A Speech Guide for Teachers and Clinicians of Hearing Impaired Children by Sandra Waling and Wayne Harrison with Barbara Brewster Betsy Finigan Janis Jenks Janice Johnson Sharon Lunger Martha Soto Hlustrated by John Furman Communication (aan Skill 4 30 Box 42050, Ss CaaSAcknowledgments A Speech Guide for Teachers end Clinicians of Hearing Impaired Children was developed as an adjunet to a school-wide Communication Policy at the Arizona State Schoo! for the Deat and the Blind. The project required a great deal of support from a variety of sources. ‘Special thanks to Dr. Ralph Hoag for his foresight and wisdom in allowing us to begin We are grateful also to Dr, Barry Griffing, Ken Risiov, Ken Proksa, Barbara Kilani, Jim Keller, and Creagh Day for their administrative support in funding and providing guidance. Spécial thanks to Kathee Keller and Gail Rochiin for their help in collection of material, and for their technical expertise. Finally, we are deeply grateful to the many teachers in the Department for the Hearing Impaired who field-tested the material and gave valuable input throughout its development. This Speech Guide is for you we we etReproducing the [lustrations Permission ig granted to reproduce the illustrations of articulator placement for each ‘ phoneme, for instructional use. Youmay wish to emphasize the tongue posttion by adding color, Duplicating You may prefer to copy the designated reproducible materials by using stencils or spirit i te masters. Its nol necessary to tear pages out of this book. Make a single photocopy of i the desired page, Use that photocopy to make a stencil ar spirit master on a thermal ‘ copier. ‘ | : | ¢ : i c ; ‘List of Tables ...- Uist of Figures... ceeeeee Introduction . Purpose of the Guide Considerations for Teaching Speech ... Relationship of Degree of randiesp to Educational Needs ‘The Speech Banana ...... ‘ Phoneme Audibility : wee aie Strategies for Eliciting Sounds ...... Cty ‘Tongue and Palate 8 Vocal Fold Vibration 14 ‘Suprasegmentals a Duration ‘ 7 Intensity 2 Pitch. 23 Vowels 7 . : a ee Front Vowels... i 23 IPA Thorndike ti é 30 Jel e 33 iy i 36 je} a 38, Central Vowels Set eager ada fal u 44 Ia} er 4a Beck Vowels ....2seeeeees : Peis 49 fof a : : a 7 50 of a. 53 tur Dt eeaeaat ss 36 fol nae 59 lal a 62 Diphthongs ... a a ees Jau/ ou ‘ 7 2 68 pif 69 Jal se 2 feporfey 6“i ® CONTENTS Consonants .... Plosives and Stops ro} b Ip p day d i 1 ie g Wy k Nasals .... Imuj m Jo) n fal "9 Semi-Yowsls Iw) w ait #t Liquids ALA rd Fricatives, dhf h 1) t iv ¥ uh sh 13h zh Ash s z th 7H teh 18) 18) Alfricates ivy ch jest i Glossary References Additional Readings Equipment and Materials 8 a ar 93 93 99 99 102 305 109 113 a7 119 123 125 17 131 134 287 443, 143 149 143 155 155 181 2181 185 168 169 8 179 180 181LIST OF TABLES Table 1: Vowels. .... Table 2: Consonants LUST OF FIGURES: Figure 1: The Speech Banana Figure 2 Intensity Fiting of Phonemes Figure 3. Strategies for Eliciting Sounds Figure 4: Tongue and Palate... ss... Figure 5: Vocel Foid Vibration . Figure 6:, Breathing ... Figure 7:’ Vowel Tongue Placement Figure 8: Front Vowels Figure 9 Central Vowels... Figure 10: Back Vowels Figure 11: Diphthongs| Figure 12: Plosives ..... Figure 13: Jey Figure 14: pf 2 as Figure 15: /@/ aaa : Figure 16 pe Figure 17: ie/ cere i Figure 18 7h Figure 19 Nasels Figure 20. Inf : Figure 24: Jd 2 ‘ Figure 22: ig)... Figure 23° Semi-Voweis Figure 24: Ww! . Figure 25: if Figure 26° Liquids Figure 27: WV Figure 28° ef Figure 29° Fricatives Figure 30: fy... Figure 31: Lip Positions ior fa’ Figure 32: /f/ Figure 33° vy Figure 34: if Figure 35: xf... Figure 36: Tongue Position for /f/ and / Figure 97: Tip-Up /s/ and fal... Figure 38 Tip-Down /s/ and /a/ Figure 39: 78 Figure 40: // ure 41: Africates ae Figure 42: AV... ae Figure 43: /dg/ 1. Figure 44: Tongue Position for Ai/ end /ay ‘sh and ia! CONTENTS « vii atIntroduction PURPOSE OF THE GUIDE “There are four purposes for developing A Speech Guide for Teachers and Ciinicians of Hearing Impaired Children: 4. To tonsolidate information currently avallable for teaching speech to hearing impaired students 