Hiss Happens: A Parent’s Guide to Helping Your Child Master the /s/ Sound

Let’s dive into another common speech sound challenge: the /s/ sound! As a Speech-Language Pathologist (SLP), I often hear concerns like, “My child says ‘thun’ instead of ‘sun’,” or “Their ‘s’ sounds slushy.” The /s/ sound can be tricky, and it’s one of the sounds children often need a bit more time or help with.

If you’ve noticed your child having trouble with words like “sun,” “bus,” or “pencil,” this article is for you. We’ll explore why the /s/ sound might be difficult, when children typically master it, and most importantly, provide a step-by-step guide with fun activities you can do at home to help your child produce a clear /s/ sound.

What is the /s/ Sound Anyway?

The /s/ sound, like the /f/ sound we discussed in a  previous article, is a fricative – meaning we make it by creating friction with a continuous stream of air. It’s often called the “snake sound” because of its hissing quality. To make a clear /s/ sound:  

1. Bring your teeth close together, but not tightly clenched. A slight smile can help position the lips correctly.
2. The tip of your tongue should be lightly touching behind your top front teeth OR resting lightly behind your bottom front teeth (either position is fine if the sound is clear!).
3. Air flows in a narrow, steady stream down the center of your tongue and out between your teeth. Try it: Ssssssssssssss. Feel that skinny stream of air? That’s the /s/ sound!

When Do Kids Typically Master the /s/ Sound? (Speech Sound Norms)

The /s/ sound is one of the later developing sounds in English, and there’s a wider range for mastery compared to sounds like /p/ or /m/.

• Children might start using /s/ correctly as early as age 3, but it’s very common for errors to continue for several years.
• Many developmental norms (guides based on research) suggest that most children master the /s/ sound between ages 5-7.
• By age 7, we typically expect children to produce the /s/ sound correctly most of the time.

So, if your 4 or 5-year-old is still struggling with /s/, it doesn’t automatically mean there’s a problem, but it’s a good time to start paying attention and perhaps trying some gentle practice. You can always consult with a speech language pathologist in your area to help you determine if your child’s /s/ production continues to be developmental in nature or if there is a true speech sound disorder.

Why Might My Child Be Struggling with /s/? (Common Errors & Patterns)

Children often use predictable simplification patterns, called phonological processes, when learning tricky sounds. These are usually temporary. Common errors affecting the /s/ sound include:  

1. Stopping: This is when the continuous airflow of the /s/ sound is “stopped” and replaced with a short, burst sound, usually /t/ or /d/.
   • Example: “tun” for “sun,” “top” for “soap,” “buht” for “bus.”
   • What it is: Replacing a fricative (long sound) with a stop (short sound).
   • Typical Age: Most children stop replacing /s/ with /t/ or /d/ between ages 3 -5.
2. Fronting (Lisping): This is a very common pattern for /s/ errors, often called a lisp.  
   • Interdental Lisp: The child produces /s/ with their tongue tip sticking out between their front teeth, making it sound like “th” (voiceless ‘th’ as in ‘thumb’). Example: “thun” for “sun,” “yeth” for “yes.”  
   • Dentalized Lisp: The tongue pushes against the back of the front teeth, making the /s/ sound muffled or slightly slushy, but the tongue doesn’t stick out.
   • What it is: Making the sound further forward in the mouth than it should be. While technically different from phonological processes, lisps are common developmental error patterns. Many children naturally outgrow a slight lisp.
3. Lateral Lisp: This sounds “slushy” or “wet” because the air flows over the sides of the tongue instead of down the center. This pattern is not considered typical development and usually requires intervention from an SLP.
   • Example: A slushy sound for ‘s’ in “soup” or “house.”

When Should I Be Concerned?

Consider seeking a professional evaluation from a certified SLP if:

1. Age: Your child is 7 years old (or older) and still struggling significantly with the /s/ sound.
2. Error Type: You hear a lateral lisp (the slushy sound) – this pattern rarely corrects itself without therapy, regardless of age.  
3. Persistence: Your child consistently uses an error pattern (like stopping or fronting) beyond the typical age range (e.g., still saying /t/ for /s/ at age 6).
4. Frustration: Your child is aware of the difficulty and is becoming frustrated or self-conscious.
5. Intelligibility: The /s/ error (perhaps along with other errors) makes their speech difficult for others to understand. (Intelligibility = how much of their speech is understandable).

Trust your instincts! If you’re concerned, an evaluation provides valuable information.

