How to Teach the L Sound
Today I am here to offer some tips and tricks for teaching liquid sound: /L/. There are different errors that kids make for the /L/ sound. One is called “gliding”, where they use a sound like /W/ instead of /L/ (example “I see a wion!” instead of lion). This is something you can work on with your child at home (and in therapy with a qualified speech provider).
There are several levels of teaching sounds: isolation (only the sound), at the word level (ex.”lion”), in phrases (ex. “big lion”), sentences (“I see a big lion.”), and finally in conversation.
This may take some time. This is normal. Try to be patient and don’t put too much pressure on your kiddo.
Isolation Level:
One of the fastest way to get that /L/ sound is to work on sticking out the tongue (kids love this 😉 ). Some kids can do the /L/ sound right away when you do this…some cannot. If they can’t quite do it yet, don’t worry. Keep trying. Many of us make the /L/ sound by putting the tongue just behind the teeth at the top of the mouth, others have their tongue come all the way out between the teeth.
“Lllllll”
Tips and tricks: 1) First… show them and tell them where to put their tongue (you practice talking and see where your tongue hits- is it between your teeth, just behind?). You might model it yourself. Using a mirror (or the picture mode on your phone) may help too. Another trick is to put an object or picture of an object that starts with “L” by your mouth while you model the sound. This helps to draw attention to your mouth. 2) Next, they need to keep their teeth apart just a little bit so that the tongue and/or sound can come out. Try to be as patient as possible and keep it fun..we don’t want our children to be stressed about the way they sound.Just before the word level comes syllables. This is where you add in a vowel. Examples: lo, le, la, li, lu, al, il, eel
Word Level:
Once we’ve got isolation and syllables down, we can move to practicing in words. Some kids do better starting at the beginning of the word, some do better with the middle or end of the word. You can determine this by trying some words. I often start with kids where theyaresuccessful (this may sound backwards…but saying sounds wrong can get frustrating, so kids are excited when they get them right). In speech therapy, we call this “stimulability” (if a child is “stimulable” for a sound….they are saying it right! yay!).
Beginning Words(initial position)
Initial L: lemon, lay, ladybug, llama, lizard, lunch, line, lifeguard, love, level, lick, lollipop, letters, laundry, lion, lip gloss, lettuce, legs, leaf, laugh
Middle Words(medial position)
Medial L: jello, jelly, yellow, jelly beans, violet, lollipop, toilet, chocolate, hoola hoop, buffalo, elephant, telephone, cell phone, silly, olive, ravioli, vanilla, Valentine, violin, sailboat
Ending Words(final position)
Final L: jail, seal, purple, L, bubble, ball, table, raffle, waffle, shuffle, smell, level, circle, seashell, shovel, doll, travel, sandcastle, sail, whale
Once you figure out which of these positions is easiest, practice those words. You can model the sounds for your child, emphasizing the parts with /L/ in them…cheering for them if they get it right, but not scolding them if they get it wrong.
Once your child has mastered the word level (consistently getting 15-20 words correct at least 75% of the time), you can try some phrases/sentences.
I like to use this visual set to cue which part of the word we are targeting.
Phrase/Sentence Level:
We can sometimes use the same sentence to practice lots of words:
Example: I see a _____. (leaf, lion, eel, ball)
Or you can make up sentences for each word.
Again, make your /L/ sounds louder (we call this exaggerated modeling…ball), encourage your child, but don’t scold. Also, don’t do this practice all day every day….just a few minutes here and there is fine. We don’t want kids to become sensitive about their speech.
Conversation Level:
This can be used from the start in modeling of your own /L/ sounds in your conversation (for a few minutes here and there). Once a child has consistently mastered sentences (75% or more correct), you can start providing gentle reminders in conversation. “Don’t forget your /L/ sound”, “oops, I think you meant “Leg”…right?” Don’t stress your child out….but remind them gently (some of the time).
Stories:
One of the best ways to model the /L/sound is by reading stories. You can read stories to your child that have a lot of /L/ sounds in them and exaggerate that sound for them while you read. Here are some examples of books that have /L/ in them frequently. If your child is old enough to read, you can practice with them reading too!
Silly Tilly by Eileen Spinelli
Llama LlamaSeries by Anna Dewdney
The Grouchy Ladybugby Eric Carle
Library Lionby Michelle Knudson
Ten Little Ladybugs by Elizabeth Hepler
For Articulation Cards that you can play Memory and other games with, check out Teachers Pay Teachers.
Here is a reading of Llama Llama Mad at Mama read by author Anna Dewdney.
Once your child has fully mastered /L/, you may decide to work on /L/ consonant blends (ex. Sleep, Flash, Gloom).
Free Articulation Printables are in the Freebie Library. Join the Ausome Speech Club below to get the password and to receive a free copy of this Interactive Book, Boom Cards, and Coloring page.