2, To organize the information in a concise and easily accessible format 3. To collect auditory, visual, and tactile strategies for each phonerne 4, To failitete staf training programs. “The rationale for consolidating sources resulted from frustration on the part of teachers “end clinicians in having to seerch through various texts. This activity required a great éeal of time because many texts are organized by theory presentation, In A Speech Guide for Teachers and Clinicians of Hearing Impaired Children, the material 's organized by phoneme. This format was adapted end developed so that instructors could quickly find the following information for each phoneme 1. A picture demonstrating articulator placement 2. Phoneme trenscription in three symbol systems (IPA, Thorndike, and Narthampton) Classification by manner, place, and voicing General comments pertinent to each phoneme Acoustic, visual, and tactile/kinesthetic characteristics Progression of skills Methods of teaching from sound approximations Auditory, visual, and tactile teaching strategies Common problems and solutions Words to assist during initial phonologic transfer Boe : In order to develop @ more rational choice of strategies by teachers and clinicians, the teaching strategies are listed in auditory, visual, and tactile categories. We hope that instructors will begin with auditory strategies end, if necessary, progress through visual and tactile strategies. “The final purpose of this guide isto assist in staff training programs. We hope it will serve as a resource ior development, remediation, and infusion of speech into concept-based programs of interdisciplinary instruction4+ ASPEECH GUIDE CONSIDERATIONS FOR TEACHING SPEECH 1 He cannot overemphasize the importance of having hearing impaired students use {ul-time ampification it plays a vital role nthe: acquisition of phonetic and phonotogie Speech, language, and auditory learning, 2 Heating impaired students receive not only @ less intense auditory signat but also a signal th ats distorted. When hearing people plug thelr ears, the reduced hearing that cones Snot the same as the distorted signal thet hearing impaired students with &. Hearing aia's frequency range & Students ability to maximally use residual hearing J Quality of speaker's voice (gender age ate ) & Students health (colds, allergies, Gar nections, etc ) 4. In addition to each student's personal ampiitication system, auditory trainers should be used during all possible situations Auditory trainers help improve srecet ately in environments where competing Dackground noise is present. Further, Bath Atainers maintain the stength of he soaccir Signal despite increased distance within a classroom, 5: Auditory equipment should be checked j {he day to ensure proper functioning {farget sound. The context may hinder or help, depending on surrounding vowes and to prada I /V is being produced dentally rater than tip-alveolar, ask the student {© produce consonant-vowel (CV) sylables aint back vowels: /ta/ instead of /ti, 8. Auditory learning and speech should be kept as interesting {R.specitic communication therapy, speech arg listening activities should be infused sreugheut the day in content areas (math, coon and others) an be egy SPetitc exercises or dis including specee be infused inthe students’ daily ita, not only by the schoo! personnel but also by each student's family. SI Bxaggeration is used as a teaching Strategy, importance must be placed on the “mimediate transter of the phoneme to apron Phonological speech,INTRODUCTION + & RELATIONSHIP OF DEGREE OF HANDICAP TO EDUCATIONAL NEEDS Efiecl of hearing loss on the undersianding of Educational needs and programs language and speech when the child fs not wearing ‘appropriate amplification Mild hearing toss (26 t0 45 48) Child may have difficulty hearing faint or cistan en Cease speech, %, Will benefit rom @ heating aid 2s oss approaches Difficulty experienced in schoo! situations willdepend a upon noise in classroom, seating, and configuration 2, May need hearing aid orientation nen et 3, Needs auditory skit building 4 5 Child wit miss consonants