Speech Articulation Practice
Target Sound: “R”
Placement of articulators: It is a You may want to begin with the /r/ sound and/or
good idea to talk about lip and tongue /r/ colored vowels (i.e., “person” “flower”
placement and how it looks and feels to make “boring”, etc.).
the sound. Remind your child to start with a smile and gently
“purse” his/her lips while slightly curling the tip
of his/her tongue when attempting to produce the
Talking about the sound: Sometimes The “r” sound can be referred to as a “tongue
it helps to talk about the sound instead of the lifter” sound since the tongue is curling up and
letter when working on articulation. lifting.
The “er” sound can also be referred to as the
Phonological awareness activities: Practice some speech sound discrimination tasks.
For example, make different sounds and have
your child decide if you made the target sound or
not. This can be done at the sound level, the
syllable level and then the word level.
Say real and/or nonsense words that start or end
with the target sound. Ask your child to point to
the letter or a picture that represents the target
sound when he/she hears that sound. Add in
some words that include substitutions of the target
sound (i.e., “thip” for “sip”) and have your child
identify accurate productions only.
Have your child come up with words that begin or
end with the target sound.
Spelling/Reading: Write the target letter in one column and the letter
representing the error sound in another column.
Have your child make a check in the appropriate
column after you say a sound or word.
Have your child listen to words that you produce
with the target sound. Then have them try to spell
that word on a white board or piece of paper.
When reading a story or looking at a book, have
your child try to find words that contain their
Have your child practice reading aloud
(preferably a book at or below their reading
level). Encourage them to emphasize the target
Karen T. Brown