Gliding

The phonological process of gliding is a pattern of errors.  Gliding occurs when the /r/ sound is replaced by the /w/ sound, or the /l/ sound is replaced be the /w/ sound or /j/ ("yuh") sound.  This is a "phonological process," whereby a child can in fact produce the /r/ sound correctly, but simply substitutes the /r/ with /w/.  In the case of  /l/, a child can in fact produce the /l/ sound correctly but substitutes it with /w/ or /j/ ("yuh" sound).  (If your child cannot produce the /r/ or /l/ sound correctly, then she simply has an articulation disorder.  Please click on the /r/ or /l/ on the right sidebar for tips for correct production.)

To work on eliminating gliding, I recommend having your child say the names of areas on Pittsburgh.  This can be fun for children to play while passing through a neighborhood in a car, looking at a map, or using the Google Earth feature on your computer.

To practice the /l/ sound, I recommend naming all the famous "hills" in Pittsburgh.  Below are a few.  Cue your child to "make the "l" sound."  If she makes the /w/ or /j/ sound, tell her "That was a good try.  But I heard /w/ instead of /l/.  Try again."  You can even repeat the error back to her, such as, "I heard 'wamp' instead of 'lamp;'" or, "I heard 'yittle' instead of 'little.'"  This will build awareness of sounds.  Remember, the phonological process of gliding is not an articulation problem of /l/.

"South Hills"

 

Image retrieved from panoramio.com.

"Polish Hill"

 

 Image retrieved from http://en.wikipedia.org/wiki/Polish_Hill.

"North Hills"

 

 Image retrieved from simon.com.

"Squirrel Hill"

 Image retrieved from http://en.wikipedia.org/wiki/Squirrel_Hill.

"Pig Hill"

Image retrieved from blog.historian4hire.net.

"Hill District"

 

 Image retrieved from city-data.com.

"Troy Hill"

 Image retrieved from iheartpgh.tumblr.com.

"Penn Hills"

 Image retrieved from city-data.com via dc.streetsblog.org.

"Spring Hill"

Image retrieved from http://en.wikipedia.org/wiki/Spring_Hill-City_View(Pittsburgh).

To practice the /r/ sound, I recommend naming all the townships in Pittsburgh the have an /r/.  Below are a few.  Cue your child to "make the "r" sound."  If she makes the /w/ sound, tell her "That was a good try.  But I heard /w/ instead of /r/.  Try again."  You can even repeat the error back to her, such as, "I heard 'wing' instead of 'ring;'" or, "I heard 'zewo' instead of 'zero.'"  This will build awareness of sounds.  Remember, the phonological process of gliding is not an articulation problem with /r/.

"Robinson"

 

Image retrieved from hracre.org.

"Regent Square"

Image retrieved from foundfootagefest.com.

"Ross Township"

Image retrieved from ross.pa.us.

"McKees Rocks"

Image retrieved from jonathondenson.com.

 "Ridgemont"

 

Image retrieved from pgh2us.com.

Cluster Reduction

Cluster reduction is when one or more consonants from a cluster of sounds in a word is deleted.  An example would be saying "ree" for "tree" or "cown" for "clown."  This is known as a phonological process.  If your child can produce all the sounds in the word, but simply does not, then she is making an "error" known as a "phonological process."  Phonological  processes are patterns of errors.  (If your child is deleting a sound because she cannot produce the sound correctly, this is simply an omission of a sound and falls into the category of an articulation disorder.  To increase articulation skills, please click on the appropriate sound on the right sidebar.)

To treat cluster reduction, I suggest having your child practice saying the names of traditional Pittsburgh foods.  A good cue is to remind her to "make all the sounds in the word."

Practice with these foods below.

"Primanti Brothers;" "French fries;" "coleslaw"

Image retrieved from the word wide web on 1/29/14 from goodfoodstories.com via google search for "pittsburgh foods."

"Chipped ham"

Image retrieved from the world wide web on 1/29/14 from cookiemcgill.blogspot.com via google search for "chipped ham."

"Clark bar"

Image retrieved from the word wide web on 1/29/14 from goodfoodstories.com via google search for "pittsburgh foods."

"Smiley cookies"

 

Image retrieved from the world wide web on 1/29/14 from youngfreefrugal.com via google search fro "smiley cookies pittsburgh."

"Klondike bar"

Image retrieved from the world wide web on 1/20/14 from browneyedbaker.com via google search for images "klondike bar."

