Fronting of /k/

Written By Nicole Kramer

Tea for key, tate for cake, doe for go…

Treating the phonological process of fronting can be a journey! But will make such a difference with a clients’ intelligibility.

Helping Kids Conquer Fronting of /k/: A Guide for Speech Therapists

As speech therapists, we know that certain sounds can be a challenge for young learners to master, especially when those sounds are produced in a part of the mouth they’re not used to using! One common pattern we see is velar fronting, where children replace sounds made at the back of the mouth, like /k/ and /g/, with sounds made at the front, like /t/ and /d/. For example, they might say “tat” for “cat” or “dod” for “dog.” This pattern is typical in younger children but becomes a target for intervention if it persists beyond the expected age.

Today, let’s talk about the fronting of /k/, why it happens, and how you can help your young clients develop that essential /k/ sound with a fun, hands-on tool — the Velar Fronting Workbook!

Understanding Fronting of /k/

In fronting, children replace back sounds (like /k/ and /g/) with front sounds (like /t/ and /d/) because it's easier. Producing /k/ requires placing the tongue at the back of the mouth, an area children may not have full control over initially. Many children are simply more comfortable with sounds made at the front.

Fronting is a normal part of speech development and often resolves on its own by age 3 to 4. However, if you’re working with a child who hasn’t quite mastered the /k/ sound by then, it might be time for some targeted practice.

Introducing our Velar Fronting Workbook:

These fun activities can be used with children to practice the strategies outlined below

How to Help: The Velar Fronting Workbook

While you can use your own materials for the following fronting strategies, the Velar Fronting Workbook is a fantastic, kid-friendly resource designed to make working on /k/ sounds fun and engaging. Each page offers creative activities that reinforce proper /k/ placement, making practice feel like play. Let’s explore what makes this workbook such a helpful tool for addressing fronting of /k/.

1. Visual and Kinesthetic Practice

The workbook introduces the /k/ sound with relatable descriptions, like "the cough noise," "the zombie sound," or simply "tongue-in-the-back." These descriptions help children visualize the sound and remember the correct placement.

2. Hands-On Activities

Each section of the workbook includes hands-on, cut-and-paste activities for initial, medial, and final /k/ sounds, as well as /k/ blends. Activities include:

  • Cookie Plates: Kids cut out /k/ words and “fill a plate” as they say each word, making learning interactive and fun.

  • Monster Creations: Children use their /k/ words to design silly monsters, which makes practicing speech sounds an exciting experience.

  • Block Towers: As they build a block tower with /k/ words, they’re not only practicing the target sound but also engaging in a constructive play activity that reinforces their speech practice.

3. Variety of Practice Opportunities

The workbook covers initial, medial, final /k/ sounds. This variety ensures that kids aren’t just practicing /k/ at the beginning of words but are getting a well-rounded approach to /k/ in different word positions.

Tips for Using the Workbook in Therapy Sessions

  • Start with Familiar Words: Introduce /k/ sounds using words that are part of the child’s daily life, such as "cat" or "car." Familiar vocabulary helps them focus on the sound rather than the word itself.

  • Model and Encourage the /k/ Sound: Show the child how you make the /k/ sound. Exaggerate it if needed, and let them watch and mimic you. You can even make it fun by calling it the “zombie sound” or the “back cough” sound!

  • Provide Positive Reinforcement: Praise every attempt at getting the /k/ sound in the right place. Building confidence is key, especially for sounds that may be more challenging.

  • Make it a Game: The cut-and-paste activities are designed to keep things light and fun. Encourage the child to "feed the cookie monster" or "build the tallest tower" with their /k/ words!

4. Minimal Pairs

As fronting is a phonological process, it is important to make sure children can distinguish between the /t, d/ and /k, g/ sounds. Integrate minimal pairs into activities by comparing the target word to it’s fronted counterpart, e.g., cat and tat.

Working on fronting of /k/ can be a journey, but the Velar Fronting Workbook brings a playful, structured approach to sound practice that kids enjoy. By offering varied, engaging activities, this workbook helps children internalize correct sound placement and build their confidence with /k/.

Ready to start tackling fronting of /k/ in your sessions? Grab our Velar Fronting Workbook and watch your students' skills grow, one cookie plate and monster creation at a time!

Happy teaching and speech-ing! 

Nicole Kramer