During oral reading, underline difficult words and reinforce the child’s attempt at saying them correctly.Have child make up sentences, using speech sounds he has difficulty imitating.Have child cut out pictures of items containing the sounds he has difficulty making and display them where he can practice the word each day.Have child keep a list of all the words he can think of which begin with sounds he experiences difficulty making.The child can then practice saying the words. Have child keep a notebook of difficult words he finds each day.Play a game in which the child tries to imitate the sounds made by the adult or other children (Simon Says).Make a list of what attributes are likely to help a person become a good speaker.
(other children, adults, celebrities) Do they speak clearly, use good eye contact, appropriate volume, etc.) Have child identify who he thinks is a good speaker and why.Use a tape recorder for the child to listen to speech sounds and evaluate his own speech.The child then takes a turn saying the words as the adult points. As the adult says the words, the child points to the appropriate picture. (If the child says /sh/ for /ch/, use pictures of similar sounding words such as /ship/ and /chip/. Explain to the child what sound he is making incorrectly, and what he is doing incorrectly when trying to make the sound.Have child record the words he hears the teacher or other children using which have an identified sound.Reinforce child each time he is able to correctly make speech sounds he has difficulty imitating.
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