even if average toss is mild but with @ high frequency impsirment Requires attention to vocabulary development May need speech remediation 6. Needs favorable sesting and lighting Moderate hearing lass (46 to 65 dB) Chité understands conversational speech at @ Student Gistence O13 to § feet (lace-lo-face) only if structure 1. Should be reterred to special education for ‘and vocabulary are controlled, language evaluation and for educational follow= Child may miss as much as S0% of class discussion up. if voices are faint or not in line of vision, 2, Nesds auditory traning and skill building Child may exhibit limited vocebulery, immature 3. May need speechreading instruction, depending syntax, and reduced speech inteligibilty ‘on score on a sentence lip reading test 4, Requires attention to oral language development, reading, and written language. 5. Needs speech remediation as indicated by test results. Needs favorable seating and possible special class for resource placement, particularly for primary chilcren Severe hearing loss (66 to 85 dB ‘Chils may hear only loud vaices, ee be able to 7. initially, most students will naed fulltime special identify environmental souncs, and may be able 10 aural/oral program for hearing impeired children, discriminate vowels but not all consonants, ‘with emphasis on all language skills, concept oat tea Tapesiece mil sek geese eeniateone evelopment, auditory training, speech reading, Speech and language will not develop spontaneously rd sees iL oss is prelinguat in onset. ‘Speech and language are dafective and likely to Geteriorate if hearing loss is of recent onset. 2, Program needs specialized supervision and comprehensive supporting services. igs pianiaes 3, Student needs fulltime individual hearing sid, relly espe eae supplemented by group amplification in classrooms, ‘with limited acoustic treatment 4, Mainstream in regular classes only as indicate¢ by ‘ongoing assessment Profound hearing foss (86 8 or areater) Chitd_ may hear some toud coun ee ETS wil ed 8 progam for hesring impaired vibrations more than tonal pattern, children with emphasis on all lanovage skills, concept cevelopment, speech reading, speech, and auditory training 2, Program needs specialized supervision and comprehensive supporting services Student requires continuous appraisal of needs in regard to oral and total communication. 4. Student needs auditory treining with group and individual eid 5. Mainstream in reguler classes only for ceref selected children. Chilé may rely on vision rather than hearing 2s the primary avenue for communication ‘Speech end languece will nat develop spontaneously. Speech and language will be severely delayed. 3 Rdapied rom Gemiore and Bovhwall 19656 © ASPEECH GUIDE THE SPEECH BANANA. those two sounds. By transterring the information itis possibigto make a transpai ‘The speech spectrum will shi or loudness of the speakers S0UB. A quiet speech level {m addition, this banana is calibrated based on a distance of 314 feet betwern the speaker sagt listener As that distance increases, the banana will change to a position eater crete ule speech. Therefore, distance from the speaker is importont arte Considering phoneme audibitty. Further, the speech spectrum will shift tothe right or lot Spends on whether the speaker is male or female. For a male, he banana mit akon foe Jott oF lower frequencies. The banana ill shill othe right, oF higher feavence for a female speaker, Provided on the speech banana to the school audiogram, vency to lay over the student's audiogram,‘ ene ere re ne } l Vowels A vowel is & voiced sound produced when the vocal tract is altered fy lip, tongue, and jaw movement, Vowel sounds are classified by tongue placement in the mouth, the relative tenseness or laxness of the muscles used in production of the sound, and the degree of lip rounding present when the sound is produced in isotation, “The primary articulator used in the production of all vowel sounds the tongue. The place of arliculation refers to the tongue’s position in the mouth as the vowel is produced. See Figure 7 for the place of production. Front or