Tag: Oral Motor

  • From A to Z: Teaching Speech Sounds to Your Child

    From A to Z: Teaching Speech Sounds to Your Child

    Not every child that has speech sound errors needs support from a Speech and Language Therapist. Sometimes a bit of practice with parents and caregivers at home or school is enough to place a child on the path to clear speech. If your child has speech sound errors, try these tips for teaching specific speech sounds.

    Speech SoundLips and Tongue PlacementAdditional Clues
    bStart with lips together and
    make them pop while turning on your voice.
    There should be a quick vibration in your throat when your voice comes on.
    pStart with lips together and make them pop while blowing. Keep your voice off.If your child says ‘b’ instead of ‘p,’ have them whisper the sound.
    mShow your child how to close their lips tightly together and hum to say ‘m.’Your lips and throat should vibrate.
    shForm you lips into a square and put your tongue tip at the top of your mouth, behind your front teeth while blowing.You can call this the quiet sound and help your child remember lip position by holding your finger up near your mouth while saying “shhh” as if to quiet someone.
    zh (as in
    camouflage)
    Form you lips into a square and put your tongue tip at the top of your mouth, behind your front teeth while humming.Your mouth and throat should vibrate when saying ‘zh.’
    chA ‘ch’ is produced by saying ‘t’ and ‘sh’ quickly together. Start by establishing a good ‘sh’ sound. Once your child can consistently say “sh,” ask your child to push their tongue flat on the roof of their mouth behind their front teeth (like a ‘t’) and then explode into a ‘sh.’This is the ‘choo-choo train’ sound. When your tongue explodes, that is the train engine making the choo-choo noise.
    jA ‘j’ is produced by saying ‘d’ and ‘zh’ quickly together. Start by establishing a good ‘zh’ sound. Once your child can consistently say “zh,” ask your child to push their tongue flat on the roof of their mouth behind their front teeth (like a ‘d’) and then explode into a ‘zh’ while turning on their voice.There should be a quick vibration in your throat when your voice comes on.
    wStart by saying “oo” as in ‘boo’ and then slowly move the lips apart to say “uh”. It should sound like “oooouuuhh.”If your child is struggling with ‘w,’ have them pretend they are blowing out a candle then turn on their voice while blowing.
    yStart by saying “ee” as in ‘bee’ and then slowly open your mouth to say “uh”. It should sound like “eeeeuuuhh.”If your child is putting a pause between the ‘ee’ and the ‘uh,’ cue them to stretch it out and keep their voice on the whole time.
    nPlace your tongue tip on the bumps behind the front teeth while humming. Your mouth and throat should vibrate when saying ‘n.’
    vAsk your child to use their top teeth to gently bite down on their bottom lip then blow air to say ‘v’.Calling this the ‘noisy rabbit teeth’ sound may help your child remember their teeth placement and voice. Your throat should vibrate when saying ‘v.’
    fAsk your child to use their top teeth to gently bite down on their bottom lip then hum to say ‘f’.Calling this the ‘quiet rabbit teeth’ sound may help your child remember their teeth placement for ‘f.’
    thHave your child place their tongue between their teeth (with their tongue sticking slightly out of their mouth) and gently bite down while blowing air. Looking in a mirror can be helpful for tongue placement when learning ‘th.’
    LAsk your child to put their tongue tip to the top of their mouth on the bumps behind their front teeth and turn on their voice.Use a mirror to show your child correct tongue placement if they are flipping or curling their tongue. Try the ‘sticky spot’ trick for learning to say ‘t’ if your child can’t find where to put their tongue when saying ‘L.’
    dTo produce the ‘d’ sound, your tongue taps behind your front teeth while turning on your voice.There should be a quick vibration in your throat when your voice comes on. Try the ‘sticky spot’ trick for learning to say ‘t’ if tongue placement for ‘d’ is an issue.
    tTo produce the ‘t’ sound, your tongue taps behind your front teeth while blowing air. Keep your voice off. If your child is struggling to find the correct spot to place their tongue to say ‘t,’ put a sticky food, like peanut butter, on the spot right behind their top, front teeth. Then, have your child lick it off. When you are describing that spot again, call it the ‘sticky spot.’
    h‘h’ is produced by making puffs of air at the back of the mouth. Open your mouth and pant. You can call this the ‘doggie’ sound and practice panting like a dog to make a ‘h.’ Your child should be able to feel air coming out of their mouth while making a ‘h.’
    zPlace your tongue tip to the top of the mouth on the bumps behind your front teeth while humming.Your mouth and throat should vibrate while saying ‘z.’ If the sound is not quite right, try having your child open their lips into a very slight smile while humming.
    sPlace your tongue tip to the top of the mouth on the bumps behind your front teeth while blowing.This is the ‘smiling snake’ sound. You lips should open into a slight smile when saying ‘s.’
    r‘r’ is produced with the sides of your tongue touching your back molars and your tongue pulled back slightly so it is bunched in the back of your mouth. Finally make a small square with your lips and push air past your tongue while turning on your voice.When learning the tongue position for ‘r,’ some children find it easier to start with the ‘r’ blends ‘cr’ and ‘gr’ (as in crook and green).
    gTap the back of your tongue to the roof of your mouth and turn on your voice when saying ‘g.’This is the ‘swallowing or gulping’ sound. You can pretend you are noisely driking a glass of water while practicing the ‘g’ sound. Your throat should vibrate when saying ‘g.’
    kTap the back of your tongue to the roof of your mouth when saying ‘k.’ Keep your voice off.If your child is struggling to find the back of their tongue, have them look directly up while tapping their tongue at the back of their mouth.

