Do you feel like you need a quick grammar review? Will name category of objects given [#] members of the target categoryNombrarla la categora dado [#] miembros de la categora en cuestin, Will include an attribute (red/big/two) when describing objectsIncluir un atributo (rojo/grande/dos) cuando describa objetos, Will classify items by category and explain their relationshipsClasificar objetos por categora y explicar sus relaciones, Will state the function of an objectDir la funcin de un objeto, Will state part-whole relationshipsIdentificar la relacin entre un objeto y sus partes funcionales, Will state the opposite of a target wordDir el opuesto de una palabra en cuestin, Will state a synonym for a target wordDir un sinnimo de una palabra en cuestin, Will state meanings of multiple-meaning wordsDir los significados de palabras con significados mltiplos, Will produce figurative language (similes, metaphors, hyperboles, personifications, etc.) This concept is not one I invented and has been around for some time in the field. Once this has been mastered, you could use co-articulation to elicit initial s words. I go over what morphology is and share a ton of ideas for incorporating it into your therapy! This one is a bit of a challenge and perfect for the competitive students on your caseload. I dont recommend writing one huge, generic R goal, that expects your student to be able to say all the variations of R, in every position. vocabulary, word formation, morphology, syntax and communication. I additionally believe that exposure to a variety of sentence structures and sentence types (interrogative, negative sentences, interrogative sentences) during speech therapy sessions is very important. For ready-to-go practice, check out these semantic relationships worksheets. an auditory passage. Do you need grammar worksheets to address specific areas of concern? hkk02]|H]:%Zb%*Kts7fEtD g $8 P.S. BUNDLE INCLUDES: SPEECH THERAPY GOAL BANK FOR MEASURABLE TREATMENT GOALS (school-aged) & AAC GOAL BANK (children & adults) Over THOUSANDS of possible goal combinations in this easy-to-use speech therapy goal bank. Then, the student would practice a presentation in the speech room, while focusing on correctly producing his target articulation sounds. ,"8H/w!%$=ggC5w8IQl-'*(Tv|@|&'$qx&-kVn{fRI&,[;`%>"sJEut\ By this point in speech therapy, many upper elementary students are likely working on articulation sounds at the carryover level. translation missing: en.general.search.loading. : . I often paired this with the EET (expanding expression toolkit). Speech pathologists often work on verb tense with school-age children. STANDARD BASED SPEECH GOALS AND OBJECTIVES Kindergarten Through Fifth Grade SYNTAX & MORPHOLOGY SELECTED SPEECH & LANGUAGE STANDARDS ANNUAL GOALS OBJECTIVE/BENCHMARK Sentence Structure/Grammar K.1.1 recognize and use complete and coherent sentences when speaking 1.1.1. write and speak in complete, coherent sentences Some topic areas include: phonological awareness, morphology, syntax, sequence, semantics, reading/listening . ), Will include all necessary words to form simple, grammatical sentencesIncluir todas las palabras necesarias para formar oraciones sencillas y gramaticales, Will sequence a story or activity that includes [#] partsPondr [#] partes de un cuento o actividad en orden, Will retell a story with visual cues (e.g. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation)Nombrar y describir las estrategias que facilitan la fluidez(empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua), Will use slow rate when telling a story or during other structured therapy activityUtilizar un ritmo lento al contar un cuento o durante otra actividad de terapia estructurada, Will name and describe the technique of easy onsetNombrar y describir la estrategia de empezar suave, Will use easy onset at the word level/ at the phrase level/ when telling a story or during other structured therapy activityUtilizar la estrategia de empezar suave en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada, Will use easy onset during a 5-minute conversational task in the therapy settingUtilizar la estrategia de empezar suave durante una conversacin de 5 minutos en el entorno de la terapia, Will name and describe the technique of relaxed breathingNombrar y describir la estrategia de la respiracin relajada, Will use relaxed breathing at the word level/ at the phrase level/ when telling a story or during other structured therapy activityUtilizar la estrategia de la respiracin relajada en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada, Will use relaxed breathing during a 5-minute conversational task in the therapy settingUtilizar la estrategia de la respiracin relajada durante una conversacin de 5 minutos en el entorno de la terapia, Will name and describe the technique of slowed speechNombrar y describir la estrategia del habla lenta, Will use slowed speech at the word level/ at the phrase level/ when telling a story or during other structured therapy activityUtilizar la estrategia del habla lenta