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STOPPING OF /S/ and /Z/

Do you have any students that produce t/s and d/z and also have cluster reduction of s blends? Here are some tips that may be helpful:

1. I find that starting with s blends has been most successful. I assess which s blends are stimulable. I like calling the S sound the “smile sound.” I made this change after I was PROMPT trained. I utilize a multisensory approach to help students feel how the sound is made. I used to use the “snake sound” (keep snake in cage) but now I find it’s better as the TH sound (sick snake - has his tongue out all the time.) Somehow I tend to do things differently than others! I show the student how the sound is made. I also use an iPad app Speech Tutor Pro which shows tongue and lip movement.

2. I work on minimal pairs to assess students ability to hear correct production

3. Then I use the slide - with a photo of the /s/ sound. These pics are from a digital PowerPoint set I made for S Blends. All the pieces move. When I transitioned to in-person I printed out the pages. Students can slide the S down the slide stretching out the S sound , eg. sssss + pot = spot. Students are learning phonemic awareness at the same time. I often start with words that can be said repetitively, eg SPIN (Greedy Granny, Sneaky Snacky Squirrel), STOP (with vehicles), or SNIP (craft with cutting) Please let me know if you have any questions!

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Enjoy!!

Ricki