Review. Again.
Ryder participated much better this week than last, but the therapist did not introduce any new words. We will work on reviewing words that he needs to correct:
bown (down)
hat (cat)
whoa (one - he can do it when reminded of the "n")
hore (four - he can do it when reminded of the "f")
hive (five - he can do it when reminded of the "f")
ix (six - he can do it when reminded of the "s")
who-ss (juice)
dye (bye)
deez (please - should be saying "peez" (words with "double consonants" are simplified to begin))
hee (three - should be saying "tee" (double consonant))
When Ryder pronounces a word incorrectly, we work with him to pronounce it correctly, even if it breaks the word into additional syllables ("cuh" "at" = cat). The conversation will often go something like this:
Ryder: Hi, "hat".
Us: Are you saying hi to the cat?
Ryder: Yeah, hi "hat".
Us: Remember, it's with a "c". "C" says "cuh", "cuh", "cuh". Cat. You try.
Ryder: "hat"
Us: Try it with the "c".
Ryder: "cuh", "cuh", "cuh", "hat"
Us: Say "cuh"
Ryder: "cuh"
Us: "at"
Ryder: "at"
Us: "cuuhh-at"
As long as Ryder attempts to pronounce the correct sounds, we only make him try 2-3 times. If he refuses, our reaction depends on the situation. We try as often as possible to work with him to correct the pronunciation.
We're still considering supplementing the Primary Children's therapy with private therapy (done at his school), but haven't made any concrete decisions.
One-step-at-time.
Review: Previous Weeks
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