Initial /l/ at word level
Prefilled below. Adjust the settings, then build and copy the prompt.
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How to run it
- Warm up /l/ in syllables (la, lee, low) with a mirror so the student can see the tongue tip rise.
- Use playground and pet pictures with /l/ at the start of the word, keeping turns short and frequent.
- Probe a set of untrained /l/ words at the end without cues.
What to track
- Mark +, - or P, and note common errors such as /w/ or /j/ for /l/.
- Record the cue that worked (mirror, tongue-tip cue, slow model).
Make it easier or harder
- Easier: Stay at syllable level, or use words with /l/ before a front vowel (leaf, lip).
- Harder: Move to phrases (little lion, lost leash) or add /l/ at the end of words.
Home practice
Send home a 'pet shop' list of 5 /l/ words with pictures for daily practice.
General ideas for planning, not a treatment plan. Your assessment data and clinical judgment decide what fits each student.
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