Sometimes, the most unexpected tools create powerful teaching moments in speech therapy. We had one involving Nutella, and the “l” sound.
We’ve all been there… you’ve exhausted your go-to cueing strategies ,and your student is still struggling with /l/ sound production. Recently, I found myself in exactly this situation. So, I turned to our L Sound Handbook to find a way to help my student get the tongue elevation and placement.
The Game-Changer: Nutella
That’s when I turned to the Phonetic Cues section – specifically, an exercise involving Nutella and a teaspoon.
Why it works:
- We placed the Nutella on the roof of the mouth where the tongue makes contact with /l/. The texture and taste provided immediate sensory feedback. After they got used to where to place their tongue, we didn’t need the Nutella anymore; we just called it the “Nutella spot.”
[Watch the 1-minute demo video below to see exactly how I introduced this]
Important Clinical Considerations
I always share these crucial points with fellow SLPs:
One cue doesn’t work for every child. Our students all learn differently, so trial and error with DIFFERENT types of cues is essential.
Children often need multiple cues when they’re not stimulable. I think of this as layering cues – we often have to start with one cue, and then combine, or layer additional cues. For example, we also used a metaphor for this child (“waking up the tongue” vs. “the tongue falling asleep”) and combined it with a gesture to help them say “l” clearly.
This example reminded me why comprehensive, evidence-based resources are so crucial for SLPs, especially when they were never taught HOW to cue. If you’re looking for more strategies for the “l” sound, check out our L Sound Handbook and work your way through the chapters to discover other tips you never knew! other affordable resources designed for practicing SLPs.
One Response
I found your use of Nutella, for teaching the /l/ sound fascinating!