back placement influences formant frequency. High front vowels, such as /V,/V, have relatively low first formants (Fs). Low back vowels, such as /a/, have relatively high ‘second formants (Fz). The sacond formant corresponds to the frant or back place of vocat tract constriction, The frequency of Fz is high for the front vowels and decreases as the place of constriction moves to the back of the oral cavity. The frequency of the vocal tract resonances are actually a function of the three-dimensional areas of the vocal tract I is simply convenient to think of the lowest two formants in relation to tongue height end placement (Van Tasell a5 stated in Davis and Hardiick 1961, p. 18). When errors of sdents, they are more likely to oct ‘The teacher or clinician needs to be aware that because all vowels are voiced, itis crucial ‘to develop a strong suprasegmental base prior to introduction of vowels. Farthestuden} 2x ‘success in vowel production if also is necessary to infuse Suprasegmental skills (duration, intensity, pitch) with the deveropmient of vowels. asus Vowels eqword___PA__Thorndike ___Nostampion FRONT VOWELS \ Feat fir @ Cv f ea fel 7 fier hi i ile ler i CENTRALVOWELS bus In A} y Bich butler Io) [yer BACK vowels oo! fut u cb saw bt 6 aw look ie “ 2 fol 3 oe Tatner hy 3 ach DieHTHoNGs 708 py ou 7 ty - bt a oi pie iat i be tie feces te90 + A SPEECH GUIDE Phoneme: /i/ Key Word: eat IPA Thorndike Northampton lil @ ee |. Classification A. Place of Production: High-front B. Voicing: Voiced Il. General Comments Vv vis gften difficult tor severely hearing impaired children to produce. Phoneme Characteristics A. Acoustic When the students wearing amplification, detection of /i/ can be predicated (but nol guaranteed) if the student's unaided puretone audiogram shows response through 490 Hz, 8. Visual 1. Lips: Neutrally spread 2. Jaw: Closed ©. Tactile/Kinesthetic 1. The position of /i/ is the highest of the front vowels. The tip of the tongue touches the lower front teeth, while the sides of the tongue touch the upper molars at either side, 2. Musoulature: Tense Progression of SkillS Control of suprasegmental aspects (duration, intensity, pitch) should be developed prior to and/or during the teaching of i. Teaching Through Sound Approximations Due to minute cifferences in tongue placement, height, and tension, vowels are most readily leared when taught with auditory strategies. Visual cues for most vowels are limited, and tactile/kinesthetic information is difficult to convey to the student. Most tactile/kinesthetic information received from the production of vowels is felt as {he tongue moves from one place of articulation to the target vowel. When attempts to elicit vowels through auditory stretegies are unsuccessful, succes 2pproximations can be used as a leaching strategy. Successive approximations make the student amare of the small differences in tongue height, placement, tension, and lip position between correctly produced vowels and target vowels, When successive approximations are used to teach vowels, the student is asked to produce @ known vowel, gradually making small adjustments that result in correct Production of the target sound iea POA mn ere FRONT VOWELS: Phoneme fi « $1 VI. Teaching Strategies: A. Audiiory ° D. 1. Auditory taining in the areas of detection, discrimination, and identification ‘of /i/ should be incorporated in speech training, a. Detection: Presence vs. absence of / b. Discrimination: Seme vs. different Discrimination of /i (lor example, ff vs, Jaf and Avs. //). When choosing vowe's, consider those vowels whose formants are significantly ciferent, thereby making the intial discrimination task easier. 