[ Post a Response | Articulation, Language, and Fluency ]
Posted by lou on 10/19/2009, 8:23 pm, in reply to "Artic S"
71.230.79.30
In addition to Dawn's good advice, I've had a lot of success with a couple of techniques. It really helps to make the student aware of what she's doing -- "bumping her tongue up." With my student, we played a game of "bump or no bump." First I gave visual cues of one hand bumping up against the other (like the tongue and roof of mouth) every time he inserted the stop. We then exaggerated the /s/ and tried to glide into the vowel without a bump. To facilitate this, we inserted a little /h/ before the vowel. Once the student became aware of what he was doing and started to gain a little control with the /h/, he had to self-monitor in a variety of games which basically all involved him getting a point or chip or whatever if he didn't bump, and me getting the point or chip if he did bump. This awareness, visual model, and use of /h/ all took a while but really did the trick! Good luck.
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