L and R consonants can be difficult to distinguish for non-native English speakers. Practice pronouncing the difference between these two consonants in Standard American English while reading out loud. For more information, please visit https://www.clarityaccent.com

L and R consonants can be difficult to distinguish for non-native English speakers. Practice pronouncing the difference between these two consonants in Standard American English while reading out loud. For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a>

Pronunciation Practice for L and R Consonants

L and R can be difficult to distinguish for non-native English speakers. Learn how to hear the difference, and more importantly, pronounce the difference between these two consonants in Standard American English. For more information, please visit https://www.clarityaccent.com

L and R can be difficult to distinguish for non-native English speakers. Learn how to hear the difference, and more importantly, pronounce the difference between these two consonants in Standard American English. For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a>

Hearing the Difference between L and R

Saying the 'Z' correctly is important, especially at the end of words. Learn how to say it in Standard American English. For more information, please visit www.clarityaccent.com.

Saying the 'Z' correctly is important, especially at the end of words. Learn how to say it in Standard American English. For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Tips for Saying ’Z’ in Standard American English

Learn the easy way to make the 'L' sound, and how to pronounce 'L' blends in Standard American English (Western States Region). For more information, please visit www.clarityaccent.com.

Learn the easy way to make the 'L' sound, and how to pronounce 'L' blends in Standard American English (Western States Region). For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

How to Pronounce ’L’ and ’L’ Blends

The 'L' Sound can be tricky when it follows a vowel at the end of the word. Learn how to pronounce your vowels before the 'L' sound in Standard American English (Western States Region). For more information, please visit www.clarityaccent.com.

The 'L' Sound can be tricky when it follows a vowel at the end of the word. Learn how to pronounce your vowels before the 'L' sound in Standard American English (Western States Region). For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Pronouncing Vowels Before the ’L’  Sound

When can I say 'uh' and when can I not? Is it ok to add 'a' on the end of words when I'm speaking? Learn how to speak in Standard American English (Western States Region). For more information, please visit www.clarityaccent.com.

When can I say 'uh' and when can I not? Is it ok to add 'a' on the end of words when I'm speaking? Learn how to speak in Standard American English (Western States Region). For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Filler Words vs Adding ’a’ On the End of Words

Is your 'S' sound a little slushy? Do people misunderstand you? Learn how to say the 'S' and 'SH' sounds correctly in Standard American English (Western States Region). For more information, please visit www.clarityaccent.com.

Is your 'S' sound a little slushy? Do people misunderstand you? Learn how to say the 'S' and 'SH' sounds correctly in Standard American English (Western States Region). For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

How to Say ’S’ vs ’SH’

Are you producing your 'T' sounds correctly? Do they sound natural? Learn how to say them in Standard American English. For more information, please visit www.clarityaccent.com.

Are you producing your 'T' sounds correctly? Do they sound natural? Learn how to say them in Standard American English. For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Tips for Saying the ’T’ Sound

The vocalic R sound of 'OR' can be a tricky one to pronounce. Learn how to say it correctly! For more information, please visit www.clarityaccent.com.

The vocalic R sound of 'OR' can be a tricky one to pronounce. Learn how to say it correctly! For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Tips for Saying Words with ’OR’

For more information, please visit https://www.clarityaccent.com PART 2: The English language is notorious for being inconsistent with spelling and pronunciation. Learn how to pronounce these tricky words correctly in Standard American English (western states).

For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a> PART 2: The English language is notorious for being inconsistent with spelling and pronunciation. Learn how to pronounce these tricky words correctly in Standard American English (western states).

Tricky ’WH’ Words -- Learn how to pronounce them - Part 2

The Clarity Speech and Language podcast is committed to teaching adults and their children how to improve their speech and language skills, giving them a brighter and happier future.  Articulation, Language, Stuttering, Voice, and Accent Reduction are just some of the areas covered.

For more information, please visit https://www.clarityaccent.com Don't bore your listeners! Learn the tricks for sounding natural when speaking and keep your audience's attention. Also see our video on Prosody.

For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a> Don't bore your listeners! Learn the tricks for sounding natural when speaking and keep your audience's attention. Also see our video on Prosody.

Avoid Robot Speech!

Can you say the short 'U' vowel correctly? Learn how to pronounce it properly in Standard American English (Western States Region). For more information, please visit www.clarityaccent.com.