6. Identification: Student identifies the /i as being correct or incorrect when produced by the instruictor in CV syliables (closed, then open set) 2. Cortectly produce /u, then imitate student's production. Student identifies correct production. Following completion of this auditory skill, encourage the student to self- monitor productions, 3. Provide models for imitation through whispering, as Fz is clearer than with voicing and the student may attend to it better. As soon as production is, established, voicing should be encouraged (Ling 1976}. Visual 1. Use hand analogies, models, or diagrams to help the student see /i/ production, 2, Use a mirror for imitation, Compare lip shape and mouth (jaw) opening of /i/ with vowels that have contrasting lip and jaw configurations (for exemple, / vs. /u/ and /V vs. /a/) Use a visual indicator such as the “See-Scape" to demonstrate the presence and absence of nasal emission curing production of /v. Tactile 1. Contrast /i/ with /al by placing hand to cheek and feeling jaw movement 2. Call attention to the feel of the tongue tip resting on base of lower front teeth, wile sides of the tongue rest against the upper molars, 3. Have the student feel vibrations tor voicing by placing the fingers tightly on the speakers throat 4, Some vibratory sensation may be available by exaggerating tongue placement so the tongue is very close to the palate (similar to /j), Correct production that is not exaggerated must be reinforced immediately, is useful lor learning sound, but not for maintaining sound (Ling 1276), 5, Allow the student to feel your oral breathstream that results fram correct production. Then have the student self-monitor oral breathstream. This Strategy is most effective with whispered production, because the breathstream is stronger (Ling 1876). 6. Allow the student to place @ finger an your tongue and a finger of the other hand on own tongue to feel tongue position. The best tactile cue available for {i is motor-kinesthetic: the movement to the // position. Allow the student to feel production of /a/ (variant of English /a/) to feel the strong movernent. Calf attention to the wider, harder tongue felt for the tense /i/ 2s compared to the /V, whichhas similar tongue height but is lax (Ling 1976), For additional strategies, see Sirategies for Eliciting Sounds, pages 11-1282 + ASPEECH GUIDE Vii. Common Problems ‘A. Aperture too wide, may result in /V, fel, oF He 8. Pitch too high ©. Nasal /iy ©, Inappropriate tension on /ir E. Lax production may result in Ww Vill, Phonolagic Level (initial __ Media) __Finat eagle deep knee Eester sleep free eat teacher me easy sheep see eager bead three Teaching Strategies/Notes: Possible Solutions Imitation, work on tongue contro! Try babbling /batababi/. Contrast high and low tones, Have student auditorily identity your correct. and incorrect (nasal) production of /v. Have student place fingers'on nose, comparing and contrasting /V vs, nasal / Have the student maintain & prolonged whispered /i/ as voicing is gradually initiated Continue this strategy until the student can Produce /i/ with immediate voicing and appropriate tension, Allow the student to feel your tongue as you produce // and /Y. Tongue will be wider and harder for /i/ than for /V, which is lax. mse ee g & 3 2 2 a eeeneaFRONT VOWELS: Phoneme fef «33 Phoneme: /e/ Key Word: end pA Thorndike ‘Northampton : ie ° = ; 1. Clesificetion “ A. Place of Production: Mid-front : 8, Voicing: Voices 5 I, General Comments é € © cl lil, Phoneme Characteristics Ct 8 Rooustic © (tran te student is weering emplification, detection of /e/ can be predicted (but 5 not guaranteed) ifthe student's unaided puretone audiogram shows response He through 600 Hz. C B. Visual cs 1 Lips: Newt ‘ 2. Jaw: Mid-slosed 5 C. Tactile/Kinesthetic 1 cine ond jaw are open lightly mote than for/ The sides ofthe tongue touch 7 Sdainst be sides ofthe upper molars, Voice is presented without moving the ‘ ling, tongue, or jaw 6 2, Musculature: Lax 7 Iv, Progression of Skis Control of supresegmental espects (duration intensity pitch) should be prior to and/or during the teaching of // V, Teaching Through Sound Approximations . Due to minute differences in tongue placement, height, and tension, vowels are most 2 1 readily learned when taught with auditory strategies. Visual cues for mast vowels : are limited, and tactile/kinesthetic information is difficull to convey to the student. & Most tactile/kinesthetic information received from the production of vowels is felt as the tongue moves from one place of articulation