I just updated under the articulation page strategies for the B sound. When teaching the B sound be sure to use two very important cues. When your little one is shown the physical cue and feels the tactile cue she will have an easier time in producing this sound.
The B sound is a bilabial sound…this means that you use your two lips together to make this sound. The B sound is a non-nasal sound….this means that the air escapes out of your mouth NOT out of your nose as in the M sound. The B sound is considered to be a STOP sound….this means that it is a sound that stops and does NOT continue as in the S sound. The B sound is also a vibrating sound…this means that your “motor is on”…….your vocal folds are moving/vibrating. Please refer to the initial B worksheet for simple words that you can start off with when teaching the B sound.
The B sound is also considered to be a bilabial sound-this means that your two lips work together in order to make this sound-they are making closure (lips together). The only difference between the B sound and the P sound is that when you make the B sound your vocal folds vibrate. Sometimes I tell the children that their “motor is on” when they make this sound.
Visual Cue/Physical Cue and Tactile Cue:
Make a fist with your hand and gently bang on a table or on your thigh while producing the B sound. You should ask your little one to do the same. This cue is showing your child that the B sound is a sound that stops. The S sound is a sound that continues during production, however, the B sound stops. So be sure to demonstrate to your little one……by gently banging you fist on a table or your thigh.
While you bang your fist on the table place your other hand on your throat so that you can feel the vibration of your vocal folds. Now when practicing with your child-you can do the movement with your hand making the fist and have her do the same with her fist…..and while you are both doing this….have her take her own hand and feel the vibration on your throat. Be sure to explain to her that “your motor is on”. By saying “motor on” you are telling her that her vocal folds are moving/vibrating. The B sound is a stop sound…..and a motor on sound.
By using the physical cue (fist banging on table) and tactile cue (feeling vibration of the vocal folds) you are telling her two things: showing her that the B sound is a sound that stops and does not continue like the S sound and that when making the B sound your vocal folds move.
Be sure to always model the production of the target sound. Remember this means that you are demonstrating how the B sound should sound like when produced correctly. When she is ready….have her practice the B sound followed by vowels, then in simple words, next short phrases and then in longer sentences.
Remember to use melody as a cue when producing target words. It is easiest when the word has more than one syllable. Words like: baby, baker, butter, and birdie. Be sure to change your pitch and inflection…..that will help her to say the word.
CLICK ON THIS LINK FOR INITIAL B WORDS WORKSHEET: INITIALBWORDS
Remember when practicing target sounds…be sure to follow the order of articulation process:
START OFF WITH SYLLABLES….SUCH AS: BA, BA, BA THEN DO: BE, BE, BE. NEXT: BO, BO, BO.
I tell parents when working on syllables…be sure to use the target sound and go through all of the vowel sounds….as I started to above. After you practice in syllables…follow the order below.
SAY THE WORD IN ISOLATION (JUST THE WORD-NOT IN A SENTENCE)
SAY THE WORD IN A SHORT PHRASE
SAY THE WORD IN A SENTENCE
SAY THE WORD IN A LONGER SENTENCE
TRY IN REGULAR CONVERSATION
And remember to have fun with your little one or big one!