/r/ carryover in conversation for middle school
Prefilled below. Adjust the settings, then build and copy the prompt.
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How to run it
- Start with a quick warm-up of the student's strongest /r/ words and name the cue that works (tongue position, a growl sound, a written reminder).
- Run structured conversation first: questions about weekend plans and favorite shows that pull /r/ words (car, birthday, practice, favorite, every). Then loosen it into open talk.
- Finish with a 2-3 minute conversation sample where you only count, then ask the student to rate their own /r/ before you share the tally.
What to track
- Count correct and incorrect /r/ productions in a timed conversation sample, and note vocalic (er, ar, or) and prevocalic /r/ separately.
- Record self-corrections and how often the student's self-rating matched your count.
Make it easier or harder
- Easier: Go back to structured sentences with planned /r/ words, or give a visual reminder card during conversation.
- Harder: Add a less familiar listener (a peer or another adult), a role play like ordering food, or a topic with fewer planned /r/ words.
Home practice
Pick one daily routine, like talking about the school day at dinner, where the student focuses on /r/ for 5 minutes and marks how it went.
General ideas for planning, not a treatment plan. Your assessment data and clinical judgment decide what fits each student.
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