Can you say the short 'U' vowel correctly? Learn how to pronounce it properly in Standard American English (Western States Region). For more information, please visit <a href="http://www.clarityaccent.com" rel="nofollow" target="_blank">www.clarityaccent.com</a>.

Understand the Short ’U’ Vowel

For more information, please visit https://www.clarityaccent.com The English language is notorious for being inconsistent with spelling and pronunciation. Learn how to pronounce these tricky words correctly in Standard American English (western states).

For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a> The English language is notorious for being inconsistent with spelling and pronunciation. Learn how to pronounce these tricky words correctly in Standard American English (western states).

Tricky ’WH’ Words -- Learn How to Pronounce Them -- Part 1

PROSODY: It's not always what you say, but how you say it! Learn how to use the proper speed, pitch, volume and word stress to get your message across. For more information, please visit https://www.clarityaccent.com

PROSODY: It's not always what you say, but how you say it! Learn how to use the proper speed, pitch, volume and word stress to get your message across. For more information, please visit <a href="https://www.clarityaccent.com" rel="nofollow" target="_blank">https://www.clarityaccent.com</a>

Prosody When Reading Aloud

How to pronounce various health care vocab words and the importance of correct syllable stress and final consonants.

How to pronounce various health care vocab words and the importance of correct syllable stress and final consonants.

Vocab Words and Syllable Stress Tips for Accent Reduction

The 'Y' sound  in 'year' vs 'ear'.  Listening to the difference between 'R' and 'L' words.  The 'OR' sound.

The 'Y' sound  in 'year' vs 'ear'.  Listening to the difference between 'R' and 'L' words.  The 'OR' sound.

Y, L and R Sounds for Accent Reduction

VOWELS:  Examples of how to produce vowels in American Standard English (western US).

VOWELS:  Examples of how to produce vowels in American Standard English (western US).

Vowels

In this 10-minute video, I’m going to teach you how to improve your child’s speech and language in just 10 minutes a day!

In this 10-minute video, I’m going to teach you how to improve your child’s speech and language in just 10 minutes a day!

10-Minute Speech

Many children begin to stutter around 2-3 years old.  Fortunately, about 75% of those will recover on their own, but currently there is no way to predict who will and who won’t.  We do know that the longer a child continues to stutter, the more resistant to treatment the problem can be.  For this reason, it is better to treat stuttering early, while the child is still in the pre-school age group. What causes fluency issues?  Although we don’t know exactly, there are several risk factors for persistent stuttering: being male family history of stuttering stuttering longer than a year  So how can you help your child who stutters? There are a few basic things you can do as a parent: Be patient, don’t interrupt. Reduce stressors in the home. Avoid fast-paced schedules. Speak slowly. Give your child plenty of time to speak. Use shorter, simpler sentences. Give more praise than criticism by a ratio of at least 5:1.  In addition, check in with a speech-language pathologist (SLP) to get an assessment of the severity of the condition and to learn about treatment methods specific for your child.  In general, research shows that these methods have been the most helpful for preschool children:  LIDCOMBE METHOD1 – this is a behavioral approach and requires the parents to provide feedback regarding the child’s speech constantly and consistently, both during structured practice sessions and during everyday conversations.   