Embedded Files
/K/ (back)
Back (dorsal) top of tongue touches back top of mouth (velum)
"K" is quiet (voice off)
/T/ (front)
Tongue tip UP on alveolar ridge
Air released as tongue lowers
"T" is quiet (voice off)
There are 5 pairs of words below for you to practice.
Submit your homework here.
Only move to Step 4 if they are accurate with Step 3.
More ideas for Steps 3 & 4 at bottom of page.
Step 1: Remind them of the rule.
Ex: "For some sounds we put our tongue in the front and for some sounds, our tongue goes up in the back." or "Let's practice our back sounds today"
key
T ("tee")
Step 2: Teach/remind them what each word means
Ex: "This picture shows a key, we use keys to open locks. This letter is a T ("tee"), T ("tee") makes the /t/ sound."
Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Key. T ("tee"). Key. Key. T ("tee") Key." etc.
Step 4: Say the words
Ex: "You say key or T ("tee") and I'll point to the one you say."
can
tan
Step 2: Teach/remind them what each word means
Ex: "This picture shows can. Soda/pop comes in a can. Or we say "Can" when we are asking for permission. This color is tan."
Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Can. Tan. Can. Can. Tan. Can." etc.
Step 4: Say the words
Ex: "You say can or tan and I'll point to the one you say."
cape
tape
Step 2: Teach/remind them what each word means
Ex: "This picture shows a cape, some superheroes wear capes for their costume. This is tape, the sticky stuff we use to hold things together. Cape and Tape."
Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Cape. Tape. Cape. Tape. Cape." etc.
Step 4: Say the words
Ex: "You say cape or tape and I'll point to the one you say."
cap
tap
Step 2: Teach/remind them what each word means
Ex: "This picture shows a pen cap, the lid is called the cap. This finger is tapping, like this (tap your finger), tap, tap, tap."
Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Cap. Tap. Cap. Cap. Tap. Cap." etc.
Step 4: Say the words
Ex: "You say cap or tap and I'll point to the one you say."
call
tall
Step 2: Teach/remind them what each word means
Ex: "This picture shows call, when we talk to people on the phone we call them. This girl is tall. Call and Tall."
Step 3: Make sure they can hear the difference
Ex: "Point to the word I say. Call. Tall. Call. Call. Tall. Call." etc.
Step 4: Say the words
Ex: "You say call or tall and I'll point to the one you say."
Tip for Step 3 (discriminating between words)
If they can do Step 3 accurately, praise them, "Great! You heard my front sound in key and my back sound in T ("tee")."
If they cannot do Step 3, praise their effort, and keep practicing Step 3 instead of going to Step 4. Ex: "Listen, I'm going to say key with my back sound. Look in my mouth, see my tongue in the back? Key. Point to key. Great, now I'm going to say T ("tee") with my front sound, T ("tee"). Point here, to T."
Ideas to make Step 4 (saying the words) more fun:
Draw one pair of words on 2 papers (one picture on each page). Put a tally point on each page as your child says each word. Tell your student they win the game if they get more points on the page that has their target (the word that contains /k/ or /g/). It's okay if there are NO points on the other page!
Make simple play doh animals. Every time your child makes the /k/ or /g/ sound, point to the front of the animal. When they make a /t/ or /d/ sound, point to the front of the animal.
Each time your child says the word containing /t/ or /d/, gesture by pointing to the front of your mouth. Every time your child says the word containing /k/ or /g/, gesture by pointing toward the back of your throat (for example, you can point inward next to your ear or upward to your mouth with your finger close to your neck).
Find objects that have a front and a back (e.g. toy animals, houses, books, etc.) and talk about the fronts and the backs. Then look in the mirror and look together at the front of your mouths (point to your teeth in the front) and open your mouth to look at the back of your mouth.
Have your child draw a picture of each of the ten words above. Then, have them sort the pictures into a "front sound" pile and a "back sound" pile.
Use the front/back sound visuals below to cue your child as they produce the words.
General Tips:
Remember to keep the words in pairs (instead of just going through "key, can, cape," etc.). This therapy approach is meant to build your child's understanding that changing a sound can change the meaning of a word.
It's fine to have your child say the contrast word (the words containing /t/ or /d/ like tape and tap), but you want to focus most time and effort on them saying the target pattern (the words containing /k/ /g/).
Build up your child's tolerance/ability to do more and more productions over time. Can they do 10? 20? 60?
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