The child you are working with has a [w] for [r] substitution.
At first, why might you avoid words with [r] + high-back vowels, such as “root”
or “roof”? Reflect on the production of [w] with its high-back tongue
placement. Manner of articulation: If a child produces [t] for [s], what does
the child need to understand to achieve [s]? Can you think of any ways to
demonstrate this to the child?
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