en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada, Will use slowed speech during a 5-minute conversational task in the therapy settingUtilizar la estrategia del hable lenta durante una conversacin de 5 minutos en el entorno de la terapia, Will name and describe the technique of light contactNombrar y describir la estrategia del contacto ligero, Will use light contact at the word level/ at the phrase level/ when telling a story or during other structured therapy activityUtilizar la estrategia del contacto ligero en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada, Will use light contact during a 5-minute conversational task in the therapy settingUtilizar la estrategia del contacto ligero durante una conversacin de 5 minutos en el entorno de la terapia, Will name and describe the technique of continuous phonationNombrar y describir la estrategia de la fonacin continua, Will use continuous phonation at the word level/ at the phrase level/ when telling a story or during other structured therapy activityUtilizar la estrategia de la fonacin continua en palabras/en frases/cuando cuenta un cuento o durante otra actividad de terapia estructurada, Will use continuous phonation during a 5-minute conversational task in the therapy settingUtilizar la estrategia de la fonacin continua durante una conversacin de 5 minutos en el entorno de la terapia, Will use 2 fluency shaping techniques (i.e. Here are some examples of speech therapy goals I have targeted while treating a lisp: While working on any of these goals, they need to make sure they are: Your next question is probably, but what about articulation goals for z?. What do you do if they master half of the goal? Will increase knowledge related to stuttering issuesAumentar el conocimiento acerca de la tartamudez, Will demonstrate knowledge of anatomy and physiology of speechDemostrar el conocimiento de la anatoma y fisiologa del habla, Will demonstrate knowledge of facts/information related to stutteringDemostrar el conocimiento de hechos/informacin acerca de la tartamudez, Will explore feelings associated with stuttering (e.g. This handy program provides you with everything you need to jump in and get started. Or is it up at the top of your mouth?. And if you dont at least mention it to your students, no one else will. I often have to remind them- its much more important to listen carefully and focus. Subjects: Reading, Spelling, Vocabulary Grades: 3rd - 6th Types: The base goal is key, because it helps to keep you focused on the "big picture", and helps organize you as you sort through the massive number of syntax goals for speech therapy you COULD be working on. In this video, I explain exactly how I teach regular past tense verbs in speech therapy. Morphology Big picture language skills like 'reading comprehension' or 'vocabulary' are huge skills that are comprised of many smaller skill areas. with 80% accuracy for 3 data collections. We practice sorting verb cards by suffix ending. Client will engage in speech at the conversational level using appropriate prosody. So basically- I make sure my student understands the correct lingual resting posture as a foundational skill. $~301210b%3f0 I'd like to receive the free email course. Voice goals target volume, resonance, pitch, breath support, and vocal hygiene to support those whose voices interfere with their ability to communicate effectively. I usually ask, While youre sitting there and not talking- can you tell me where your tongue is? This is the ultimate SLP Guide for working with 4th and 5th grade in a school setting! noun vs verb), identify parts of speech or sentence parts within sentences, complete sentence fill-in tasks using targeted parts of speech or sentence parts, arrange scrambled words into meaningful sentences, complete spoken/ written sentences using relative clauses, create a sentence about a picture using a targeted coordinating conjunction, finish spoken sentence starters using targeted subordinating conjunctions, use a target word (i.e. Communication Community. adjectives, adverbs) to spoken/ written sentences, join sentences or sentence parts together using a target conjunction (coordinating, subordinating) or conjunction pair (correlative), create a complex sentence about a picture when provided with a target conjunction, choose the correct modifier (ie. They will learn what the past tense suffixes (-ed, d) and plural suffixes (-s, -es) mean. Retrieved 13 June 2022, from https://www.englishcollege.com/what-5-elements-grammar. Theres so much to cover- so, where to start? This will likely mean explicit instruction in articulation, which I why I am including articulation goals in this list. There are present, past, and future verb tenses. We simply add more air to the t sound while remembering to keep the tongue tip near home. I follow it up with a nice serving of sentence diagramming. Provides strategies and "ready-to-use" activities for teaching vocabulary across grade levels. This course includes 80 downloadable vocabulary and morphology interventions & activities! Listen to the podcast