I have been blogging about prevocalic/r/ intervention in regards to gliding or w/r substitution  Example:   rain vs. Wayne   In intervention for /r/, I teach students that if a /w/ is produced instead of an/r/ as in Wayne vs. rain that the listeners would most likely get confused and think that they are referring to a boy named ‘Wayne versus rain like the weather.  I worked recently with a first grade student who used the Entire World of...

    I met with a parent this week for a student who has a phonological disorder. It was an annual review meeting and previous goals were  reviewed. The previous goal was written in jargon that only a speech pathologist would know with no baseline results.  This made it difficult for me to measure progress, the parent, teacher  and school administrator did not understand the phonological processes jargon. It made me reflect on...

The school year is nearing-5 weeks left!   I have begun to accelerate my students especially my 5th graders.  I have found the following technique to be quite effective and has lead to generalization of other /r/ allophones that had been misproduced.   I re-administered the Entire World of R Advanced Screening tool.  Afterward, I made two lists: 1).  All correctly produced /r/ words from the 4 /r/ categories\ prevocalic /r/, initial /r/...

I often explain to students that if they misproduce prevocalic /r/ and substitute /w/ for /r/ as in west for rest that there can be confusion with  listeners.  I use the EWR 8 deck set prevocalic  and medial/final /rl/ deck to visually show the difference between rest as in your bed and west the direction.   I place the two cards side by side and visually show them the difference while working on auditory discrimination. Howay for Wodney...

Since prevocalic /r/ misproductions are often characterized by gliding or w/r substitution that is an issue that should cease at around age five. Many times it remains an issue beyond the preschool years.  I have seen many SLP’s administer intervention for prevocalic /r/ by instructing students produce an er in front of the prevocalic /r/ sound as in the words red, becomes errrr red.  Unfortunately, this becomes habitual for students and...

I am often asked the question of what to do when you have a student who had a phonological disorder and the only sound left is /r/.  Do you dismiss or continue intervention to work on /r/? As I posted earlier if a student substitutes w/r as in wed for red that is considered to be gliding which is age appropriate until age five.  After that, it is considered to be a disorder or needs to be addressed in intervention.  Most students can work on...

  Importance of a conversational speech sample A fluency student of mine had a trienniel evaluation coming up.  I administered the Stuttering Severity Index  and did not notice any dysfluencies.  I was still seeing him for intervention and decided to walk around the track with another fluency student so we could engage in a naturalistic conversation.  I heard part and whole word repetitions during his conversational speech sample.  I...