A Method for Correcting Lateral Lisp
Western Speech, Vol. XXVVII
Kathleen Pendergast, Editor
Note: I have a very bad original of this older article. This is my best guess at the original plus some
comments of my own in ( ). Kathy Swiney
(I always start with a demonstration of the correct tongue position as compared to the position the child is
using. You can use clay for the tongue and set of the wind-up clacking teeth that you have separated as
your model. I also demonstrate the “butterfly position” so named by Pam Marshalla which is basically the
position of the tongue when producing /i/. The lateral margins of the tongue are pressed tightly against the
teeth leaving an open channel for airflow down the central groove of the tongue. Be sure to check the
production of /t,d/ before you start correction of the lateral /s,z/. You need a stable /t/ before correcting
/s/.)
The following methods, when used correctly, have proved helpful. Go slowly and do not proceed from one
step until the step is learned well.
Step 1 Have the child repeat the /t/ rapidly and say “t—t—t—t”. Eliminate as much vowel sound as
possible but if a vowel must be added it should be the short “i”. (I would use the /i/ instead. The /i/ seems
to me to support tighter placement of the lateral margins of the tongue against the teeth needed to prevent
lateral escape of air.) When the /t/ is repeated rapidly, you will begin to hear a slight /s/ between them. Have
the child listen for it as he says it.
Step 2 Have the child say the /t/ sound and ask him to let a little air come out the end of the sound,
Demonstrate this for him. Do not tell him to say /s/, but only let the airflow after the /t/. This produces the
/ts/ sound. Learn to sharpen it, then have him practice this sound until he does it easily.
Step 3 Put the sound into a word. Prolong the short “i” vowel, /I/, “its”. (I prefer /i/ as in “eats”.) Put the
sound into sentences when he can say it easily. Be sure the sentences do not contain other /s/ words.
“It’s raining. It’s pretty.” (I prefer “He eats eel.” – Barbara Hodson in one of her seminars suggested
using “It’s a…)
Step 4 Over a period of one to six weeks, depending upon the child, have him practice other /ts/ words.
Always put the words into simple sentences without other /s/ words. You will find that if the /ts/ word is at
the end of the sentence, it is usually easier for the child.
its
fits
hits
bits
hats
pats
mats
cats
oats
coats
notes
boats
hates
mates
gates
dates
pots
cots
lots
rots
pets
bets
lets
nets
eats
beats
meats
heats
bites
nights
lights
fights
Step 5 By the time this is completed, the /s/ should be sharp and clear. Now is must be separated from the
/t/. Have the child say the /ts/ without moving his tongue and add the /s/ (/ts—s/). It is better not to mention
the tongue unless it is necessary. This is often difficult at first, but if it is taken slowly with repeated
encouragement, the child can learn it.
Step 6 This step depends on the child. Some children find it is easier to say the final /s/ and some find it
easier to say /s/ followed by a consonant. In either case, if the /t/ appears work for its elimination. Prolong
the short “u” and add the /s/ “us”. Immediately put the word into sentences.
(If the child finds it easier to start with blends, start with /st/-- build on what they already have. Barbara
Hodson & Kathy Swiney.)
us
ice
ace
pass
piece
yes
hiss
boss
house
bus
muss
fuss
mice
nice
rice
face
case
race
grass
bass
gas
niece
geese
fleece
mess
guess
less
miss
kiss
Alice
moss
toss
loss
mouse
blouse
douse
Step 6b
(Note: /str/ is a difficult context—plus I usually use /i/ as the vowel initially to use the benefits of the
anticipation of the sides of tongue to teeth placement.)
smile
smoke
smart
small
spot
speed
spin
spell
stay
step
stop
stick
street
string
strong
straight
snow
snap
snake
snore
sky
school
skip
skill
slap
sleep
sled
slide
sway
sweep
swim
sweater
(Frankly, unless this –Step 6b—is highly stimulable, I do a more like Step 7 using all /st/ medial words—
mister, lasting, etc.)
Step 7 Now you are ready for medial /s/. At this point avoid words with the /s/ at the beginning of the
syllable followed by a vowel (himself, lesson, beside.) Concentrate on the /s/ at the end of the syllable.
mister
discover
whisper
Christmas
festival
mistaken distant
whistling
yesterday
testing
faster
master
mascot
elastic
policeman
banister
baster
rooster
Step 8 /s/ followed by a vowel in is the hardest step, but should come easily if the proceeding progression
has been followed.
say
same
sail
safe
see
seem
seen
seek
sigh
sigh
sight
side
so
soap
sold
soak
sue
soon
soup
suit
sad
sand
sack
sat
set
send
sent
said
sick
sit
sift
sip
sun
some
supper
sucker
sofa
sew
sod
sob
Step 9 At this time, teach the medial /s/ words with the /s/ at the beginning of the syllable and followed by
a vowel.
inside
outside
dancing
kissing
absent
missing
upset
guessing answer
saucer
sunset
seesaw
itself
herself
myself
Auditory training is essential during the teaching of the sound. The child must be able to hear the error
when you make it and later when he makes it. Self-monitoring can be learned at a very early age.
(Here’s another activity for achieving /s/ which has been very effective for me. Use a Smartee candy. That
is the sweet/sour candy that comes in a cellophane wrapped roll. The candy has an indentation on each
side. Have the student place the candy on the alveolar ridge and hold it there by placing the tip of the
tongue in the indentation. The teeth need to be slightly apart. To be successful, s/he must have the lateral
margins of the tongue against the sides of the teeth. Ask the student to blow, if he changes position and
produces lateral airflow, the candy will fall. My students are more than happy to practice the technique!)
Best wishes. Please share your ideas with me, too.