below to learn more, and then check out some of the other resources linked below: Click here to listen to a continuing education podcast interview all about morphology! Audio record your sample, then transcribe utterances onto the provided pages. Receive a complimentary continuing education course and e-book on Communication Disorder Resources for Parents and Professionals just for signing up. One suggestion for speech production long term goals for children with CAS is to write them in terms of the child's speech intelligibility AND his/her mean length of utterance in morphemes (morphemes are like words, but are a more sensitive measure of a child's language complexity. Dog Themed Speech & Language Therapy Unit Bundle (no prep!) Hope all of this morphology information is helpful! 9\69he5}X@-48%n3* 6c 3 9p3I&4#w9>@ ,` They love trying to see who can finish the direction first. a pediatric speech-language pathologist and founder of speechy musings! In one year, using curriculum relevant tasks student will use context clues to determine the meaning of unfamiliar words or phrases 8/10 trials with data charted monthly using direct observation. Watch this video of Chris as he uses his communication skills to participate in purchasing art supplies and going out to lunch: To conclude, we want to highlight possibly the most important thing to know about. I want or Can I have) when making requests for preferred items/activitiesUtilizar una frase de soporte (es decir, quiero o puedo tener) al realizar solicitudes de artculos/actividades preferidos, Will protest by pointing to the I dont want symbol on the communication boardProtestar sealando el smbolo no quiero en el tablero de comunicacin, Will link subject, verb, and noun to create a simple sentence during structured activitiesJuntar sujeto, verbo, y sustantivo para crear una oracin sencilla durante actividades estructuradas, Will use directives to generate a multi-word utterance (i.e. ), Will identify word-relationships by identifying parts of a whole by pointing to pictures/objectsIdentificar las relaciones entre palabras al identificar partes de un entero, sealando a fotos/objetosWill identify word-relationships by identifying category members by grouping items/pointing to picturesIdentificar las relaciones entre palabras al identificar miembros de una categora, juntando objetos/sealando a fotosWill identify word-relationships by completing analogies by pointing to a pictureIdentificar las relaciones entre palabras al completar analogas semnticas, sealando a fotos, Will identify age-appropriate concepts by pointing to parts of the body on self or a dollIdentificar conceptos apropiados para su edad al apuntar a partes del cuerpo, en si mismo/a on en una muecaWill identify age-appropriate concepts by pointing to pictures/objects of color conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de color, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of size conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de tamao, sealando a fotos/objetos, Will identify age-appropriate concepts by pointing to pictures/objects of shape conceptsIdentificar conceptos apropiados para su edad al apuntar a conceptos de formas geomtricas, sealando a fotos/objetos, Will follow #-step directionsSeguir instrucciones de #-paso, Will follow #-step directions with age-appropriate spatial concepts (in front, behind, on top, under, etc. Thats why I break things down with R: to make the objective attainable. Speech pathologists are language experts- but we arent English teachers! It may also include working on receptive language skills . Finally, this program is also unique because it addresses spelling. Weve included a broad range of expressive language topics and goals here. Will approximate target volume level in wordsAproximar un nivel de volumen apropiado en palabras, Will approximate target volume level in sentencesAproximar un nivel de volumen apropiado enoraciones, Will approximate target volume level in connected speechAproximar un nivel de volumen apropiado enhabla continua, Will approximate target volume level in non-therapy situationsAproximar un nivel de volumen apropiado ensituaciones no-terapeuticas, Will approximate target volume level for optimal participationAproximar un nivel de volumen apropiado para participacin ptima, Will approximate target volume level in classroom activitiesAproximar un nivel de volumen apropiado enactividades en el aula, Will speak using a volume appropriate to varied situations, within the limits of his/her physical mechanismHablar usando un volumen apropiado en diferentes situaciones, dentro del rango normal de su mecanismo fsico, Will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will explain the function of the vocal mechanismExplicar la funcin del mecanismo vocal, Will judge appropriateness of model voiceEvaluar la calidad apropiada de la voz con un modelo de la terapista, Will judge appropriateness of students own voiceEvaluar la calidad apropiada de su propia voz, Will identify appropriate/inappropriate nasal resonance in