![]() ![]() ![]() If they can’t quite do it yet, don’t worry. Some kids can do the /P/ and /B/ sounds right away when you do this…some cannot. One way to practice /P/ vs /B/ is modeling where your lips go and either turning the voice off (for /P/) or on (for /B/). Try to be patient and don’t put too much pressure on your kiddo. “pop bubbles”), sentences (“I see blue popcorn.”), and finally in conversation. There are several levels of teaching sounds: isolation (only the sound), at the word level (ex.”pop”), in phrases (ex. This is something you can work on with your child at home (and in therapy with a qualified speech provider). Now I will provide some tips and tricks for targeting /P/ and /B/ separately. You can preview the game by clicking on the image below. They can interact with a parent or therapist while they play…or they can have the audio automatically play while they have fun feeding pictures of target words to Gusgus the dog. I’ve created a game on Boom Learning that allows children to practice listening to the difference between these sounds. Here is a list of minimal pairs you might use for either voicing or devoicing for phonemes /P/ and /B/: If this happens, I encourage parents and providers to make therapy and practice as fun as possible. Sometimes children can distinctly hear the difference between errors in other people, but not in themselves. Minimal pairs are words that are nearly identical, with the exception of the sounds you need the child to target or hear. There are a couple of ways to work on this process: you could treat whichever sound/phoneme is being pronounced incorrectly by itself. This occurs when a child turns their voice off when it should be on (example “the dog is pig” instead of “the dog is big”). Another type of phonological process is devoicing. “I want bobcorn” instead of “I want popcorn”). This occurs when a child turns their voice on when it should be off (example: using a “B” sound in place of a “P” sound. One type of phonological process is voicing (or vocalization). You can read more about phonological processes here. When this happens, you can work with your child at home on these and you can also consider having them evaluated and treated by a Speech-Language Pathologist (SLP). Once a child has reached a certain age, these patterns are no longer considered age appropriate or “normal”. Phonological processes are patterns of errors that are considered age appropriate for a period of time as children develop speech and articulation skills. Phonological Process: Voicing and Devoicing ![]()
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