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...