Devoicing and Voicing; Ice skating rinks; PPG Place

"Devoicing" occurs when a "voiced" sound (a sound that is made with the vocal cords vibrating) is made into a "voiceless" sound (a sound that is made without the vocal cords vibrating).  For example, a /b/ sound may turn into a /p/ sound; the sounds are made in similar ways, except that when we say /b/ our vocal cords vibrate and when we say /p/ our vocal cords don't vibrate.  Thus, when saying "tub," a child may say "tup" in error.  The error often occurs with the last consonant sound in a word.

"Voicing" occurs when a "voiceless" sound (a sound that is made without the vocal cords vibrating) is made into a "voiced" sound (a sound that is made with the vocal cords vibrating).  For example, a /p/ sound may turn into a /b/ sound; the sounds are made in similar ways, except that when we say /p/ our vocal cords don't vibrate and when we say /b/ our vocal cords vibrate.  Thus, when saying "potty," a child may say "botty" in error.  The error often occurs with the first consonant sound in a word.

It is important to note that a child can produce all the sounds in the word correctly, 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 devoicing, the "rule" the child is applying is to make the sounds without vibrating the vocal cords.  In the case of voicing, the "rule" the child is applying is to make the sounds while vibrating the vocal cords.

To reduce devoicing, it is helpful to model production of the word correctly for your child.  For example, say "tub" and emphasize the /b/ sound; say this over and over.  Then, prompt your child to say "tub" correctly.  If it is still in error, a good cue is, "Turn on your voice."  Explain to your child that some sounds are made with our voice on, like with /b/; other sounds are made with our voice off, like with /p/.  Review this notion with other sounds, like the difference between "zzzzzz" and "ssssss;" have your child feel her throat (or yours) when making these sounds to sense/understand the concept of voicing/vibration.  You may find it helpful to practice the sounds alone at first so that your child gets used to responding to the cue "Turn on your voice."  Good sounds to practice include b/p, d/t, z/s, g/k.  Also, try breaking up the word.  In the case of "tub," prompt her to say "buh;" then "-ub;" then "tub."  Breaking up the word can help build awareness of the sounds in the word.  It is also highlights to your child that she can make all the sounds in the word successfully.  In addition, the slow pace allows her time to produce the correct sounds.  

To reduce voicing, it is helpful to model production of the word correctly for your child.  For example, say "potty" and emphasize the /p/ sound; say this over and over.  Then, prompt your child to say "potty" correctly.  If it is still in error, a good cue is, "Turn off your voice."  Explain to your child that some sounds are made with our voice off, like with /p/; other sounds are made with our voice on, like with /b/.  Review this notion with other sounds, like the difference between "ssssss" and "zzzzzz;" have your child feel her throat (or yours) when making these sounds to sense/understand the concept of voicing/vibration.  You may find it helpful to practice the sounds alone at first so that your child gets used to responding to the cue "Turn off your voice."  Good sounds to practice include p/b, t/d, s/z, k/g.  Also, try breaking up the word.  In the case of "potty," prompt her to say "puh;" then "pott-;" then "potty."  Breaking up the word can help build awareness of the sounds in the word.  It is also highlights to your child that she can make all the sounds in the word successfully.  In addition, the slow pace allows her time to produce the correct sounds.

I thought it might be fun to practice elimination of voicing and devoicing at an ice skating rink, since the days of coldness are (hopefully!) numbered.  Unfortunately the Cal U Ice Rink at PPG Place is closed for the season, as are Allegheny County outdoor ice skating rinks.  However, there are plenty of indoor ice skating rinks in Pittsburgh.  A few I know of include: the Iceoplex at Southpointe, the Ice Castle Arena, and the Mt. Lebanon Ice Center.

 

Image retrieved from http://www.achildgrows.com/ice-skating-best-excuse-drink-hot-chocolate/.

