![]() Keep practicing so that these sounds will feel more natural and easier to pronounce.The aim of this study was to compare word-initial and word-final consonant cluster productions in young children who speak African American English (AAE) and compare their productions to what we know about cluster productions in children who speak Mainstream American English (MAE), in order to minimize misdiagnosis of speech sound disorders. We've also practiced consonant clusters, groups of two or more consonant sounds like the ones in star, blue and spring. In this lesson, we've practiced consonant sounds at the ends of words, like the last sounds in cat, lock, and miss. There were storms with strong winds last spring. Most parents want their children to drink milk. Some frogs jumped into the pond with a splash. Counting the tickets is unimportant task. Play, brown, spend, strong, splash, task, count, milk, parents, jumped. Be careful not to omit sounds or add extra vowels. Let's practice with these words with consonant clusters. Either of these could be hard for listeners to understand. For example, when someone says stone, it might sound like a stone or sutone. Sometimes speakers add extra vowel sounds to make consonant clusters easier to say. Stop, brown, drawing, splash, stops, attempts, cluster, treats, strengths, transcripts. ![]() Let's practice with some more words with consonant clusters. For example, if someone wants to say string but leaves out the /r/ sound, listeners might hear sting or they say best, but leave out the /s/ sound, listeners might hear bet. This makes it hard for listeners to understand what they're saying. ![]() When speakers have trouble with consonant clusters, sometimes they omit one of the necessary sounds. Consonant clusters like /str/ are often more difficult to pronounce then each sound separately. Consonant clusters have two or more sounds. They each spell just one consonant sound. The two letter combinations in she, the, phone pack, and sing are not consonant clusters. Notice that sometimes two consonant letters do not really represent a consonant cluster. These are groups of two or more consonant sounds together, like the first three sounds in string, or the last two sounds in best. Consonant clusters are another consonant challenge. Did they reach a conclusion? We'll develop a plan. Link the final consonants to the next word. If it's hard to pronounce final consonants, sometimes you can link the last sound in one word to the first sound and the next word, especially if that word starts with a vowel. Be careful to pronounce the final consonants and don't add extra vowel sounds. Let's practice some more words that end in consonant sounds. For example, the word eat should not sound like /eata/ or /eato/ or /eatu/, just eat. Be careful not to add an extra vowel sound at the end of these words. But unfortunately, adding extra vowels will make it hard for listeners to understand the words you say. Other speakers might make final consonants easier by adding a vowel sound after the last consonant. Be careful to pronounce the final consonants. Let's practice with these words that end in consonant sounds. If someone tries to say word, listeners might hear were, or if someone tries to say teach, listeners might hear tea. This makes it hard for listeners to understand what word they're saying. When speakers have trouble with unfamiliar final consonants, sometimes they omit the last sound. We get ready for them and can say them clearly but by the end of the word, we are not quite so careful. Or it may be because we pay more attention to sounds at the beginning of words. ![]() Why is this? For some speakers, it's because their first language never has consonants at the ends of words, or maybe only certain consonants. Sometimes a sound that's easy to pronounce when it comes at the beginning of a word, might be harder to say at the end of a word. ![]()
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