"Halusky"

Image retrieved from the world wide web on 1/29/14 from chocolatemoosey.com via google search for images "halusky pittsburgh."

"Cabbage rolls"

Image retrieved from the world wide web on 1/29/14 from mashalloyd.blogspot.com via google search for images "cabbage rolls pittsburgh."

"Oyster bar"

Image retrieved from the world wide web on 1/29/14 from roadfood.com via google search for images "oyster bar pittsburgh."

"Pierogies with sauerkraut"

Image retrieved from the world wide web on 1/29/14 from sweetandsaucy.wordpress.com via google search for images "pierogies with sauerkraut."

"Heinz ketchup"

Image retrieved from the world wide web on 1/29/14 from schools.graniteschools.com via google search for images "heinz ketchup."

"Ice cream;" "Dave and Andy's"

Image retrieved from the world wide web on 1/29/14 from joyofkosher.com via google search for images "ice cream."

If your child needs more cueing, then break up the sounds in the word.  Let us take the word "street," which has three consonants in the cluster.  First have your child say "-eet."  Then, add the /r/ sound and have her say "-reet."  Next, add the /t/ sound and have her say "-treet."  Finally, add the /s/ sound and have her say "street."  Do this slowly. 

An alternative method is to start with the beginning sound.  Again, I will use the example of "street."  Have your child produce the first sound, the /s/ sound.  Then, have her produce the /st/ sound.  Next, have her produce the /str/ sound.  Finally, have her put the sounds together to produce "street."  Making all the sounds slowly at first helps, as does modeling the sounds for her.

What Pittsburgh food words containing clusters did I miss?  Please post below!

Final Consonant Deletion

Final consonant deletion happens what the final consonant in a word is left out.  It is a pattern of errors.  For example "ca" for "cat" or "goo" for "good."  In this case it is important to note that a child can produce all the sounds in the word so this is not an articulation problem per se.  Rather, this what experts call a "phonological process" whereby a child produces a different "rule" when saying words.  In the case of final consonant deletion, the "rule" the child is applying is to omit the final consonant.  This can also happen with clusters at the end of words.  So, a child may omit the "lk" sound in "milk" or the "st" sound in "nest."  (If your child omits the final sound in a word because she cannot produce the sound correctly, then this is an articulation problem; click on the appropriate sound/letter on the right sidebar for articulation tips.)

Since Pittsburgh has so many famous streets, I thought it would be a good idea to have your child practice saying the names of streets.  This can be done with famous streets downtown, or just in your own neighborhood.  To cue your child to stop final consonant deletion, cue her by telling her to "Say all the sounds in the word;" a more direct cue is "Put the sounds on the ends of your words."  You can model this for her by emphasizing the last sound in each word.

Below are pictures of Pittsburgh streets to practice.

"Fifth Avenue"

"Forbes Avenue"

"Boulevard of the Allies"

"Grant Street"

Image retrieved from Google Search Images "grant street pittsburgh" post-gazette.com from world wide web 1/28/14.

"Penn Avenue"

"Stanwix Street"

Image retrieved from Google Search Images "stanwix street pittsburgh" marketsquarepgh.blogspot.com from world wide web on 1/28/14.

"Walnut Street"

Image retrieved from Google Search Images "walnut street pittsburgh" theburghermag.wordpress.com from the world wide web on 1/28/14.

All other images retrieved from links from  http://en.wikipedia.org/wiki/Category:Streets_in_Pittsburgh,_Pennsylvania on the world wide web from 1/28/14.

Syllable Reduction; Bridges

Syllable reduction happens when a syllable in a word with two or more syllables is deleted.  The deletion usually happens in the unstressed syllable.  An example may be a child saying "med-cine" for "medicine" as my sister used to say, or "puter" for "computer."  It is important to note that a child can produce all the sounds in the word so this is not an articulation problem per se.  Rather, this what experts call a "phonological process" whereby a child produces a different "rule" when saying words; it is a pattern of errors.  In the case of syllable reduction, the "rule" the child is applying is to reduce the number of syllables in a word.

Since Pittsburgh has so many bridges, many with multiple syllables in their names, I thought it would be a good idea to have your child practice saying the names of the bridges.  To cue your child to stop using syllable reduction, cue her by telling her to "say all the sounds in the word."  If she is older, you may cue her more directly by telling her to "say all the syllables in the word."  It helps if you say the words first, being sure to emphasize all the syllables.  Tapping your hand along with the syllables helps.