For fluent speech, the parent:Praises. (Good job! You sounded great!) Requests the child to self-evaluate their speech. (How do you think your speech was just now?)  Acknowledges the child’s fluent speech matter-of-factly. (That last sentence was smooth with no bumps.)  For non-fluent speech, the parent:Acknowledges the child’s non-fluent speech matter-of-factly. (That last sentence was a bit bumpy.) Requests the child to self-evaluate their speech. (How do you think your speech was just now?)      DEMANDS AND CAPACITIES MODEL2– this treatment is based on the theory that stuttering occurs when the language demands placed on a growing child are greater than his current skills or capacities – hence the name ‘Demands and Capacities’. The treatment revolves around reducing the child’s motor, language, emotional and cognitive demands using techniques such as:   Decreasing the child’s rate of speech and the motor complexity of words while at the same time practicing exercises to increase motor skills. (Slow down, use shorter words, practice speech skills.) Lowering the expectations for the child to produce advanced language while at the same time strengthening their language skills. (Use simple sentences, teach grammatical skills.) Reducing stress in the child’s routine while at the same time teaching emotional skills. (Decrease planned activities, teach coping mechanisms for stress and anxiety.) Lowering the child’s cognitive demands by simplifying tasks while at the same time teaching him methods for easy communication. (Teach one thing at a time, teach listening skills, go slow, take turns talking.)   Syllable-Timed Speech3, 4 – This method is one of the simplest to implement, in my opinion. You simply have the child practice ‘robot speech’, where each syllable is separated briefly from the others. So the sentence, “I want macaroni and cheese for dinner”, would be said like this:  “I-want-mac-a-ro-ni-and-cheese-for-din-ner.” Sometimes it helps to have the child clap each syllable as they speak.  This technique slows down their speech while also breaking it up into more manageable segments. The bottom line is that there is no one quick and easy fix for fluency issues.  It takes time and patience and practice to see improvements in your child’s speech. I hope this has been helpful to you.  For lots of great information about fluency disorders, visit The Stuttering Foundation at https://www.stutteringhelp.org/.     1hhttps://www.lidcombeprogram.org/wp-content/uploads/2015/07/lp_treatment_guide_2015.pdf 2See Franken, M.C. &amp; Putker-de Bruijn, D. (2007). Restart-DCM Method. Treatment protocol developed within the scope of the ZonMW project Cost-effectiveness of the Demands and Capacities Model based treatment compared to the Lidcombe programme of early stuttering intervention: Randomised trial. http://www.nedverstottertherapie.nl  Retrieved from: https://nedverstottertherapie.nl/wp-content/uploads/2016/07/RESTART-DCM.Method.-English.pdf 3Trajkovski, N., et al. Using syllable-timed speech to treat preschool children who stutter: A multiple baseline experiment. Journal of Fluency Disorders (2009), doi:10.1016/j.jfludis.2009.01.001.  Retrieved from:  http://www.unm.edu/~atneel/shs531/syll_timed_tx.pdf 4Andrews C, O'Brian S, Harrison E, Onslow M, Packman A, Menzies R. Syllable-timed speech treatment for school-age children who stutter: a phase I trial. Lang Speech Hear Serv Sch. 2012 Jul;43(3):359-69. doi: 10.1044/0161-1461(2012/11-0038). Epub 2012 May 4. PMID: 22562864. Retrieved from:  https://doi.org/10.1044/0161-1461(2012/11-0038)