    If your child is not progressing after practicing speech sounds with you at home or their
    sound errors are making it difficult for them to learn phonics and early literacy skills, your child may need support from a speech and language therapist. Furthermore, if they have delayed speech sound development, persisting phonological processes, and/or their intelligibility rating 1 is lower than expected for their age, specialist advice from a speech and language therapist should be sought.

    If you would like more information about speech sound development in children or speech therapy with South Lakes Speech & Language Therapy, please get in touch. Follow us on Facebook for more speech, language and feeding tips and sign up for South Lakes Speech & Language Therapy’s newsletter if you would like new posts sent directly to your inbox.

    1. Speech Intelligibility Rating by age:
      18 months old – 25% intelligible
      24 months old – 50% intelligible
      3 years old – 75% intelligible
      4 to 5 years old – 100% intelligible ↩︎
  • Tongue-Tie: A Controversial Band of Tissue

    Tongue-Tie: A Controversial Band of Tissue

    As a speech and feeding therapist, I regularly am asked whether a tongue-tie may be a factor in a child’s speech or feeding difficulties. Over the course of my career, I have completed additional training in tongue-tie and have worked alongside colleagues who sit on both sides of the tongue-tie debate. Increasingly, I find myself squarely in the middle which got me thinking; why are tongue-ties controversial and why do we not have a definitive, universally agreed upon way to diagnose and manage tongue-ties in children?1

    A Brief History of the Tethered Tongue

    If you are wondering whether tongue-tie is a fad or a condition with historical roots, wonder no longer! Almost 2000 years ago, Cornelius Celsus, a Roman encyclopaedist, described ankyloglossia or what we more commonly refer to as ‘tongue-tie’. A reference to tongue-tie can also be found in the bible, where it is noted that speech was improved when “the string of his tongue was loosened”.2 As early as the 1600s tongue-ties were regularly treated in newborns with midwives keeping one fingernail longer and sharper to cut a tethered tongue.2 3 However in the 1900s, as formula milk grew in popularity, this practice fell out of favour.2

    The diagnosis and medical management of tongue-tie has ebbed and flowed with many linking it to the rise and fall of breastfeeding rates; in other words, when breastfeeding is more common, so is the diagnosis and treatment of tongue-tie.4 So, where does that leave ankyloglossia today, at a time where The World Health Organization (WHO) recommends exclusive breastfeeding for the first six months of life?5 You guessed it, diagnosis and treatment of tongue-tie has sky rocketed in the developed world. It is estimated that between 4% and 11% of babies are born with tongue-tie.6 With one study finding an almost 10-fold increase in the diagnosis of ankyloglossia between 1997 and 2012 and a further doubling between 2012 and 2016.7 As the diagnosis of tongue-tie increases, so do the number of tongue-tie surgeries with rates of tongue-tie surgeries more than quadrupling in high-income countries over the past ten years.6 This increase in tongue-tie diagnoses and surgical procedures however, is not without controversy.8

    An Agreed Upon Definition and Response?

    Surprisingly (or perhaps not so surprisingly) the controversy over tongue-tie starts with the definition. Most professionals agree that a tongue-tie involves an abnormally tight lingual frenulum, the band of tissue that connects the tongue to the floor of the mouth; but that is where the agreement ends. Some tongue-ties are attached close to the front of a person’s mouth with a visible short and tight lingual frenulum (resulting in a heart shaped tip of the tongue); while others are attached toward the back of the mouth where the lingual frenulum may not be visible but there is restricted tongue movement (a ‘posterior tongue-tie’).9 So, the question becomes, ‘Should we diagnose a tongue-tie when we see the ‘tie’, or should we diagnose a tongue-tie when we ‘see’ decreased tongue function?’ (Professionals have yet to agree on an answer to this.) And, ‘What do we do when we diagnose a tongue-tie?’

