Generalising speech sounds in everyday speech

When a child has been working on a speech programme and can consistently use the target sound correctly in short sentences, they will then move onto the final stage ie. using the sound in everyday conversation. This is also called generalisation.

During this stage the adults involved with the child (parents, carers, teachers, TAs) are responsible for encouraging the child to use their new sound in conversation. The following strategies should be used:

Give the child specific praise when they use the sound correctly. Eg. Well done, you remembered to use the ‘s’ sound at the start of ‘six’
When appropriate, highlight new words which also have the target sound Eg. well I never, sandcastle’s got an ‘s’ sound at the start too!
When the child makes a mistake prompt them to correct themselves.
- 1. Eg. Child: I went to the tea (sea) with my dad. Adult: Is it ‘tea’ or ‘sea’?
- 2. Child: I went to the tea with my dad. Adult: Are you sure it’s ‘tea’?
- 3. Child: I went to the tea with my dad. Adult: Don’t forget your ‘s’ sound!
- 4. Child: I went to the tea with my dad. Adult: What do you need to remember?…(You could use a cued articulation/Jollyphonics action to remind them)

How to encourage generalisation (using the strategies above)

Eventually the child will correct themselves without a prompt. When this happens praise them with specific praise.

In 1:1 situations across the day when appropriate ie. not in front of the class when it could be embarrassing for the child.
The letter and Jollyphonics picture could be displayed around the classroom/at home and highlighted occasionally to remind the child to use the sound. If there are multiple sounds choose one and focus on it for a few weeks.
Set up a 5 minute daily ‘chat’ with the child so that they can practise using their new sound. You could also have an empty jar and put a button in every time you hear them use the correct sound. Count the buttons at the end and have a relevant reward if they get a certain amount.