to the target vowel. When attempts 7 to elicit vowels through auditory strategies are unsuccessful, successive approximations can be used as a teaching strategy. Successive approximations \ make the student aware of the smal! differences in tongue height, placement, tension, and lip position between correctly produced vowels and target vowe's. i nen successive approximations are used to teach vowels, the student is asked to produce a known vowel, gradually making small adjustments thal result in correct production of the target sound94 + ASPEECH GUIDE Vi. Teaching Strategies A Auditory 8. Detection: Presence vs. absence of /e! », Discrimination: Same vs. different Discrimination of /e/ (for example, /e/ vs, /a/, /ef vs. /e/), When choosing vowels, consider those vowels whose formants are si thereby making the initial discrimination task easier identities the /e/ as being correct or incorrect when ‘cor in CV syllables (closed, then open set) ©. Identification: Student i produced by the instru 2., Correctly produce /e/, then imitate student's, * correct production, Followin: student to self-monitor prod 8. Provide modets for imitation through whispering, voicing, As soon as production is establishes, voici (Ling 1976), B. Visual 4. Use hand analogi production, 2. Use a mirror for imitation, with vowals that have cont ¥S./o/, lel vs. il, le! v8, fal) example, /\) ©. Tactile 1. Allow the student to place a finger on hand on own tongue ignificantly different, production. Student identifies 1g Completion ofthis augitoryskill, encourage the ivctions, 88 Fz is clearer than with ing should be encouraged ies, models, or diagrams to halp the student see /e/ Compare tip shape and mouth (jaw) opening of /e/ rasting lip and jaw configurations (for example, /e/ ‘orwith vowels that have similar configurations {for your tongue and a finger of the other {0 fee! tongue position. Contrast /e/"and /i/ to call attention to fee! of lax tongue, 2. Have the student feel vit speaker's throat ©. For additional strategies, VIL. Common Problems A. Aperture too wide, resulting in the next widest sound o /ax/ 8. Tongue too low in the mouth, resulting in short fx or /s/ ©. Confusion between /e/ and /i/ ’brations for voicing by placing fingers lightly on the See Strategies for Eiciting Sounds, pages 11-12 Possible Solutions Contrast /e/ with Jee, Concentrate on tongue placement with and without jaw movement. Sometimes, with an older child, presenting the printed word will clear confusion (for example, bed vs, big) 4FRONT VOWELS: Phoner Vill, Phonologic Level Initial enter end empty extra e99 Teaching Strategias/Notes:86 + ASPEECH GUIDE Phoneme: /1/ Key Word: IPA Thorndike Northampton * aM i + o |. Classification A, Place of Production: High-tront 8. Voicing: Voiced Hl. Genesal Comments % lll, Phoneme Characteristics A. Acoustic uhen the student is wearing amplification, detection of /Y can be predicted (but + oer agent I the students unaided puretone audiogram shows responce through 500 He, B. Visual 1. Lips: Neutrally spread 2. Jaw: Almost closed ©. Tactile/Kinesthetic . 1 The longue tip touches inside of ower front teeth, while sides of tongue touch sides of upper molars. The lips are spread as for /v 2, Musculature: Lax IV. Progression of Skills Control of suprasegmental aspects (curation, intensity, pitch) should be developed rior to and/or during the teaching of /y. : V. Teaching Through Sound Approximations Pea renule cifferences in tongue placement, height, end tension, vowels are most sre iitea med, when taught with aucitory strategies. Visual cues Tor most sours Hoel ei and.tactilevkinesthetic information is dificult to convey to the stoders esglactlevkinesthetic information received trom the production of vows eich vs toe moves from one place of articulation to the target vowel. Wen atomnens seeedwowels through auditory strategie are unsuccessful, successive parr: ; cpio be used as a teaching strategy. Successive approximations make ts - postion wie ofthe smal ciferonces in longue height, placement, torsion aed ie ( Boston between coffectly produced vowels and target vowels, When succoecins