Okay, I Want to Help at Home! What Can I Do? (Step-by-Step Guide for /s/)

Home practice can be fantastic! Remember our golden rules: Keep it fun, short (5-10 minutes), positive, and low-pressure. Start where your child can succeed.

Goal: Help your child learn to make the /s/ sound clearly.

Step 1: Can They Hear the Difference? (Auditory Discrimination)

Help them tune their ears to the difference between the clear /s/ sound and their error sound (e.g., /t/ or ‘th’).

• Activity: “Sound Check”
  • You say: “Let’s listen! Is this the long ‘Snake Sound’ (make a clear Ssssss) or the short ‘Ticking Sound’ /t/? Ready?” (Adapt the error sound label if needed, e.g., ‘Tongue-Out Sound’ for ‘th’).
  • Practice: Say /s/ and the error sound randomly. “Ssssssss.” (Wait for identification). “T.” (Wait). Keep it light!
• Activity: “Minimal Pair Pictures”
  • You need: Picture pairs that differ only by the target sound vs. the error sound (e.g., See/Tea, Sun/Tun, Sew/Toe, Mouth/Mouse – if the error is ‘th’). You can find these by doing a quick google search for, “minimal pair /s/ pictures.”
  • You say: “Point to the picture I say! Ready? Tea.” (Child points). “Good job! Now… See.” (Child points). “Excellent listening!” Model clearly.

Step 2: Making the /s/ Sound Alone (Isolation)

Time to teach the mechanics!

• Visual Cue: Mirror, mirror! Let them see your mouth and theirs.
• Tactile/Verbal Cue: “The Snake Sound” or “Flat Tire Sound”
  • You say: “Let’s make the snake sound! Put your teeth close together like you’re smiling gently. Keep your tongue sleeping inside, behind your teeth – don’t let it peek out! Now blow a skinny stream of air right down the middle. Ssssssssss.”
  • Script: “Your turn! Gentle smile… teeth close… tongue stays in! Blow! Ssssssssss. Wow, I heard the snake! Good try!”
  • Troubleshooting Lisp: If tongue comes out: “Oops! Keep the snake in its cage! Pull that tongue tip back behind your teeth.” You can even gently tap their lip as a reminder. Sometimes, having them bite lightly on a straw and blow air through it helps direct the airflow centrally.
• Practice: Aim for a clear, continuous Ssssss sound. Praise all attempts!

Step 3: Adding Vowels (Syllables)

Combine the sound with vowels once they can produce /s/ in isolation.

• Activity: “Silly Syllable Songs”
  • You say: “Let’s sing our snake sound! Ready? Ssssss-ee… See!” (Exaggerate slightly). “Ssssss-ay… Say!” “Ssssss-eye… Sigh!” “Ssssss-oh… So!” “Ssssss-oo… Sue!”
  • Script: “Your turn! Let’s try Ssssss-oh. So! You did it!”
• Practice: Try syllables with /s/ at the end too: “Ace,” “Ice,” “Oose,” “Use,” “Ess.”

Step 4: Using the Sound in Words (Words)

Practice /s/ in real words, usually starting with /s/ at the beginning.

• Positions:
  • Initial: /s/ at the beginning (sun, see, soap, sock, soup, sad)
  • Final: /s/ at the end (bus, house, mouse, yes, kiss, juice)  
  • Medial: /s/ in the middle (pencil, messy, outside, glasses, dinosaur) – Often harder.  
  • /s/ Blends: Words where /s/ is next to another consonant (spoon, star, snake, stop, swing, slide, glasses, faster) – These are usually tackled last.  These can be tricky and are considered to be later developing. There will  be an entire article dedicated to /s/ blends. I would not focus on these at this time. Stay tuned for more information!
• Activity: “/s/ Sound Sorting” or “Go Fish for /s/”
  • You need: Picture cards with /s/ words (start initial, maybe add final).
  • You say: “Let’s find all the pictures that start with our Ssssss sound! What’s this?” (Show ‘sun’). “It’s sssssun. Sun! Can you say sun?”
  • Script: If they say “tun,” model: “Good try! Listen: Ssssssun. Keep that tongue back! Ssssun. You try!” If correct or close: “Yes! Sun! Great snake sound!” If still struggling, just model correctly and move on positively.
• Practice: Use flashcards, board games (move a piece each time they say an /s/ word), look for /s/ words in books. Master one position before moving to the next.

Step 5: Using the Sound in Short Phrases and Sentences (Phrases/Sentences)

Combine successful words into short utterances.