Below are pictures of Pittsburgh bridges to practice.

"Smith-field Street Bridge"

"Pan-han-dle Bridge"

"Lib-er-ty Bridge"

 

 "Bir-ming-ham Bridge"

"Hot Met-al Bridge"

 

 "Home-stead Grays Bridge"

 

"Ro-ber-to Cle-men-te Bridge"

 

 "Fort Du-quesne Bridge"

 

 "An-dy War-hol Bridge"

 

 "Ra-chel Car-son Bridge"

"Vet-er-ans Bridge"

 

 "Da-vid Mc-Col-lough Bridge"

 "Thir-ti-eth Street Bridge"

 "Wash-ing-ton Cross-ing Bridge"

If syllable reduction persists, gently confront your child with the error.  For example, if she says "Wash-ton Bridge" for "Washington Bridge," tell her: "You said 'Wash-ton.  You need to say 'Wash-ing-ton.'"  Ask her to repeat the parts of the word after you slowly: "Wash.  Ing.  Ton."

Reference: All images were retrieved from the world wide web in 1/26/14 from: http://en.wikipedia.org/wiki/Bridges_of_Pittsburgh

Practice sounds in the middle position; Giant Eagle

The traffic on this blog has increased, so I would like to give the readers a chance to share their ideas.  Below is a list of words for each sound that can be found in the middle position of each word.  All of these words are of things that can be found at Giant Eagle Market District.  Please post your ideas below for eliciting these sounds/words in phrases, sentences, and conversation for your child.

/b/: cabbage, baby, rubber band, bubbles
/p/: coupon, paper, diaper, pepper, popcorn
/t/: bottle, butter
/d/: candy, teddy bear, body wash
/k/: cracker, chicken, cookie, popcorn
/g/: yogurt, baggie
/m/: shampoo, salami, oatmeal
/n/: donut, cinnamon, cleaners, money
/ŋ/: dressings, wings, tank, sprinkles (*the /ŋ/ sound makes the "ng" sound we often find in -ing ends, like sing, ding, king)
/l/: toilet paper, lollipop, Jell-o
/r/: mirror, carrot
/w/: towel, flowers (*the /w/ sound in these words is often considered more of a vowel sound, like "ow")
/j/: papaya, yo-yo, Goya (*remember, the /j/ sound makes the "yuh" sound, like in "yogurt")
/s/: basket, lobster, sauces
/z/: pizza, Cheezit
/ʃ/: milkshake, marshmallows, machine, lotion (*remember, the /ʃ/ sound makes the "sh" sound, like in "shoe")
/tʃ/: pouches, matches, nacho (*remember, the /tʃ/ sound  makes the "ch" sound, like in "chips")
/dʒ/: fudgsicle, manager, Applejacks, gadget, ledger (*remember, the /dʒ/ makes the J sound like in "jug")
/f/: coffee, muffin
/v/: carving knife, lavender, gravy, anchovy, shovel
/ʒ/: measuring cup, treasure (*remember, the /ʒ/ sound makes the sound "zh" sound, as in "genre")
/θ/: Nathan's hot dogs, toothpaste, cloths (*the /θ/ makes the "unvoiced" "th" sound, as in "thin")
/ð/: clothing, mother (*the /ð/ makes the "unvoiced" "th" sound, as in "that")

Another Pittsburgh Nursery Rhyme

Here is another nursery rhyme I wrote dedicated to Pittsburgh.  Nursery rhymes are especially helpful for children because they build awareness of sounds and language, promote pre-literacy skills, and encourage social interaction.

Let's leave Pittsburgh,
Let's leave for a day,
Let's see what's to see, far, far, away!

Not for all of Carnegie's steel.
Not for a Ruth's Chris Steakhouse meal.

Not for all the chocolate at Sarris.
Not for all the strength of Franco Harris.

Not even for the rivers three.
Not for all the sandwiches at Primanti.

Not for all the fries at the O.
Not for all the music at the CLO.

Not for all of Mellon's wealth.
Not for all of UPMC's health.

Not for all the flowers at Phipps.
Not for a year of free PAT trips.

Not for all the trains at Station Square.
Not for all the Pirates' fanfare.

Not for all of PPG's glass.
Not for all of Walnut Street's class.

Not for one Schenley Park tree.
Not even for one book from Carnegie Library.