Words to practice eliminating devoicing while at the rink include:
freeze
glide
blade
slide
pad
slid
kid

Words to practice eliminating voicing while at the rink include:
cold
fall
pay
coach
pad
fun
ticket
bend
seat
kid
parent.

If ice skating isn't your cup of tea, but you are still keen on visiting PPG Place, there are some target words for that location that will be relevant this spring.  PPG Place will soon be opening up its plaza to include the water feature.

 Image retrieved from http://www.waymarking.com/waymarks/WM4WM8_PPG_Plaza_Pittsburgh_Pennsylvania.

Words to practice eliminating devoicing include:
trees
arcade
PPG Industries
Blvd of the Allies
tables

Words to practice eliminating voicing include:
sit
food court
column
fountain
Pittsburgh Plate Glass
tower
solar
tables.

Fronting; Laurel Caverns

"Fronting" happens when a sound that is usually made in the back of the mouth (or in the middle of the mouth) is replaced by a sound that is made in the front of the mouth.  Thus, "key" may be pronounced as "tea;" "'k" is a back sound, and "t" is a back sound.  Or "gate" may be pronounced as "date."  It is important to note that a child can produce all the sounds in the word correctly, 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 fronting, the "rule" the child is applying is to produce a "front sound" instead of a "back sound."

Laurel Caverns is a must-see attraction in the Pittsburgh area.  It is the largest cave in Pennsylvania.  It is also a great place to practice speech.  Many words associated with Laurel Caverns are susceptible to fronting.

 

Image retrieved from http://www.laurelhighlands.org/members/laurel-caverns.asp.

To cue your child, start with what we call "auditory bombardment."  What this means is that your child will hear a target sound produced accurately many times in a short period of time. Repeat "cave" and "caverns" at the word level, and in conversational context.  It is important for her to hear the correct sound (in this case it is the "kuh" sound) over and over in the correct place.  Once you are at the cave , remind your child to "say all the sounds in the word, including the "kuh" sound in 'cave.'"  Have her repeat after you.  If she is still "fronting," then draw her attention to the error.  For example, tell her, "I heard 'tave,' but you need to say 'cave.'"  Then, have her repeat "cave" several times. 

If she is still "fronting," then have her make the "kuh" sound all by itself.  This will show her that she is able to produce the sound, and remind her of the sound that she should produce.  Finally, cue her to make the "kuh" sound, then follow it by having her say the word "cave."  This is known as "forward chaining."  Start with production of "kuh" and then pause, and say "cave."  Gradually shorten the pause until she can produce "cave" without error.  Practice this with a variety of words so that the skill is transferred over.  Here is an example:
Kuh..........Cave
Kuh........Cave
Kuh......Cave
Kuh....Cave
Kuh..Cave
Cave.

Words to practice are listed below.  As always, customize the words to your child's goals.  For example, if she is younger then choose the shorter, more frequently used words.  If she is able to eliminate fronting when using single words, but has breakdown with sentences, then elicit the words at the sentence level.

Bungee cord

Calcium carbonate

Camping

Cave

Cavern

Chestnut

Climb

Cold

Dark

Education

Flashlight

Fracture

Gemstone

Geological

Gift shop

Gravity

Groundwater

Guide

Light show

Mini-golf

Native American

Passage

Picnic

Ridge

Rock

Shower

Spelunking

Stalactite

Stalagmite

Walk

Word List: Heinz Chapel

Word lists containing nouns, verbs, adjectives and adverbs are useful for many goals.  They can be used to target reading, spelling, writing, stuttering, voice strategies, articulation, phonological processes, vocabulary building, sentence structure, etc.  Thus, I have decided to post word lists relating to Pittsburgh.  This one is centered on Heinz Chapel.  Obviously there are many, many words that pertain to this area so I have tried to limit my lists to 25-50 words.  If there is a word that you would like to be included, please post below!

 

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

There are many "ten dollar words" here, so this list may be especially helpful for older children in need of acquiring new vocabulary or honing spelling.

Please post below how you use these words to help your child reach her goals.

