Every sound of speech has a place of production, manner of production and can either be voiced or voiceless sounds. Place of production is the accurate placement of articulators. Manner of production is the restriction of airflow in the oral cavity. A voiced sound has the voice box on versus a voiceless sound when the voice box is off. The phoneme /m/ placement of articulators is lips together, the manner is airflow through the nose or a nose sound and your voice box is on. When working with your child on how to produce the /m/ sound, you can refer to it as the humming sound.
Ways to Elicit /m/
Place of Production:
Draw attention to pressing the lips together. This can be accomplished by using your child’s fingers and thumb to hold their lips together. Read more
https://secureservercdn.net/126.96.36.199/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.png00Allison Rainohttps://secureservercdn.net/188.8.131.52/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngAllison Raino2013-04-26 11:23:582014-04-23 17:34:29How to Elicit the /m/ Sound in Your Child’s Speech
Learning to read is such a monumental milestone for children in early elementary school, but it can also be a source of stress for concerned parents or for children who don’t seem to “pick it up” as easily as others. Since reading is a fundamental skill which only increases in importance as students move on to later grades in school, early identification of at-risk readers is key to ensuring academic success for all children.
Listed below is a checklist which can be used to identify children (in kindergarten – first grade) who may benefit from further evaluation by a speech-language pathologist:
Speech sound awareness:
Does not understand or enjoy rhymes (may have difficulty clapping hands/tapping feet in rhythm to songs or rhymes)
Does not recognize words with the same beginning sound
Has difficulty counting syllables in spoken words
Difficulty learning sound-letter correspondences ( the letter ‘b’ says ‘buh’)
Written language awareness:
Does not orient book properly while looking through books
Cannot identify words and letters in picture books
Letter name knowledge:
Cannot recite the alphabet
Cannot identify printed letters as they are named or name letters when asked.
Has difficulty finding a specific word in conversation, uses non-specific words (thing, stuff) or substitutes a related term
Poor memory for classmates names
Halting speech- pauses and filler words used (“um” or “you know”)
Difficulty saying common words with difficult sound patterns (i.e. cinnamon, specific, library)
Mishears and then mispronounces words/names
Frequent slips of the tongue (says “brue blush” for “blue brush”)
Only responds to part of a multi-step direction or instruction or requests multiple repetitions for instructions
Difficulty understanding spatial terms (in front, behind etc.)
Difficulty understanding stories
Uses short sentences with a small vocabulary, little variety
Difficulty giving directions or explanations, little detail provided
Disorganized story-telling or event recall
Grammar errors (“he goed to the store”)
Does not enjoy classroom story-time (wanders, does not pay attention when teacher reads stories)
Shows little interest in literacy activities (looking at books, writing)
If your child or a child you work with can be described by many of the items on this checklist, further evaluation of their language skills is warranted to ensure appropriate intervention is provided and continued literacy learning is encouraged. There are many professionals (teachers, reading specialists, and speech-language pathologists) who are trained to assist children in acquiring early literacy skills or supporting children who exhibit difficulty in this area. However, areas of expertise vary and depending on the needs of your child, the appropriate professional to help can be identified.
This checklist is modified from H. Catts’s 2002 publication in Languge, speech, and Hearing Services in Schools as presented in Rhea Paul’s Language Disorders from Infancy through Adolescence.
https://secureservercdn.net/184.108.40.206/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.png00Gretchen Olsonhttps://secureservercdn.net/220.127.116.11/fnf.6b5.myftpupload.com/wp-content/uploads/2016/05/nspt_2-color-logo_noclaims.pngGretchen Olson2012-08-10 13:01:402014-04-26 23:50:10A Checklist for Language Based Reading Difficulties