Observe the child during play and daily routines.
No elicitation needed.
Fewer initial and final sounds in words are omitted.
The child is better able to imitate difficult sound combinations at this stage. Early childhood educators and parents can repeat words the child says incorrectly with emphasis on the sounds omitted, and the child will try to restate the word correctly. Merely restate the word in a sentence without “correcting” the child.
North Carolina Department of Public Instruction, 2015
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