In my past 18 years experience…I have found the T sound to be an easier one to remediate……the visual/physical cue that I use seems to work very well with the little ones…and it really helps them…..especially when T is at the end of the word….in words such as cat, bat, hat, sat, mat…….in order to make the T sound correctly….you place the tip of your tongue on the tiny bump behind your teeth (the alveolar ridge)…..T is a non-vibrating sound….which means that your vocal folds do not move for this sound……and it is a sound that stops….not one that continues as in the S sound.
When a child substitutes another sound for T…..they typically will substitute the K sound…..both the T and K sounds are un-voiced sounds. When a child substitutes K for T they are retracting their tongue to the back of their mouth….what you have to teach them to do is….move their tongue forward and elevate it…..
Visual Cue/Physical Cue:
The cue is very simple…..just touch your pointer finger and thumb together as you are making the T sound .
….you are showing your little one that their tongue is making closure and touching the bumpy spot behind their teeth.
If your little one is having difficulty in finding the correct placement for the T sound…you can use a cheerio…..and ask your child to hold the cheerio with her tongue…… on the bumpy spot…..see if she can hold it there for five seconds….you can practice this with her…..and then see if she is able to produce the T sound using the physical cue shown above…..
I have also used peanut butter (obviously no allergies), creamed cheese or cake frosting….place a small amount on the bumpy spot and ask your child to lift her tongue up and touch the food with her tongue…this will give her good tactile information regarding where the correct placement is.
Start off with syllables such as:
ti, ti, ti
to, to, to
tu, tu, tu
Then move to single words, then short sentences, then longer sentences, then conversation. Be sure to follow the order of articulation listed above.
Over the past 18 years I have found that kids have much success starting off with the T sound in the final position of the word….for example….if a child can not say the T sound in any position of the word…..initial (as in tip), medial (as in butter) and final (as in cat)……I have had the most success starting off with the T sound in the final position….
Be sure to use the physical cue …….when saying the words….I find that the physical cue….shows them that they need to “end” the word by elevating their tongue and then making the T sound…..
I also start off with words that are consonant-vowel-consonant words…..such as….cat, bat, hat, sat, mat…..and initially we talk about the three sounds in the word..and I practice with them….
PLEASE CLICK ON THIS LINK FOR WORKSHEET OF T WORDS IN THE INITIAL POSITION. INITIALTWORDS
REMEMBER TO FOLLOW THE ORDER OF ARTICULATION:
1. SOUND IN ISOLATION….in syllable form….I usually work on the target sound…followed by one of the vowels…and then work my way through all of the vowels: ta,ta,ta, te,te,te, ti, ti, ti
2. TARGET SOUND IN WORD IN ISOLATION (NOT IN A SENTENCE OR PHRASE)
3. TARGET SOUND IN A SHORT PHRASE
4. TARGET SOUND IN A SHORT SENTENCE
5. TAREGET SOUND IN A LONGER SENTENCE
6. TARGET SOUND IN CONVERSATION