What is the /v/ sound?

/v/ is the “buzzing” sound in van, have, love, seven. To make it, the top front teeth rest lightly on the bottom lip while air flows continuously and the voice is ON (you can feel a gentle vibration in your throat).

Why /v/ can be difficult

New mouth posture: Children must coordinate top teeth on bottom lip (labiodental placement) instead of both lips together.
Continuous airflow: Unlike short “stop” sounds (/b, p/), /v/ needs a steady stream of air.
Voicing control: Kids must remember to turn the voice on for /v/ (unlike its quiet partner /f/).
Word position challenges: Final /v/ (as in have, love, give) can be devoiced (sounding like haf, luf, gif).

Common error patterns you might hear

/f/ for /v/ (devoicing): “fan” for “van,” “haf” for “have.”
/b/ for /v/ (stopping): “boat” for “vote.”
Leaving off final /v/: “ha_” for “have.”
/w/ for /v/ (lip rounding without teeth): “wery” for “very.”

When should /v/ be mastered?

Most children in the U.S. learn to make the /v/ sound around age 4, although this can vary from child to child. By the time children are in the early grades of school, most are using /v/ correctly in everyday speech.

If your child is between 4½ and 6 years old and still has trouble with /v/—especially if their speech is often hard to understand—it may be a good idea to schedule a screening with a licensed speech-language pathologist (SLP).

Teach the /v/ sound at home: clear, step-by-step

1) Learn the mouth position (1–2 minutes)

Tools: mirror, clean finger, “touch cue.”
Steps

Lip–teeth setup: “Gently bite your bottom lip with your top teeth.”
Air on: “Blow a little air—keep your lip still.” (You’ll hear /f/.)
Voice on: “Now turn your voice on—put your hand on your throat and feel it buzz: vvvv.”
Hold and control: Sustain /v/ for 2–3 seconds: “vvvv” (steady air + buzzing).

Cue words/scripts

“Teeth on lip, air on, voice on—vvvv!”
“Make the motor sound. Feel it buzz.”

2) Build from sound → syllables → words (3–5 minutes)

Move forward when you can do the step 5 times in a row with few errors.

Syllables (CV & VC)

CV: va, vee, voo, vo; VC: av, iv, ov.
Script: “Let’s make va-va-va like a little motor. Now ov-ov-ov.”

Short words by position

Initial /v/: van, vase, vest, vacuum, video, veggie
Medial /v/: seven, oven, heavy, movie, over, ever
Final /v/: have, give, love, five, save, leave, move, wave

Two-word phrases → short sentences

“van keys,” “save it,” “love you” → “I love you.” “We save it.”

3) Fix the two most common errors (quick hacks)

If /v/ turns into /f/ (no voice):
- Contrast drill: Whisper /f/ (no buzz), then turn on voice to /v/: ffff-vvvv, fan–van.
- Script: “Quiet air is /f/. Motor on makes /v/.”
If final /v/ disappears or devoices:
- Tap cue: Lightly tap your child’s throat on the final /v/ to remind “voice on.”

4) Make practice short, consistent, and fun

Daily dose: 3–5 minutes, 4–5 days/week.
Mix it up: 5 easy words + 5 challenge words; say each 5 times while moving beads/pennies.
Celebrate accuracy over speed (stickers, high-fives, quick game round).

Auditory bombardment: what it is & how to do it

What: A brief listening-only activity where your child hears many clear examples of the target sound without pressure to repeat. It primes the brain for accurate sound patterns.

How (1–2 minutes, once or twice daily):

Choose 10–20 /v/ words (see lists below).
Sit close in a quiet spot; show pictures/objects if you want.
Say each word clearly and a bit slower, emphasizing vvvv:
“van, vest, vacuum, seven, oven, heavy, move, have, give, love, wave…”
End with: “Now your ears know the /v/ sound!”

Optional: Let your child hold a “listening stick” (painted craft stick) and raise it when they hear /v/.

Functional /v/ target words you can use in daily routines

Morning & self-care

Initial: vest, vitamin, van (toy), Velcro
Medial: over, even, seven (clock)
Final: have, love (“I love you!”), leave (“Time to leave.”)

Kitchen & meals

Initial: veggie, vanilla, vinegar, vegetables
Medial: oven, stove-top (v sound in stove), silver (utensils)
Final: save, serve, have, give (“Give me the spoon.”)

