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How to make these sounds:
Sides of tongue touch upper back teeth (like when you're saying "EEEEE")
Air goes through a central groove in the tongue
"SH" is quiet (voice off), "ZH" is loud (voice on, like treaSure--"ZH" is not very common in English)
Tips:
If "SH" sounds like, "S," encourage them to "add more air" and/or watch your lips change while you say "S" (with an exaggerated, teethy smile) and then "SH" (with more relaxed lips)
For other "SH" errors, ask your child's speech therapist for individualized cues
Contrast the error with the target. Ex: "You said see, like seeing with your eyes. I think you meant she. Did you hear me add more air?"
Ways to make this homework easier:
Decrease the speed (keep your voice on, but say the sounds in the words slowly)
Decrease length of utterance (ex: If they can't say "push" correctly, have them just say "sh"
Model the word before each of their attempts.
Say the word at the same time as them, with them watching your mouth.
Give more feedback, after each production (ex: "Try again, don't forget to make the sound long" or "You said push with a good "SH" sound!)
Switch to modeling the practice words (and emphasizing the target sound) instead of having them produce the word.
Ways to make this homework more challenging:
Increase the speed (no speed-talking necessary, but add natural intonation and speed to their productions)
Increase length of utterance (if they can say the word, see if they can use the word in a phrase, then small sentence, then short sentence, then in conversation)
Give less feedback; wait until they are done (ex: "You said 7 out of 10 of those words with a great "SH" sound!")
Expand beyond these relatively simple words. Find more words here or here or while reading out loud together. (If you practice in other ways than the weekly assignments above, that's great! You can still click on the homework above and just add a couple words about what you did in the optional "comments" section.)
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