    The most common and immediate fix for a tongue-tie is a lingual frenectomy which involves cutting or lasering the lingual frenulum. For babies under 6 months, this generally can be done as a part of an office visit with a skilled practitioner, but older babies and children will need an anaesthetic.10 Following a lingual frenectomy, most practitioners recommend specific aftercare to prevent re-attachment.11

    But, does every tongue-tie warrant a lingual frenectomy or are there some tongue-ties that can be managed with specialist input and a ‘wait and see’ approach? And how do we know which is which? (Professionals have yet to agree on an answer to this as well.)

    Commonly Agreed Upon Symptoms

    Despite not agreeing on a definition or response, there are a generally agreed upon set of symptoms of a tongue-tie (although not every person has every symptom). These include:12 13

    • Difficulty with breastfeeding for both baby and mother.
    • Difficulty managing solid foods, especially as a part of early weaning.
    • Poor oral hygiene for older children and adults (due to an inability to use the tongue to clear food from between the teeth and cheek).
    • Difficulty producing speech sounds that involve the tongue tip making contact with the roof of the mouth such as ‘t, d, l, and n’.
    • Difficulty with other activities involving specific tongue movements such as licking an ice cream cone, licking one’s lips, and playing a wind instrument.
    • A change in oral structures such as the palate, jaw, and teeth (due to an altered resting position of the tongue).

    Given this list of clear symptoms, you may wonder why diagnoses and treatment is controversial; can’t we simply agree that a person with the above symptoms has a tongue-tie (and ‘fix’ it)? Unfortunately no, we can’t. Many of the above symptoms can have causes other than tongue-tie, and delaying investigation of other causes in favour of immediately defaulting to tongue-tie as the cause can delay the individual receiving the appropriate treatment (and may put the person through an unnecessary medical procedure).

    What Does this Mean for My Child?

    The answer to this question is not simple and depends on what medical professional your child sees (much like the answer to the questions of how we identify and treat a tongue-tie). I have met parents whose child had a lingual frenectomy and they found that following the procedure their child’s symptoms improved or resolved; other parents I have met whose child had the procedure reported little or no difference in symptoms. Some families I have worked with who have been offered the procedure and declined, have found that their child’s symptoms improved with therapy and time.

    As I finish writing this, I find that I am no closer to shifting my ‘middle of the road’ position when it comes to tongue-ties. Children who have difficulty with feeding or speech need a thorough assessment, including an oral motor examination. If a tongue-tie is identified or suspected, parents should be given the opportunity to discuss their child’s symptoms with a practitioner who specializes in tongue-ties and performs lingual frenectomies to determine whether this is an appropriate consideration for their child. Equally, their child needs quality feeding or speech therapy to directly address their symptoms and improve outcomes whether or not a lingual frenectomy is performed.

    If you have concerns for a tongue-tie in your child and would like information about feeding or speech therapy with South Lakes Speech & Language Therapy, please get in touch. Follow us on Facebook for speech, language and feeding tips and sign up for South Lakes Speech & Language Therapy’s newsletter if you would like new posts sent directly to your inbox.

    1. Becker S, Brizuela M, Mendez MD. Ankyloglossia (Tongue-Tie) [Updated 2023 Jun 9]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK482295/ ↩︎
    2. K. Ganesan, S. Girgis, S. Mitchell,
      Lingual frenotomy in neonates: past, present, and future,
      British Journal of Oral and Maxillofacial Surgery,
      Volume 57, Issue 3,
      2019,
      Pages 207-213,
      ISSN 0266-4356,
      https://doi.org/10.1016/j.bjoms.2019.03.004.
      ↩︎
    3. Johns Hopkins Medicine: A Clinical Consensus on Tongue-Tie ↩︎
    4. ENT Today ↩︎
    5. WHO ↩︎
    6. Evans L, Lawson H, Oakeshott P, Knights F, Chadha K. Tongue-tie and breastfeeding problems. Br J Gen Pract. 2023 Jun 29;73(732):297-298. doi: 10.3399/bjgp23X733221. PMID: 37385756; PMCID: PMC10325602. Download .nbib Format: ↩︎
    7. HealthyChildren.Org ↩︎
    8. Obladen M. Much ado about nothing: two millenia of controversy on tongue-tie. Neonatology. 2010;97(2):83-9. doi: 10.1159/000235682. Epub 2009 Aug 25. PMID: 19707023. Format: ↩︎
    9. Infant Journal ↩︎
    10. NHS: Tongue Tie ↩︎
    11. Alabama Tongue-Tie Center ↩︎
    12. Mayo Clinic: Tongue-Tie ↩︎
    13. Guy’s and St Thomas’: Tongue-Tie in Children ↩︎