Many children begin to stutter around 2-3 years old.  Fortunately, about 75% of those will recover on their own, but currently there is no way to predict who will and who won’t.  We do know that the longer a child continues to stutter, the more resistant to treatment the problem can be.  For this reason, it is better to treat stuttering early, while the child is still in the pre-school age group. What causes fluency issues?  Although we don’t know exactly, there are several risk factors for persistent stuttering: <ul><li>being male</li> <li>family history of stuttering</li> <li>stuttering longer than a year</li> </ul> So how can you help your child who stutters? There are a few basic things you can do as a parent: <ul><li>Be patient, don’t interrupt.</li> <li>Reduce stressors in the home.</li> <li>Avoid fast-paced schedules.</li> <li>Speak slowly.</li> <li>Give your child plenty of time to speak.</li> <li>Use shorter, simpler sentences.</li> <li>Give more praise than criticism by a ratio of at least 5:1.</li> </ul> In addition, check in with a speech-language pathologist (SLP) to get an assessment of the severity of the condition and to learn about treatment methods specific for your child.  In general, research shows that these methods have been the most helpful for preschool children: <ol><li> LIDCOMBE METHOD1 – this is a behavioral approach and requires the parents to provide feedback regarding the child’s speech constantly and consistently, both during structured practice sessions and during everyday conversations.</li> </ol> <ol><li>For fluent speech, the parent: <ol><li>Praises. (Good job! You sounded great!)</li> <li>Requests the child to self-evaluate their speech. (How do you think your speech was just now?)</li> </ol></li> </ol><ul><li>Acknowledges the child’s fluent speech matter-of-factly. (That last sentence was smooth with no bumps.)</li> </ul> <ol><li>For non-fluent speech, the parent: <ol><li>Acknowledges the child’s non-fluent speech matter-of-factly. (That last sentence was a bit bumpy.)</li> <li>Requests the child to self-evaluate their speech. (How do you think your speech was just now?)</li> </ol></li> </ol> <ol><li>DEMANDS AND CAPACITIES MODEL2– this treatment is based on the theory that stuttering occurs when the language demands placed on a growing child are greater than his current skills or capacities – hence the name ‘Demands and Capacities’. The treatment revolves around reducing the child’s motor, language, emotional and cognitive demands using techniques such as:</li> </ol> <ol><li>Decreasing the child’s rate of speech and the motor complexity of words while at the same time practicing exercises to increase motor skills. (Slow down, use shorter words, practice speech skills.)</li> <li>Lowering the expectations for the child to produce advanced language while at the same time strengthening their language skills. (Use simple sentences, teach grammatical skills.)</li> <li>Reducing stress in the child’s routine while at the same time teaching emotional skills. (Decrease planned activities, teach coping mechanisms for stress and anxiety.)</li> <li>Lowering the child’s cognitive demands by simplifying tasks while at the same time teaching him methods for easy communication. (Teach one thing at a time, teach listening skills, go slow, take turns talking.)</li> </ol> <ol><li>Syllable-Timed Speech3, 4 – This method is one of the simplest to implement, in my opinion. You simply have the child practice ‘robot speech’, where each syllable is separated briefly from the others. So the sentence, “I want macaroni and cheese for dinner”, would be said like this:  “I-want-mac-a-ro-ni-and-cheese-for-din-ner.” Sometimes it helps to have the child clap each syllable as they speak.  This technique slows down their speech while also breaking it up into more manageable segments.</li> </ol>The bottom line is that there is no one quick and easy fix for fluency issues.  It takes time and patience and practice to see improvements in your child’s speech. I hope this has been helpful to you.  For lots of great information about fluency disorders, visit The Stuttering Foundation at <a href="https://www.stutteringhelp.org/" rel="nofollow" target="_blank">https://www.stutteringhelp.org/</a>. 1hhttps://<a href="http://www.lidcombeprogram.org/wp-content/uploads/2015/07/lp_treatment_guide_2015.pdf" rel="nofollow" target="_blank">www.lidcombeprogram.org/wp-content/uploads/2015/07/lp_treatment_guide_2015.pdf</a> 2See Franken, M.C. &amp; Putker-de Bruijn, D. (2007). Restart-DCM Method. Treatment protocol developed within the scope of the ZonMW project Cost-effectiveness of the Demands and Capacities Model based treatment compared to the Lidcombe programme of early stuttering intervention: Randomised trial. <a href="http://www.nedverstottertherapie.nl" rel="nofollow" target="_blank">http://www.nedverstottertherapie.nl</a>  Retrieved from: <a href="https://nedverstottertherapie.nl/wp-content/uploads/2016/07/RESTART-DCM.Method.-English.pdf" rel="nofollow" target="_blank">https://nedverstottertherapie.nl/wp-content/uploads/2016/07/RESTART-DCM.Method.-English.pdf</a> 3Trajkovski, N., et al. Using syllable-timed speech to treat preschool children who stutter: A multiple baseline experiment. Journal of Fluency Disorders (2009), doi:10.1016/j.jfludis.2009.01.001.  Retrieved from:  <a href="http://www.unm.edu/~atneel/shs531/syll_timed_tx.pdf" rel="nofollow" target="_blank">http://www.unm.edu/~atneel/shs531/syll_timed_tx.pdf</a> 4Andrews C, O'Brian S, Harrison E, Onslow M, Packman A, Menzies R. Syllable-timed speech treatment for school-age children who stutter: a phase I trial. Lang Speech Hear Serv Sch. 2012 Jul;43(3):359-69. doi: 10.1044/0161-1461(2012/11-0038). Epub 2012 May 4. PMID: 22562864. Retrieved from:  <a href="https://doi.org/10.1044/0161-1461(2012/11-0038)" rel="nofollow" target="_blank">https://doi.org/10.1044/0161-1461(2012/11-0038)</a>

