Eliciting Challenging Sounds in Isolation

Sounds: /sh,zh/

Most typical errors observed: Some students will make an /s/ or /z/ for the /sh,zh/ sounds, respectfully. Also, sometimes the airflow comes out of the sides of the mouth instead of the front (this is usually associated with a lateral lisp)

Some specific features of articulator placement/position, manner, and voicing component:

Articulator placements/positions for both /sh,zh/ are the same:

*lower jaw down slightly, upper and lower dentition are slightly apart

*lips are pursed (very important)

*tongue: front part of tongue is up with sides of the front of tongue up against the alveolar ridge; middle part of the front of tongue is up also, but not touching the alveolar ridge (very similar to the tongue position of the long /e/ sound); the middle part of the tongue is also down—however the sides of this middle part of the tongue are both curled slightly up and are touching the gum area/side dentition areas; back part of tongue down slightly

There is no movement of the articulators during the production of either of these sounds

Manner of Airflow: There is a moderate constriction of airflow out the front of the mouth

On the /sh/, there is no voicing; on the /zh/ there is voicing.

Some typical changes in articulator placement/position, manner, and/or voicing that students make which cause errors in this sound:

*When students have air coming out of the sides instead of the front of the mouth, this means that they are typically pushing the midline of the tongue from the middle to the front areas up against the hard palate and the alveolar ridge. The sides of the tongue in both the middle and front areas are down instead of up

*When a student makes more of an /s/ and /z/ for these sounds, this means that they are carrying their front tongue tip more forward and slightly up on the alveolar ridge-but airflow is still coming out the front

*I have also seen a shifting in the lower jaw during the production of these sounds, that cause airflow shift and then the sound is distorted.

Other observations:

Ideas for eliciting this sound in isolation:

*Sometimes it is as easy as using the “be quiet” gesture with index finger that gets student to make sound correctly (amazing but true)

*Work on getting the student to make the /sh/--don’t worry about /zh/ sound for now—

*For proper tongue placement/position try the long /e/ position to the /sh/ production—make sure student is pursing lips

*With tongue placement/position—it is vital that the student has sides of tongue up both in the front and middle areas of the tongue—encourage this through awareness of tongue position on the long /e/ position, by touching the these areas gently with tongue depressor

*Also to encourage the sides of the tongue to go up—have student hold small piece of candy or food in the middle area of the tongue (which should be down) and make the /sh/ sound if they can do this. Make sure the food/candy is something that will dissolve just incase they accidently swallow it . (ie goldfish, smarties, soft lifesavers)