non-sibilant

the non-sibilant consonants included p, b, and m.

his speech was characterized by a lack of non-sibilant sounds.

the therapist focused on producing non-sibilant consonants correctly.

we analyzed the frequency of non-sibilant sounds in his speech.

the child struggled with articulating non-sibilant consonants.

the study examined the impact of non-sibilant errors on comprehension.

the assessment included a test of non-sibilant production skills.

the patient’s non-sibilant articulation was significantly impaired.

the exercises aimed to improve non-sibilant consonant clarity.

the child’s non-sibilant errors affected his reading fluency.

the clinician used visual cues to prompt non-sibilant production.