Places of Articulation: How Speech Sounds Are Made

Have you ever wondered how your child makes different speech sounds? Why does /p/ look different from /k/? Why does /s/ sound different from /sh/?

The answer lies in something called places of articulation — the specific spots in the mouth and throat where speech sounds are formed.

Understanding places of articulation can help parents better understand speech development, common speech sound errors, and how speech therapy works.

What Are Places of Articulation?

Place of articulation refers to where airflow is restricted or shaped in the vocal tract to produce a sound.

Speech-language pathologists use this framework when assessing articulation disorders and planning therapy. According to the American Speech-Language-Hearing Association (ASHA), speech sound production involves coordinated movement of the lips, tongue, teeth, palate, and vocal folds.
Learn more from ASHA here:
👉 https://www.asha.org/public/speech/disorders/speech-sound-disorders/

Below is a breakdown of the major places of articulation in English.

Bilabial Sounds

Both lips come together

Sounds:

• /p, b, m, w/

Examples:

• pop

• baby

• mom

These are some of the earliest developing sounds and are typically mastered by age 2–3.

Labiodental Sounds

Top teeth touch the bottom lip

Sounds:

• /f, v/

Examples:

• fish

• van

Children often substitute /b/ or /p/ for /f/ in early development.

Interdental Sounds

Tongue placed between the teeth

Sound:

• /th/ (voiced as in this and voiceless as in thumb)

These are later-developing sounds, typically mastered between ages 5–7.

Alveolar Sounds

Tongue touches the alveolar ridge (the bumpy ridge behind the top teeth)

Sounds:

• /t, d, s, z, n, l/

Examples:

• top

• sun

• nose

These sounds are common targets in speech therapy when children demonstrate “fronting” or “stopping” sound patterns.

Post-Alveolar Sounds

Tongue positioned slightly behind the alveolar ridge

Sounds:

• /sh, zh, ch, dg, r/

Examples:

• shoe

• chair

• judge

• red

These sounds require more precise tongue placement and often develop later.

Palatal Sounds

Middle of the tongue touches the hard palate

Sound:

• /j/ (as in yes)

Velar Sounds

Back of the tongue touches the soft palate (velum)

Sounds:

• /k, g, ng/

Examples:

• cat

• go

• sing

Children who substitute /t/ for /k/ (saying “tat” for “cat”) may be demonstrating a phonological process called fronting.

Glottal Sounds

Produced at the vocal folds (glottis)

Sound:

• /h/

Examples:

• hat

Why Places of Articulation Matter

Understanding where sounds are produced helps speech-language pathologists:

• Identify patterns of errors

• Differentiate articulation vs. phonological disorders

• Develop targeted therapy plans

• Teach correct tongue and lip placement

ASHA’s Practice Portal provides detailed clinical guidance for articulation and phonological assessment and intervention:
👉 https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/

Common Speech Sound Error Patterns

Children do not simply “mispronounce” words randomly. Errors often follow predictable patterns tied to place of articulation.

For example:

• Fronting: “tat” for “cat” (velar → alveolar)

• Stopping: “tun” for “sun” (fricative → stop)

• Gliding: “wabbit” for “rabbit”

Research supports pattern-based intervention approaches (Gierut, 2001) to address phonological errors efficiently and effectively.

Evidence-Based Speech Therapy

Speech-language pathologists use research-supported treatment methods such as:

• Motor-based articulation therapy guided by motor learning principles (Maas et al., 2008)

• Phonological contrast therapy for sound pattern errors

• Cycles approach for children with multiple sound errors (Hodson, 2010)

• Visual, tactile, and auditory cueing

A 2021 longitudinal study in the Journal of Speech, Language, and Hearing Research supports early intervention to improve speech intelligibility and prevent academic impact (Hustad et al., 2021).

When Should You Seek an Evaluation?

Consider a speech-language evaluation if your child:

• Is difficult to understand compared to peers

• Continues to substitute earlier sounds for later-developing ones

• Shows frustration when speaking

• Is frequently asked to repeat themselves

Early identification and intervention lead to stronger communication and academic outcomes.

The National Institute on Deafness and Other Communication Disorders (NIDCD) provides additional information about speech development:
👉 https://www.nidcd.nih.gov/health/speech-and-language

Final Thoughts

Speech sounds are produced in specific places in the mouth and throat. Understanding these places of articulation helps explain:

• Why certain sounds develop earlier

• Why some errors are typical

• How speech therapy works

If you have concerns about your child’s speech sound development, a licensed speech-language pathologist can provide a comprehensive evaluation and individualized treatment plan.

Contact our office today to schedule a speech evaluation and support your child’s communication success.

References

American Speech-Language-Hearing Association (ASHA). (2024). Speech Sound Disorders Practice Portal. Retrieved from https://www.asha.org

Gierut, J. A. (2001). Complexity in phonological treatment. Journal of Speech, Language, and Hearing Research.

Hodson, B. W. (2010). Evaluating and Enhancing Children’s Phonological Systems.

Hustad, K. C., et al. (2021). Longitudinal growth in speech intelligibility in children. Journal of Speech, Language, and Hearing Research.

Maas, E., et al. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology.

National Institute on Deafness and Other Communication Disorders (NIDCD). (2023). Speech and Language Development. Retrieved from https://www.nidcd.nih.gov