• Activity: “Sentence Builders”
  • You say: “Let’s make some sentences! How about… ‘I see sun’?” (Emphasize the /s/). “‘Sad soup’?” “‘Kiss the mouse’?”
  • Script: “Can you say ‘I see sun’? Listen: I ssssee ssssun.” Praise their effort!
• Activity: “Carrier Phrases”
  • Use repetitive phrases: “I want ____.” “I like ____.” “Put ____ in.”
  • You say: (Using picture cards) “I want ssssoup. Your turn! I want…” (Let them say ‘soup’).
• Practice: Start with 2-3 word phrases, increasing length as they become more consistent.

Step 6: Using the Sound in Conversation (Carryover)

The goal: using /s/ correctly automatically in everyday chat.

• Activity: “/s/ Sound Spy”
  • You say: “I spy with my little eye… something that starts with Ssssss… It’s round and yellow in the sky… the Ssssun!”
• Gentle Reminders: If you hear an error during conversation, provide occasional, gentle feedback. Don’t interrupt constantly.
  • Example: Child: “Mom, I want thome thoup.” You: “Oh, you want some soup? Remember your snake sound! Soup sounds yummy.” Then continue the interaction.

Example Scripts For Parents: Make it natural. 

1. Read books aloud together, emphasizing the /s/ sounds. Talk about things you see that have the /s/ sound.

• • Parent: (Points to the picture) “Oh, look! I spy something yellow and round in the sky! It’s the sun! Sssssun. Did you hear my snake sound at the beginning? Ssssss-un.” (Emphasize the /s/ sound clearly and slightly longer than usual). “What is that?”
  • Child: (Responds)
  • If Child says “Sun” (correctly): Parent: “Yes! You said sun! Wow, I heard your great Sssss snake sound! Awesome job! Let’s give the sun a little tap.” (Make it interactive).
  • If Child says “Tun”: Parent: “Good try! You found the sun! Listen again, it starts with our snake sound: Ssssss-un. (Model clearly, maybe point to your mouth). See how my tongue stays inside? Sssssun. It’s a bright sun!” (Stay positive, don’t force correction, just model).
  • If Child says “Thun” (with tongue between teeth): Parent: “Good looking! You found the sun! Watch my mouth – my tongue stays hiding behind my teeth for this one: Ssssss-un. (Model clearly). Let’s see if we can keep our tongue in its ‘cave’. Sssssun. What a happy sun!” (Again, gentle modeling is key).
  • If Child makes another error or doesn’t respond: Parent: “That’s the sun! Sssssun. Such a bright, happy sun!” (Model the word clearly and move on).

• (Turning to another page with a different /s/ word, e.g., a bus)

• • Parent: (Points) “Hey, look at this! A big red bus! Bu-sssss. This time, the snake sound is at the end! Listen: Bussssss.” (Emphasize the final /s/). “Can you point to the bus?”
  • Child: (Points/Responds)
  • If Child says “Bus” (correctly): Parent: “You got it! Bus! Excellent snake sound at the end! Vroom vroom goes the bus!”
  • If Child says “But”: Parent: “Good pointing! That’s the bus. Listen for that Sssss at the end: Bussssss. It’s a long sound! Cool bus!” (Model the final sound clearly).
  • If Child says “Buth”: Parent: “Nice looking! That’s the bus. Remember to keep your tongue inside for the end sound: Bussssss. What a big bus!” (Model).

• (Continue through the book, finding other /s/ words like socks, house, mouse, grass, pencil, glasses, etc.)

• Parent: “Wow, look at all the Ssssss snake sounds we found today! We found the sun, the bus…” (List a few they found). “You were a super Sound Detective!”

1. Okay, let’s combine speech practice with the fun of a board game! This script helps parents guide their child in practicing the /s/ sound using picture cards, with taking a turn in the game as the reward. Goal: To motivate the child to practice target /s/ words using a board game.

• You Will Need:

• • A simple board game your child enjoys (Candyland, Chutes and Ladders, a simple track you draw, etc.)
  • Game pieces for parent and child.
  • A die or spinner (if needed for the game).
  • Picture cards featuring words with the /s/ sound. Important: Choose words your child is working on – start with the sound position (beginning, middle, or end) they find easiest. Have a small stack ready (10-15 cards is often plenty for one game). Examples:
    • Initial /s/: sun, soup, soap, sock, see, sit, sad
    • Final /s/: bus, house, mouse, yes, kiss, juice, ice
    • Medial /s/: pencil, messy, outside, glasses, dinosaur, bicycle
  • • Parent: “Alright, let’s play [Name of Board Game]! This is going to be super fun. Today, we have a special helper pile: our ‘Snake Sound’ cards!” (Show the stack of picture cards). “Remember our Ssssss sound?” (Make the sound clearly). “Here’s the fun rule for our game today: Right before you take your turn to roll the die (or spin/move), you pick one magic sound card, and say the word using your best Sssss sound!”