self and othersIdentificar resonancia nasal apropiada/no apropiada en s mismo/a y los dems, Will speak using optimal voice resonance, within the limits of his/her physical mechanismHablar usando resonancia vocal ptima, dentro de los lmites de su propio mecanismo fsico, Will use appropriate nasal resonance in single words/ phrases/ sentences/ paragraphs/ conversational speechsar resonancia nasal apropiada en el nivel deseado [palabras, frases, oraciones, conversaciones], Will approximate target resonance in phonemes, syllables, words, phrases, sentences, connected speech, different speaking situationsUsar resonancia nasal aproximada en fonemas, slabas, palabras, frases, oraciones, conversacin, y situaciones diferentes, Will imitate optimum pitch in syllables, words, phrases and sentencesImitar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in syllables, words, phrases, and sentencesUsar tono de voz ptimo en slabas, palabras, frases y oraciones, Will use optimum pitch in reading and structured conversationUsar tono de voz ptimo en lectura y conversacin estructurada, Will use optimum pitch in conversational speech across two environmentsUsar tono de voz ptimo al nivel de conversacin a travs de dos lugares, Will use appropriate vocal pitch in single words progressing to conversational speechUsar tono vocal apropiado al nivel deseado [palabras, frases, oraciones, conversaciones], Will use appropriate stress patterns in single words progressing to conversational speechUsar patrones de estrs apropiados al nivel deseado [palabras, frases, oraciones, conversaciones], Student will describe the general problem and the goal of therapyDescribir el problema general y la meta de terapia, Will judge appropriateness of his/her own voiceEvaluar la calidad apropiada de su propia voz, Will identify situations in which appropriate volume is neededIdentificar situaciones cuando sea necesario usar un volumen apropiado, Will establish adequate breath supportEstablecer un nivel de respiracin adecuada para el habla, Will sustain phonation for 10-15 seconds at target loudness levelSostendr fonacin por 10-15 segundos al nivel apropiado de volumen, Will identify basic anatomical features (larynx [voice box], throat, tongue. Thats why youll specifically see some goals devoted to grammatical morphemes and derivational morphemes. In addition, they will make your upper elementary students smile as they create silly (and sometimes gross) sentences. It stands for: Its a catchy acronym and useful if it helps you include all the necessary components. Lets say youre focusing on adverbs that day. This task can be used for basic describing (A banana is a food that you eat. possessive s: the cats toy) in sentences, create complex sentences using conjunctions (i.e. By that time, you may only have a few specific vocalic r articulation targets to address. This assessment was designed to take the guesswork out of your language sample, by allowing you to evaluate a student's morphology, syntax, semantics, pragmatics, and speech (articulation, phonology, voice, and fluency) within 1 language sample. In fact, please do! (2021). After that, we practice pronouncing the verbs. 3rd person singular -s may mark both a main verb and an infinitive in the same sentence: The boy want to run./ The boy wants to run. Need some ideas for grammar goals for speech therapy? Increase reading comprehension abilities through the application of morphological analysis strategies. Provides "ready-to-use" activities to enhance vocabulary development for preschool through adolescent students. Grade Core Curriculum Goal Speech/Language Smart Goal Intervention Ideas 3 6. . Your student can answer semantic relationship questions related to time vocabulary using his own daily school schedule. As seen above, speech goals should be written with 3* components in mind: the DO statement, the CONDITION statement, and the CRITERION statement. Although I studied), generate an, when the base word ends with a voiceless sound, -ed or -d sounds like /t/ (example: laughed), when the base word ends with a voiced sound, -ed or -d sounds like /d/ (example: waved), when a base word ends with a /t/ or a /d/, -ed or -d sounds like id (example: painted). %h-\ *@EW@nZ-]cCdQfV+9*{ V&slrlNs# ra. Reference: The Eight Parts of Speech- TIPS Sheets- Butte College. If you need a conjunctions review, coordinating conjunctions can be remembered using FANBOYS. Cognitive Client will consistently use compensatory strategies to aid memory. Whether you are a speech-language pathologist (or a parent), this blog post is stuffed with ideas, suggestions, and great activities to try with young children! You can even do this with younger students. shoes), prepositions (in, on), possessive s (i.e. This product also includes an answer key. Increase knowledge of base words and derivational suffixes. I also often used a map of the United States we located all states and cities containing our target speech sound. A third item you might find helpful is a mirror. You can read about my favorite games for 4th and 5th grade