copia ximations are used to teach vowels, the student is asked to produce a knows, ( {2Ne! gradually making emell adjustments that resul in correct production of ihe target sound,| FRONT VOWELS: Phoneme /i) + 37 Vi. Teaching Strategies wl A. Auditory +. Auditory training In the areas of detection, discrimination, and identification ‘of // should be incorporated in speech training ‘2, Detection: Presence vs. absence of /i/ b. Discrimination: Same vs. different Discrimination of /W (for example, // vs. fa, id vs. /v/). When choosing vowels, consider those vowels whose formants are significantly diferent, thereby making the initial discrimination task easier. . Identification: Student identifies the /V/ 2s being correct or incorrect when produced by the instructor in CV syllables (closed, then open set) 2. Correctly produce /\/, then imitate student's production. Student identifies correct production. Following completion of this auditory skill, encourage the student to self-manitor productions. 3, Provide models for imitation through whispering, as Fe is clearer than with voising, As soon as production is established, voicing should be encouraged (Ling 1976) B. Visual 1. Use hand analogies, models, or diagrams to heip the student see /V production. 2. Use a mirror for imitation. Compare lip shape and mouth (jaw) opening ot /iy with vowels that have contrasting configurations (for example, /U vs. /u/, AV Vs. /a/ of /a/) oF with vowels that have similar lip and jaw configurations (for example, fi) ©. Tactile Tallow the student to place a finger on your tongue and ¢ finger of the other hand on own tongue to feel tongue position. Contrast /v and Af or i and fa 2. Have the student feel vibrations for voicing by placing fingers lightly on the speakers throat 3, Have the student use the fingers to feel contrasting jaw opening {for exarnale, 18. Al oF MY vs. ia. D. For additional strategies, see Strategies for Eticiting Sounds, pages 11-72. Common Problems Possible Solutions A. Substitution of /e/ or/a/ for //, Contrast production of the correct elevated ‘caused by positioning the position of /V with the lower position of /e/ or tongue too low inthe mouth fay. 8. Prolongation of the vowel ‘Tap on child's hand to indicate shortness of vowel.38 + ASPEECH GUIDE Vill. Phonologic Level fo OD wh ah ae wt wt ital _ Medial in bit indian hit if big ii milk 3 itch six Teaching Strategies/Notes: 2 > e % eFRONT VOWELS: Phoneme fa! + 39 Phoneme: /z/ Key Word: apple IPA Thorndike ‘Northampton fal 2 ~ Classification A. Place of Production: Low-trant B. Voicing: Voiced General Comments 721 often is the easiest of the front vowels to teach. Ill, Phoneme Characteristics A Acoustic hen the student is wearing amplification, detection of /ay/ can be predicted (but not guaranteed) if the student's unaided puretone audiogram shows response through 800 Hz B. Visual 1, Lips: Neutral 2 Jaw: Open ©. Tactile/Kinesthetic 1. Tongue tip tes firmly behind and touching inside of lower front teeth, white the sides of the tongue touch upper molars at both sides, 2, Musculature: Tense Iv. Progression of Skills Control of supraseamental aspects (duration, intensity, pitch) should be developed prior ta and/or during the teaching of fa. \. Teaching Through Sound Approximations Due to minute cilferences in tongue placement, height, and tension, vowels are most are limited, and tacilekinasthetic information is difficult to convey to the student, an Most tactile/kinesthetic information received from the production of vowels is felt as cee the tongue moves from one place of aniculation tothe target vowel, When attempts to elicit vowels through euditory strategies are unsuccessful, successive approxima- tions can be used as a teaching strategy, Successive approximations make the student aware ofthe sriall differences in tongue height, placement, tension, and lip position between correctly produced vowels and targel vowels, When successive 7 approximations are used to leach vowels, the student is asked to produce a known, vowel, gradually making small adjustments that result in correct production of th target sound.