How to Help Your Child Who Stutters

LENORE THE OREOZ GIRL -- A STORY FOR ARTICULATION AND LANGUAGE PRACTICE  This is a video story to help children practice speech sounds and language. It is a great resource for speech students working on the following sounds: • VOCALIC R, especially OR • Z  For articulation practice, have your child or student read the story to practice the sounds in reading. Or, to practice the sounds in conversation, read the story to them first and let them retell it to you.  For language practice, ask the child to retell the story to you, using as many story elements as possible:  • CHARACTER – who? • SETTING – where, when? • PROBLEM – what’s wrong? • FEELINGS – how do they feel? • PLANS – what do they decide to do? • ACTIONS – what do they really do? • SOLUTIONS -- how is the problem fixed? • ENDING – how does it end?  Ask them questions about details of the story. Point out pronouns and ask them to switch proper nouns to pronouns. As they retell the story, check for proper past tense verb usage. To practice inferences, stop the story at key points and ask the child what might happen next. As them what a character might be feeling or what they might do.  This story is included as a downloadable pdf in the online course: VOCALIC R SOUNDS https://www.clarityspeechandlanguage.com/.../spj.../checkout For more tips on speech therapy and online courses, please visit www.clarityspeechandlanguage.com. Have fun!

LENORE THE OREOZ GIRL -- A STORY FOR ARTICULATION AND LANGUAGE PRACTICE This is a video story to help children practice speech sounds and language. It is a great resource for speech students working on the following sounds: • VOCALIC R, especially OR • Z For articulation practice, have your child or student read the story to practice the sounds in reading. Or, to practice the sounds in conversation, read the story to them first and let them retell it to you. For language practice, ask the child to retell the story to you, using as many story elements as possible: • CHARACTER – who? • SETTING – where, when? • PROBLEM – what’s wrong? • FEELINGS – how do they feel? • PLANS – what do they decide to do? • ACTIONS – what do they really do? • SOLUTIONS -- how is the problem fixed? • ENDING – how does it end? Ask them questions about details of the story. Point out pronouns and ask them to switch proper nouns to pronouns. As they retell the story, check for proper past tense verb usage. To practice inferences, stop the story at key points and ask the child what might happen next. As them what a character might be feeling or what they might do. This story is included as a downloadable pdf in the online course: VOCALIC R SOUNDS <a href="https://l.facebook.com/l.php?u=https%3A%2F%2Fwww.clarityspeechandlanguage.com%2Foffers%2Fspjz25yN%2Fcheckout%3Ffbclid%3DIwAR1MXtCocutUUKPsafTa5j88rKQSxuvj4d5-It-vO7IRq4eHxcXgXGUWheE&amp;h=AT3YSHEA-tMKnyPNGqDaSpno5FXIQ9boaJxYDX2n_uzW3dO-eC128FgxbgWxSELgxxxApIcmcXVbb4bNOAXIJ146aKtXbNUXrwtW3CUhPtNrDBX7xl1bs5-91_n96vwBAhT_&amp;__tn__=-UK-R&amp;c%5B0%5D=AT1wtxwLHaDwSoBPOExwbE7f28QzCA40qk7wwZILTHBeUkGkI2WBbW-W6CQd09cypcUOgt_MLd21FHJv5X2jLucJE7ikIQjaptJNRnPAlG7EsCCcrP-We864rlYBw4A_bLaVUTrNtWkjGw4mDw33TY9i5SNm0qe4LUqfwkg9tqw45CtGDJex_JOusUEuT2HWvzTv9nCfIgOJe3Ik" rel="nofollow" target="_blank">https://www.clarityspeechandlanguage.com/.../spj.../checkout</a> For more tips on speech therapy and online courses, please visit <a href="https://l.facebook.com/l.php?u=http%3A%2F%2Fwww.clarityspeechandlanguage.com%2F%3Ffbclid%3DIwAR0NDrr715Ol8ahJBTH2ZfPsT0oN5dK2tYtK9I3SOYDQBBFpzp35E98OrMI&amp;h=AT2ENYfdDxr7nrTfFh3AJ4JZGebTYxWLxxgonA8S3tasKv0Wq5QqavEGZn7KHzIRdzVce_NYZkHdpIhgd3CxBKQycdqprFKTPVNNTI1TtiibTLmTwFrJ88tqEi4D0rX6JlUR&amp;__tn__=-UK-R&amp;c%5B0%5D=AT1wtxwLHaDwSoBPOExwbE7f28QzCA40qk7wwZILTHBeUkGkI2WBbW-W6CQd09cypcUOgt_MLd21FHJv5X2jLucJE7ikIQjaptJNRnPAlG7EsCCcrP-We864rlYBw4A_bLaVUTrNtWkjGw4mDw33TY9i5SNm0qe4LUqfwkg9tqw45CtGDJex_JOusUEuT2HWvzTv9nCfIgOJe3Ik" rel="nofollow" target="_blank">www.clarityspeechandlanguage.com.</a> Have fun!

LENORE THE OREOZ GIRL -- A STORY FOR ARTICULATION AND LANGUAGE PRACTICE

Clarity Speech and Language

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