SpeechPathology.com Phone: 800-242-5183

Woven Care - Speech, Physical, Occupational, ABA

Tips for /r/ Production

Christine Ristuccia, M.S.

May 8, 2006



I have a few students who are working on /r/ production that can make a nice /r/ by curling the tip of the tongue back. (I always teach the /r/ sound by having the student retract the tongue and have the sides of the tongue touch the upper inside molars.)


I have found that through using the Entire World of R Advanced Screening form which involves evaluation of the 21 types of /r/ + /r/ blends that I can find at least one type of /r/ and word position that the student is successful producing. This screening form is in the newly released Entire World of R Book of Elicitation techniques and is evidence based. After I have found the successful production, I ask the student how they are making the successful production naturally: curling the tongue tip up and back in a reversed C (retroflex) or retracting the tongue like a mountain (retracted). I use my hand to demonstrate the two ways to produce /r/. The student tells me the way that they do it and we use their own natural way. It's easy, it works and they don't have to change what they are doing. They I progress to using the screening form results to assist me in choosing my /r/ target.

Christine Ristuccia earned her Master of Science degree from the University of Redlands, Redlands, Ca and is a second-generation speech-language pathologist. After a short time of practicing in a school-based setting, she discovered that the assessment and remediation tools for /r/ were focused only on initial, medial and final word positions rather than on the twenty-one versions that she was hearing the children produce. Christine has recently concluded a research study involving 45 students which utilized her phonemic based approach to /r/.

christine ristuccia

Christine Ristuccia, M.S.

Related Courses

Back to Basics: Down Syndrome
Presented by Theresa Bartolotta, PhD, CCC-SLP


Theresa Bartolotta, PhD, CCC-SLP
Course: #8975Level: Introductory1 Hour
  'This course was well organized, and the learning outcomes were reached'   Read Reviews
This course will serve as a primer on Down syndrome for practicing speech-language pathologists. The basics of the syndrome and common speech, language, voice and fluency issues will be addressed. Effective treatment strategies for improving communication across the lifespan will also be discussed.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP


Kelly Farquharson, PhD, CCC-SLPAnne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
  'Great information'   Read Reviews
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

20Q: A Continuum Approach for Sorting Out Processing Disorders
Presented by Gail J. Richard, PhD, CCC-SLP


Gail J. Richard, PhD, CCC-SLP
Course: #10008Level: Intermediate1 Hour
  'This was very useful information, and provided great information for all of the aspects of language processing'   Read Reviews
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.

Guided Metaphors and Their Use in Cognitive Behavioral Therapy for Speech Disorders
Presented by Tim Mackesey, CCC-SLP, BRS-FD


Tim Mackesey, CCC-SLP, BRS-FD
Course: #8741Level: Intermediate1 Hour
  'Very useful information'   Read Reviews
The integration of cognitive behavioral therapy (CBT) and guided metaphors with behavioral models of SLP delivery is often vital to unleashing confidence and the courage to communicate. This course will demonstrate how stories can be used as metaphors to help improve outcomes for individuals with speech disorders.

Regulation and Its Impact on Speech and Language Skills of Children, Part 2
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL, Lyn Bennett, OTR/L


Joleen R. Fernald, PhD, CCC-SLP, BCS-CLLyn Bennett, OTR/L
Course: #10286Level: Intermediate1 Hour
  'The information was well-organized and the video clips supported the topic and information well'   Read Reviews
This is Part 2 of a two-part series. Speech-language pathologists see children with a variety of communication disorders, often with co-morbid issues such as sensory processing disorder (SPD) and regulatory challenges. The impact of SPD and regulatory difficulties on speech/language skills is discussed, and strategies that support each sensory system in order to coregulate with children during therapy are provided.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.