Not for one Cathedral of Learning room.
Not for one bridge on which the cars zoom.

Not for the hills to the north, south, east and west.
Not for the knowledge of Pitt that's the best.

In Pittsburgh we live,
In Pittsburgh we'll stay.
We'll stay even year, every month, every day.

/d/ in the final position

Practice the /d/ sound with these words:

"bread,"

"seed," and...

"red."

Practice phrases by naming things that come in red packaging, like "red raisins," (Sun Maid brand) "red soup" (think Campbell's brand) and "red cookies" (think Animal Crackers).  Or, name things that are the color red, like "red tomatoes," "red apples" and "red velvet cake."

Practice sentences by asking your child what kinds of animals eat seed.  Targets may include, "Birds eat seed," "Squirrels eat seed," and "Hamsters eat seed."

Practice conversation by asking your child how bread is made.  Targets may include, "To make bread, you need to mix ingredients.  You mix flour and yeast and water for bread.  You let it rise.  Then, you bake the bread in the oven.  I like my bread with  butter."  If this task is too complex, then ask your child to describe what breads she sees (the bread counter in the bakery has the most variety).  You may also ask her to tell you what bread she likes to eat, or ask her to tell you what animals you can feed bread to.

Touch cues are helpful for the /d/ sound.  Show your child how one's tongue taps the roof of the mouth behind the teeth.  This may require some pre-teaching at home before you go to the store.  You two can practice in front of a mirror.  You can also use your finger to tap the ridge behind her teeth (known as the alveolar ridge) where her tongue should be.

/tʃ/ in the initial position; "ch" as in "chips," "chicken" and "cheese"

Practice the /tʃ/ sound with these words below.  The /tʃ/ makes the "ch" sound.

"crunch," (or "Cap'n Crunch)

"lunch," and...

"spinach."

Practice phrases by asking your child what foods go "crunch."  Targets may include "cereal goes crunch," "chips go crunch," and "pretzels go crunch."  A fun way to practice "crunch" is to eat a crunchy food, and have your child say "crunch" before every bite.

Practice sentences by asking your child what foods in the hot bar are lunch foods.  Targets may include, "Wings are for lunch," "Soup is for lunch," and "Pasta is for lunch."

Practice conversation by asking your child what her ideal lunch would be.  Targets may include, "I would like hot food for lunch.  My lunch would be a hamburger and soup.  I like dessert with my lunch.  Cookies are my favorite."

The /tʃ/ sound makes the "ch" sound.  It is really a combination of two sounds: /t/ as in "tea" and /ʃ/ and in "shoe."  In many cases, it may be easiest to teach the sounds individually, and then make them together.  Practice making the /t/ sound, then the"sh" sound; then, make one after the other until they flow seamlessly together.

For the /t/ sound, touch cues are helpful.  Show your child how one's tongue taps the roof of the mouth behind the teeth.  This may require some pre-teaching at home before you go to the store.  You two can practice in front of a mirror.  You can also use your finger to tap the ridge behind her teeth (known as the alveolar ridge) where her tongue should be.  A good cue is, "Tap your tongue."

An easy way to cue for the /sh/ sound is to have your child say, "Shhhhh," as if she is 'shushing' someone.  If this doesn't work, then more formal instruction may be needed.  You may even want to prolong the /sh/ sound in a word to highlight it, as in "shhhhhherbet."  For more serious instruction, explain the sound in this way: "Put your teeth together.  Round your lips.  Put your tongue behind your teeth.  Blow."  Have your child put her hand in front of her mouth so that she can feel the air coming out.

Often times the /s/ and /sh/ sounds get blurred.  If your child is making a /s/ instead of a /sh/, this means the tongue should be positioned further back in the mouth (think roof of the mouth rather than behind the teeth).  If needed, you can use a tongue depressor or a spoon to gently push your child's tongue back.  Have her blow, and she should hear the difference.

A simpler way to cue may be as follows.  Instruct her to place her tongue on the ridge behind her upper teeth, like when making the /t/ sound.  Then, let the air pressure "explode" our of her mouth, like when making the "sh" sound.  With this sound, she should not "turn on" her voice/her voice box should not vibrate.

A fun way to make the sound is also to pretend to sneeze, and practice saying "ch-ch-ch" or "choo-choo-choo."  Boys in particular may enjoy making the "choo-choo" sound of a train.  I also recommend saying "chew" before every bite of "lunch."