The Entire World of R A Phonemic Approach to r R R音素的方法整个世界.pptVIP

Got /r/ Problems?A Phonemic Approach to /r/ Remediation? Christine Ristuccia, M.S. CCC-SLP Discussion The lack of a comprehensive remediation strategy is rooted in a general misunderstanding of the /r/ phoneme, deficiencies in post-graduate education instruction, deficient remediation materials and most notably no generally accepted effective method for tackling core /r/ phoneme misarticulation. Facts About /r/ /r/ is a glide because of its extreme flexibility in assuming the role of either a consonant or a vowel. /r/ has vowel-like characteristics especially if the preceding sound is a vowel. /r/ controlled vowels (e.g. /or/, /ar/) are really comprised of 2 sounds (the vowel + the /r/).  8 Variations of /r/ 21 Types of /r/ 21 Types of /r/ 8 Variations of /r/ x 3 word positions (initial, medial final) - Limited /rl/ and Prevocalic /r/ words + stressed medial /er/ Why Evaluate the 21 Variations of /r/? To find a starting point for treatment (some students can say more than you think they can). To find out where you will begin your treatment (e.g. visual vowels or using a successful point of production). To properly diagnose the problem (i.e. Are they just distorting the vowels or can they say some word positions, but not others?). Sample Evaluation of /r/ Case Study: Erin Blair, an 8 yr old, is frustrated because she can’t correctly pronounce her name. Also, the classroom teacher is concerned with her spelling and reading of various /r/ words. Comprehensive evaluation of /r/ shows that the student misarticulated initial and final /air/ words. Therefore, initial and final /air/ words should be the only words targeted in the remediation process. Concern With Remediating /r/ Only Based on Initial, Medial and Final Word Positions This approach only focuses on the spelling of the word and the position of where /r/ is in a word. The phonetic component of /r/ is completely ignored. Many of the /r/ controlled vowels are not repre