and dont forget to learn about my favorite straw technique for tackling a lateral lisp. My students are engaged. (2010) found the most lasting effect of morphological instruction was on readers in early elementary school who struggled with literacy. An SLPs job in the schools for many students is choosing academic language targets and providing language intervention contextualized within the curriculum. Often, communication boards contain core vocabulary. you can see that morphology overlaps in all 3 areas. MONTHS. Clauses are an important area to address with our students. Ruby will produce the pre-vocalic /r/ sound at the sentence level in 7/10 opportunities without prompting across 3 consecutive sessions. Basically, this has allowed my students to: I discussed how to treat r in this YouTube video, and also this blog post. 86 0 obj <> endobj Make it measurable: in 7/10 of the opportunities., Add your level of support: with minimal / moderate / maximal cues/. a short fictional story or video. (Reference: Pence, Khara L. Building Blocks of Language. Language Development From Theory To Practice, Pearson Education, Inc. , Upper Saddle River, NJ, 2008, pp. I wanted to make sure you had a quick reference for conjunctions as well! At the end of the speech session, have the child identify their goal and how they did in order to receive their prize or sticker. Ive already discussed that I feel like it is super important to include morphology in expressive language intervention. endstream endobj startxref Vocalic r words, for example, are not always spelled how one might think. Objectives must be specific and measurable, among other characteristics. Will select the image/object that does not fit into a given categoryEscoger el imagen/objeto que no pretenece a una categora dada. easy onset, relaxed breathing, slowed speech, light contact, continuous phonation) when telling a story or during other structured therapy activitiesUtilizar estrategias que facilitan la fluidez (empezar suave, respiracin relajada, habla lenta, contacto ligero, fonacin continua) al contar un cuento o durante otras actividades de terapia estructuradas, Will identify and reduce secondary behaviors in structured activities during therapy/ in narration or conversation during therapy/ outside of therapy in school or social settingsIdentificar y reducir los comportamientos secundarios durante actividades estructuradas en la terapia/en narrativos o conversacin durante la terapia/afuera de la terapia en la escuela o entornos sociales. 98 0 obj <>stream One student I worked with was part of the announcements team. Sign up here and grab the CFY SLP Survival Guide: Articulation Sampler. Now, you might have noticed I used a more generic term like parts of speech. This is because grammar and syntax affect reading comprehension. (2011), Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills. with 80% accuracy for for 3 data collections. Speech-language pathologists foster vocabulary development by embedding evidence-based practices within therapy activities. go+[subject]) during a structured game/activityUtilizar directivas para generar un enunciado de varias palabras (es decir, va+[sujeto]) durante un juego/actividad estructurado, Will initiate a greeting to familiar communication partnersIniciar un saludo a compaeros de comunicacin familiares, Will respond to yes/no questions using gestures, signs, words, or symbolsResponder a preguntas s/no usando gestos, seas, palabras, o smbolos, Will use the phrase I need help to request assistance during structured/unstructured tasksUtilizar la frase necesito ayuda para pedir ayuda durante actividades estructuradas/no estructuradas, Will select the appropriate symbol to communicate more or all done following engagement with an activity/objectSelecionar el smbolo apropiado para comunicar ms o se acab despues de participar en una actividad/con un objeto, Will navigate to the appropriate category within the AAC system when participating in a categorization activityNavegar a la categora apropiada dentro del Sistema CAA cuando participle en una actividad de categorizacin. Do you need tips on how to work best with your upper elementary students? I realized my language kids simply needed to start with the basics and work their way up. 82101.). Success! If you need a resource that addresses a variety of grammar and complex syntax targets for older children, be sure to look into the Entire Year of Grammar and Sentence Structure program. If you need a structured activity to work on cause and effect conjunctions, your students will love this conjunctions resource. endstream endobj 90 0 obj <>stream (client) will maintain grammatical accuracy during 1 full conversation, at least 5+ sentences in length, across 3 data collections. Purpose: This tutorial describes how a speech-language pathologist (SLP) might incorporate writing-based principles into therapy sessions to target a variety of speech and language goals for Deaf and Hard of Hearing (DHH) children in addition to writing. Make sure to grab the PDF mini ebook version of this post for future reference, too! Includes manual explaining this approach plus practice materials and drill sheets for articulation, language, and literacy. We translated all our goals into Spanish for you to share with Spanish-speaking parents. In this post, Ill provide some suggestions you could use for writing iep goals for grammar and sentence structure. Serve as a member of a multidisciplinary team in student assessment and treatment. Goal: AAE Rule(s): Example: Mark 3rd person singular -s : 3rd person singular -s may be omitted or it may be used with the 1st person. l2tfh|2?w|677Y e>~wobm ;{!D%Y,Pe$rz ^ c:^|){)r[#:lkJ#(!