The magic sound every child needs to learn!

There are various factors I consider when choosing which sounds to focus on first in speech therapy. Is the sound in the child’s own name? Is it an earlier developing sound? Is it a high frequency sound? Can the child make the sound with assistance?

One English sound magically stands out as worthy of training with all children. This MAGIC SOUND is the “s” sound, typically emerging at 3 years old and mastered by most 5 year olds.

When a child can pronounce a clear “s” sound, he can provide more information. The “s” will indicate plurals (socks), possessives (Wyatt’s toy), and the present verb tense (she eats). And, as one of the most frequent English sounds, clear pronunciation of the “s” will improve overall intelligibility.

Five fun ways to help your child practice the “s” sound:

  1. Play “I Spy” – This game can be played anywhere and adjusted to your child’s level. Spy objects by color, size, function or first sound. Model a sharp “s” sound when you “Spy”.
  2. Sing with your child – Songs contain predictable lyrics and an opportunity for repetition of familiar phrases. Some easy songs with the “s” sound are: “itsy bitsy spider”, “twinkle twinkle little star” and “wheels on the bus”.
  3. Sort laundry together – Sorting clothes provides opportunities to use “s” at the ends of words as a plural marker. “Socks go here, shirts go there, pants over here”.
  4. Count – Any objects if the word ends with either a “p, t,  k” sound will have an “s” sound at the end when you make it plural (as opposed to some other words that have more of a “z” sound). Count cups and forks when you set the table. Count socks as you put away clean clothes. Count all the cats your child has met.
  5. Pretend play – Feed toy animals. Talk about what each animal eats. “The horse eats hay, the cow eats grass.”

Are you wondering if your child’s speech sound development is on target for his age? A speech assessment is recommended if…

  • Your child’s teacher has suggested a speech assessment.
  • Other adults have trouble understanding your child.
  • Your child is sometimes left out because her peers don’t understand her.
  • Your child distorts speech sounds, such as with a lisp.
  • Your child has become self-conscious about talking.

To learn more about pediatric speech assessments, or to book your child’s assessment, please contact me.

Accent Reduction Part II: Why I talk about Coconuts in Accent Reduction Training 

For non-native English speakers, it can be extremely difficult to reduce their accents on their own using accent reduction tools. The main reason for this is that it’s hard to hear the difference between the sound they are trying to make and the sound they actually make.

Before you can practice English sounds and speech patterns, you must be able to hear them.

Accent reduction training therefore begins with a focus on your listening skills.

Years ago, when my daughter was only 3 years old, we hosted a hockey playoff party. I don’t consider myself a big hockey fan, but I watch the playoffs. And that’s when it happened.

As we were all cheering “Go Canucks”, my daughter threw her little fist up in the air and cheered with us. Listening more closely I realized she was shouting “Coconuts”!

It made perfect sense, the expression was unfamiliar, and so she hadn’t heard it correctly. What she heard was influenced by her limited experience with the English language, combined with the instinct to make sense of what we said.

Once she was familiar with the name of the team, the cheer and the correct sequence of sounds, she was able to say it correctly.

I share this story with my accent reduction students to make a point. If you hear the word or the sounds incorrectly, you will say it incorrectly. 

When it comes to listening to English, second language learners face a unique challenge. They hear English through the filter of their own language.  The result being, what they hear is influenced by their own experiences, much like my daughter.

In Japanese for example, there are only open syllables (all words end in vowel sounds). Japanese speakers accustomed to and anticipating open syllables may not hear the word-final consonants of English words and are unlikely to produce them.

Identifying the differences between the sounds and word structures of a person’s native language and English is the starting point for successful accent reduction training.

A  three year old may get away with shouting “coconuts” at a Canucks game. But, in the business world employers, colleagues and clients desire accuracy and clarity in their communications. And it all starts with focused listening.

Learn more about my online 60-Day Accent Reduction Training Course here.