Getting Rid of the T in the “Long T” Method

By Pam Marshalla

Q: I am using your “Long T Method” to establish an S sound. Now the student cannot get rid of it. For example, she pronounces “juice” as “juits.” Please help!

The Long T Method from Frontal Lisp, Lateral Lisp is a process of using T to establish correct tongue position for S. One uses T, and then “blows more air” to make an aspirated T, or Long T, as a substitute for S at the ends of words. Words like “eats,” “boats,” and cats” are practiced. But S is not expected – only a “Long T” that sound like Ts. Once the Ts is established with correct tongue position, the T is removed.

These are the ideas I discuss in my class once Ts is established.

  1. Don’t fear the little T in the ts/s substitution when you are working on a frontal or lateral lisp. The client may need to keep that T there for a while in order to habituate the tongue-tip position and the midline groove. In this case, move on to Ts in the initial position by letting her practice all her S-words with a little T in front. For example, have her pronounce “soup” as “Tsoup.” Practice all initial S words with Ts for a while.
  2. Also work on rapid sequences with initial Ts as in counting 70-80. Have her say, “Tsenventy, Tseventy-one, Tseventy-two, Tseventy-three, Tseventy-four, and so forth. Have her practice this sequence every day. Over time, as she gets faster, the little T should drop out.
  3. To get rid of the T, try using “minimal triads” to help her hear and feel the differences between T, Ts, and S at the end of words. For example, use:


  4. Have the client pant through the low position of TS. In other words, have her say Ts, prolong the “S-part”, and then pant through the “S-part.” She should be panting through an S. Then teach her just to pant outward. It should sound like S.

0 thoughts on “Getting Rid of the T in the “Long T” Method”

  1. This is really helpful. I have used the long t method for my student with a lateral lisp and she is using ts in the word initial position really well, even at the sentence level, but she needs the /t/ to produce the /s/, she’s not ready to lose it yet. She also continues to leave a slight pause, for example, “ts-oup.” How can I teach her to transition from the long t to the adjacent vowel?

    1. Have you worked on this pattern of Ts in the final position yet? Hats, cats, rats… Lights, bites, nights… Its, thats…
      If not, I would switch to that and spend considerable time there. We use final S-clusters a LOT, and there is much fodder for practice… Plurals, possessives, third-person verbs, contracted copular TO BE.

      1. OR…. it’s all about turning the voice ON while keeping the airflow going. The client is stopping the airflow between S and the vowel because she does not know how to keep it going while turing the voice on. Teach her to do that by slowing down the transition so she can hear what’s going on.

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