-Zqw;.UE\5/5phr$eh,/f6oq{Q&Vf5n!-IuWO42RRmiILRm3et"]_Y =hQEj|01M\(N=>C\)/N7QZgjL^ngXz[zoMkbkL$F*D0v(D=. EXHAUSTING. There was an error submitting your subscription. Read this blog post to see speech goals for 4th and 5th graders. The tongue needs to be in the correct resting posture because our resting posture is the starting point for speech. plural s ending: toys), correctly produce final consonant clusters to indicate a past tense grammatical ending (i.e. They specify which phoneme (s) will be addressed in speech therapy. They also knew each others goals. I start my session by explaining what an adverb is, exactly. Spatial relationships can be targeted by simply looking around the room. /k,g/) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of backing by producing all age-appropriate bilabial and alveolar sounds (/p, b, m, t, d, n/) at the [word/phrase/sentence] levelDisminuir el proceso de posteriorizacin al producir todos los sonidos bilabiales y alveolares (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oracin], Will reduce the process of stopping by producing all age-appropriate fricatives and/or affricates (/f, v, , , s, z, , , t, d/) at the [word/phrase/sentence] levelDisminuir el proceso de oclusivizacin al producir todos los sonidos fricativos y africados (/p, b, m, t, d, n/) al nivel de la [palabra/frase/oracin], Will reduce the process of assimilation by producing all age-appropriate phonemes in a) one-syllable b) two-syllable c) three-syllable words at the [word/phrase/sentence] levelDisminuir el proceso de asimilacin al producir palabras de 2-3 slabas con sonidos apropiados para su edad al nivel de [palabra/frase/oracin], Will reduce the process of cluster reduction by producing X blends at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de grupos consonnticos al producir grupos consonnticos con el sonido X al nivel de la [palabra/frase/oracin], Will reduce the process of consonant sequence reduction by producing /s/ consonant sequences (e.g., eSTe, buSCa, eSPonja) in words at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de secuencias consonnticas al producir secuencias consonnticas (ej., eSTe, buSCa, eSPonja) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of cluster reduction by producing /l/ clusters (e.g., PLato, haBLa) in words at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de grupos consonnticos al producir grupos consonnticos con /l/ (e.g., PLato, haBLa) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of consonant sequence reduction by producing /l/ sequences (e.g., faLDa, aLTo) in words at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de secuencias consonnticas al producir secuencias con /l/ (e.g., faLDa, aLTo) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of cluster reduction by producing /r/ clusters (e.g., Primo, maDRe, oTRo) in words at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de grupos consonnticos al producir grupos consonnticos con /r/ (e.g., PRimo, maDRe, oTRo) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of consonant sequence reduction by producing /r/ sequences (e.g., caRTa, baRCo, RBol) in words at the [word/phrase/sentence] levelDisminuir el proceso de reduccin de secuencias consonnticas al producir secuencias con /r/ (e.g., caRTa, baRCo, RBol) en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of gliding by producing appropriate consonants in words at the [word/phrase/sentence] levelDisminuir el proceso de semivocalizacin al producir consonantes apropiados en palabras al nivel de la [palabra/frase/oracin], Will reduce the process of vocalization by producing vocalic /r/ and/or /l/ at the [word/phrase/sentence] levelDisminuir el proceso de vocalizacin al producir la /r/ voclica y/o la /l/ al nivel de la [palabra/frase/oracin], Will reduce the process of flap/trill deviation by producing the flap and/or trilled /r/ at the [word/phrase/sentence] levelDisminuir el proceso de la desviacin de la ere y la erre al producir la ere y/o erre al nivel de la [palabra/frase/oracin], Will reduce the process of final consonant devoicing by producing all age-appropriate voiced phonemes in the final position of words at the [word/phrase/sentence] levelDisminuir el proceso de la desvocalizacin de los consonantes finales al producir todos los fonemas vocalizados en la posicin final de palabras al nivel de la [palabra/frase/oracin].
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