tongue flips all the way out of their mouth.  That’s okay at first, but eventually encourage them to keep that tongue inside where it belongs.  Explain to them that if they keep their tongue up there close to the alveolar ridge, it will be easier and faster to say their words. Make sure they eventually get rid of the mirror when they practice so that they learn to put their tongue in the right place by ‘feel’.

Learning the ‘L sound will take lots of practice, but eventually it will become second nature!

Good luck!

Why Does My Child Stutter?

 

There are many reasons why a child begins to stutter:

•Pre-disposing factors (genetics)

•Developmental factors (learning new things)

•Environmental factors (stressful situations, etc.)

You may wonder what you can do to help the situation.  Here are some tips I learned from the very knowledgeable Anne Elsweiler at USU:

•It helps to decrease the rate of speech and length of utterances.

•It helps to reduce the complexity of sentences and the difficulty of words. 

•It helps to give the child more time to respond and make sure family members don’t interrupt or provide negative responses. 

•It helps to slow down a fast-paced schedule.

•Fluency disrupters to avoid:  rapid turn-taking, competition for speech, fast rate of speech, long complex sentences.

•Remember these children are fluent more of the time than they are disfluent!

 

It can be helpful to remember the following points: 

•All people/kids have some disfluent speech.
 •It’s not anything that the parents have done.

•Stuttering is not caused by parental behaviors. 

•Stuttering can be caused by many things. 

•A family history of stuttering indicates a higher risk.

•There are things that can trigger symptoms.

•Increased learning demands can trigger speech problems such as stuttering.

•Developing children have many increased vocabulary, cognitive, physical and social demands which compete for the brain's resources. 

•The preschool years are a time of increased demands in all these areas so that’s why most kids begin to stutter between the ages of 2-4. 

•75-80% of kids recover spontaneously, but for those who may not, early intervention is very beneficial.

•Certain environmental factors or stressful events may also trigger the stuttering if there are pre-disposing factors.

•There may be some differences as far as where the language is processed in the brain which may slow down speech signals and auditory feedback.  This means that language may take more time for those people who stutter. 

 

More tips later on how to help your child practice fluent speech. 

Regular Past Tense Verbs

These last 2 weeks our language groups have been working on regular past tense verbs.  We have learned that these verbs change to past tense by adding an -ed at the end.  We've also learned that verbs that end in 'y' usually have a spelling change:  the 'y' changes to an 'i' and then we add 'ed' after that.  The exception is that words that have a vowel before the 'y' -- like 'play' -- keep the 'y'.

Some regular past tense verbs are:

wait, love, walk, call, paste, wave, pound, smile, laugh, hope, file, fix, like, serve, miss, slice, bake and work  (There are lots more!)

Some past tense verbs that change the 'y' to 'i' are:

cry, try, fry, hurry, worry, tidy, and reply

Your child can practice using regular past tense verbs at home!  Here are links to some homework pages you can use:

 speaking of speech 1
 speaking of speech 2
speaking of speech 3
speaking of speech 4

It's good to practice using these verbs in a sentence, because that's the way your child will use them in real life!

Have fun!

Mrs. Hurd