Errands & car time

Initial: van, video, visit, veterinarian (the vet)
Medial: driving, civic, seven (street numbers)
Final: move, wave, leave, five

Play & chores

Initial: vacuum, volcano, vase, village, victory
Medial: heavy, level, oval
Final: shove, love, save

Ready-made activities (all with step-by-step directions & scripts)

1) “V-Motor” Mirror Game (placement + syllables)

You need: mirror; 5 picture cards or objects (van, vest, vase, oven, wave).
Steps

“Teeth on lip, air on, voice on—vvvv.” Hold for 2 seconds in the mirror.
Say va-vee-voo-vo while tracing a tiny “road” on the mirror with your finger.
Flip a card; say the word 5 times while drawing 5 “roads.”
End by choosing your best /v/ word and putting it in a sentence.

Script: “Make your motor vvvv. Ready? Van—van—van—van—van. Your motor was strong! Say: The van is blue.”

2) Kitchen Helper: “Serve & Save” (functional phrases + final /v/)

You need: snack items; two bowls labeled SERVE and SAVE.
Steps

Auditory bombardment (10 /v/ words).
Offer small snack pieces. Ask, “Should we serve it or save it?”
Child answers and places food in the bowl, saying the target: “Serve it.”
Fade to short sentences: “We serve the grapes. We save the crackers.”

Scripted cues: “Feel your voice on in serve. Touch your throat—vvvv at the end.”

3) Laundry Toss: “Love it or Leave it?” (final /v/ + phrases)

You need: laundry basket + items.
Steps

Hold an item: “Do we love it or leave it?”
Child says the phrase and tosses into LOVE or LEAVE basket.
Add sentences: “I love this sock.” “We leave this shirt.”
Quick challenge: 10 items in a row with clear /v/.

4) Minimal-Pair Detective (hearing the difference /f/ vs /v/)

Pairs: fan–van, fine–vine, safe–save, leaf–leave, ferry–very, roof–rove.
Steps

Say a pair; child points to the picture you said.
Trade roles: child tries to “trick” you by saying one.
Produce the word 5 times before earning a point.

Script: “When the motor is off it’s /f/—fan. Motor on makes /v/—van.”

5) Story Time Bombardment + “Find Five” (listening → speaking)

Book ideas below.
Steps

Read 1–2 pages, slightly emphasizing /v/ words.
Pause: “Let’s find five /v/ words we just heard.”
Child repeats your chosen words once each (only if ready).
End with a victory sentence: “We love this book.”

Book list rich in /v/ for easy bombardment

The Very Hungry Caterpillar (Eric Carle) – repeated very, over, five.
A Very Busy Spider / The Very Quiet Cricket (Eric Carle).
Olivia (Ian Falconer) – Olivia, love, leave, very.
Love You Forever (Robert Munsch) – love, have, give.
If You Give a Mouse a Cookie (Laura Numeroff) – give appears throughout.
Vegetables in Underwear (Jared Chapman) – vegetables, very.
Violet the Pilot (Steve Breen) – many v words and names.
Seven Silly Eaters (Mary Ann Hoberman) – seven, have, over.

How to use the books (bombardment routine):
“Listen for the /v/ vvvv sound while I read. I’ll say those words extra clearly. You do not have to say anything; just be my sound detective!”

Quick reference: parent cue card

Placement: “Teeth on lip. Air on. Voice on—vvvv.”
Contrast: “/f/ = quiet air; /v/ = voice buzzing.”
Dos: keep it short, positive, and consistent.
Don’ts: do not ask for fast talking; do not correct mid-story—save practice for play times.

When to check in with an SLP

Your child is 4½–6 with persistent /v/ difficulties.
You hear multiple sound errors, or speech is hard to understand.
There is frustration, avoidance, or limited progress after 6–8 weeks of brief daily practice.

Last word for caregivers

Small, cheerful practices add up. Use the motor cue, sprinkle /v/ words across ordinary moments, keep it playful, and celebrate little wins. If you need personalized guidance—or a quick screen—reach out to a speech language pathologist.

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Disclaimer: This article offers general educational information. It is not a substitute for professional evaluation or treatment. Please consult a licensed Speech-Language Pathologist for personalized concerns regarding your child’s speech development.