Aisle

Altar

Architecture

Carving

Cervices

Chapel

Choir

Cornerstone

Cross

Design

Exterior

Façade

Gift

Glass

Hymn

Interdenominational

Interior

Iron

Memorial

Nondenominational

Organ

Pew

Pray

Prayer

Seal

Services

Shield

Sing

Spire

Stained glass

Steeple

Stone

Tours

University

Windows

Wood

Worship

Assimilation; Pittsburgh Zoo and PPG Aquarium

Assimilation occurs when one sound is changed to become like another sound in the word; in other words, one sound influences another.  For example, "cup" may be pronounced as "pup."  It is important to note that a child can produce all the sounds in the word correctly, 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 assimilation, the "rule" the child is applying is to make the sounds in the word similar.

To reduce assimilation, it is helpful to model production of the word for your child in order to increase awareness of speech.  With the word "cup," say the word slowly to emphasize each individual sound.  Say "cccuuupp."  Have your child repeat after you.  A good cue is, "Put the right sound in the right place."  Another way to heighten awareness of sounds/errors to facilitate correct speech is to contrast the error with the target.  For example, show her a picture of a "cup" and contrast it with a picture of a "pup."  Ask her to say "cup."  If she says "pup," point to the picture of the "pup" and tell her, "You said 'pup.'  You need to say 'cup,'" and then point to the picture of the word "cup."  Also, try breaking up the word.  In the case of "cup," prompt her to say "up."  Praise her when she says it correctly.  Then, prompt her to say "c..........up" then "c........up" then "c......up" and so on.  You should reduce the time between the "kuh" sound and the "up" sound with each production, until she puts the sounds together to form the word correctly.  (Provide praise!)  Of course practice makes perfect.  To train your child broadly, practice a large amount of items.  A great place is the Pittsburgh Zoo and PPG Aquarium.  Many names of animals are susceptible to assimilation.  Also, the vocabulary should be familiar to many children.  Practice with these word below, and follow the teaching techniques from above.

Fish (may be pronounced as "shish" or "fif")

Image retrieved from pittsburghzoo.org.

Seal (may be pronounced as "leal")

 

Image retrieved from www.zooborns.typepad.com.

Lion (may be pronounced as "nion")

 

Image retrieved from pittsburghzoo.org.

Monkey (may be pronounced as "konkey")

Image retrieved from pittsburghzoo.org.

Zebra (may be pronounced as "bebra")

Image retrieved from http://www.tripadvisor.com/LocationPhotoDirectLink-g59642-i29712690-Wheeling_West_Virginia.html.

Shark (may be pronounced as "kark")

 

Image retrieved from pittsburghzoo.org.

Lemur (may be pronounced as "memur" or "lelur")

Image retrieved from pittsburghzoo.org.

Panda (may be pronounced as "danda")

Image retrieved from http://www.alleghenyfront.org/story/red-panda-ready-visitors-pittsburgh-zoo.

Snake (may be pronounced as "kake")

Image retrieved from http://pittsburgh.about.com/od/pictures/ig/zoo/rattlesnake.htm; photo credit Albrecht Powell.

Horse (may be pronounced as "sorse")

Image retrieved from http://boomthis.blogspot.com/2013/10/some-horses-gotta-run.html.

Dog (may be pronounced as "dod" or "gog")

Image retrieved from http://www.zooborns.com/zooborns/prairie-dog/.

Cat (may be pronounced as "kak" or "tat")

Image retrieved from pittsburghzoo.org.

Rhino (may be pronounced as "nhino")

 

Image retrieved from http://intlrhinofoundation.wordpress.com/2013/06/07/cinco-de-rhino-revue/.

Tiger (may be pronounced as "titer" or "giger")

Image retrieved from pittsburghzoo.org.

Mole (may be pronounced as "lole")

 Image retrieved from pittsburghzoo.org.

Tip: Please remember that a sound from the beginning of the word can influence a sound from the end of the word, and vice versa (and including middle sounds, too).