• (Parent demonstrates the first turn)

• • • Parent: “Okay, I’ll go first to show you. My turn! First, I pick a card…” (Picks a card, e.g., ‘socks’). “My word is socks! Sssssocks. See? I used my snake sound. Sssssocks.” (Emphasize the /s/ clearly). “Okay, I said my word, now I get to roll!” (Parent rolls die and moves their piece).

• (Child’s turn)

• • • Parent: “Your turn! First, pick your magic sound card!” (Child picks a card, e.g., ‘sun’). “Ooh, you got the sun! Great picture! Remember our sound: Ssssss-un. Can you say sun?”
    • Child: (Attempts the word)
    • If Child says “Sun” (correctly or with a good /s/): Parent: “Yes! That was it! I heard your super Sssss snake sound in sun! Fantastic! Okay, you said your word, now you get to take your turn!” (Child rolls/spins/moves).
    • If Child says “Tun”: Parent: “Good try! That’s the sun. Listen to my snake sound again: Ssssss-un.” (Model clearly, maybe point to your mouth showing tongue behind teeth). “Keep practicing that snake sound! Okay, you gave it a great try, go ahead and take your turn!” (Key: Allow the turn to keep the game fun and motivating, especially at first. The goal is practice, not perfection on every try).
      • Optional: “Let’s try it one more time together: Sssssun. Nice! Now take your turn.”
    • If Child says “Thun” (lisp): Parent: “Almost! That’s the sun. Remember to keep your tongue inside its ‘cave’ behind your teeth: Ssssss-un.” (Model clearly). “Good job trying! You can take your turn now!” (Again, keep it moving, model the correct sound).
      • Optional: “Try it with me, keep that tongue back: Sssssun. Good effort! Go ahead and roll.”
    • If Child refuses or struggles significantly: Parent: “That’s the sun! Sssssun. It’s a tricky one sometimes! Okay, let’s take your turn.” (Model the word, allow the turn, and maybe choose an easier word next time or just focus on modeling).

• (Continuing the Game)

• • • Parent: “My turn again! Let’s see my card…” (Parent picks card, models word clearly, takes turn). “Okay, your turn for a magic sound card!”
      • Adjusting Difficulty: If 1 word per turn becomes too easy, you can say: “Wow, you’re getting so good! Now let’s try saying the word two times before you roll!” or “Let’s try saying two different cards this turn!”
      • Focus on Fun: Cheer when pieces move, acknowledge lucky rolls or landing on good spaces, keep the game energy positive.

• (Ending the Game)

• • Parent: “Yay, you made it to the finish!” OR “That was a great game! Look how many snake sound words we practiced: sun, socks, bus…” (Mention a few cards they practiced). “You did awesome work on your Sssss sound today!”

Key Tips for Home Practice Success:

• FUN is #1: Games, songs, puppets make it enjoyable.
• SHORT & SWEET: 5-10 minute sessions are ideal.
• POSITIVE VIBES: Praise effort enthusiastically! Avoid negativity.
• BE THE MODEL: Use clear /s/ sounds yourself. Slightly exaggerate during practice.
• NO PRESSURE: If frustration sets in, stop and try another time.
• PATIENCE WINS: Learning speech sounds takes time and lots of repetition.  

Remember: When Professional Help is Key

These home activities are supportive, but they aren’t a replacement for professional SLP services if needed. If your child meets the “When Should I Be Concerned?” criteria (especially regarding age or a lateral lisp), or if progress stalls despite your efforts, please consult a certified SLP. They can provide a thorough assessment and specialized therapy techniques tailored to your child’s specific needs.

You play a crucial role in your child’s communication development. Your patience, encouragement, and playful practice can make a real difference. Keep celebrating those successes, big or small!

For more information check out these resource:

Help Your Child Say the /f/ Sound: Easy At-Home Activities

First Words Bright Futures Facebook Page

First Words Bright Futures Instagram Page

Disclaimer: This article provides general information and suggestions for educational purposes. It is not a substitute for professional diagnosis or treatment from a certified Speech-Language Pathologist. Please consult with a qualified professional if you have specific concerns about your child’s speech and language development.