non-sibilant consonants
非齿音
identifying non-sibilants
识别非齿音
non-sibilant sounds
非齿音音素
a non-sibilant
一个非齿音
using non-sibilants
使用非齿音
non-sibilant speech
非齿音发音
analyzing non-sibilants
分析非齿音
non-sibilant features
非齿音特征
distinguishing non-sibilants
区分非齿音
with non-sibilants
带有非齿音
the non-sibilant consonants included p, b, and m.
非齿音包括b, m和p。
his speech was characterized by a lack of non-sibilant sounds.
他的讲话特点是非齿音声音的缺乏。
the therapist focused on producing non-sibilant consonants correctly.
治疗师专注于正确发音非齿音。
we analyzed the frequency of non-sibilant sounds in his speech.
我们分析了他讲话中非齿音的频率。
the child struggled with articulating non-sibilant consonants.
孩子在发音非齿音时遇到困难。
the study examined the impact of non-sibilant errors on comprehension.
该研究考察了非齿音错误对理解的影响。
the assessment included a test of non-sibilant production skills.
评估包括一项非齿音发音技能测试。
the patient’s non-sibilant articulation was significantly impaired.
病人的非齿音发音严重受损。
the exercises aimed to improve non-sibilant consonant clarity.
这些练习旨在提高非齿音的清晰度。
the child’s non-sibilant errors affected his reading fluency.
孩子的非齿音错误影响了他的阅读流畅性。
the clinician used visual cues to prompt non-sibilant production.
临床医生使用视觉提示来提示非齿音发音。
non-sibilant consonants
非齿音
identifying non-sibilants
识别非齿音
non-sibilant sounds
非齿音音素
a non-sibilant
一个非齿音
using non-sibilants
使用非齿音
non-sibilant speech
非齿音发音
analyzing non-sibilants
分析非齿音
non-sibilant features
非齿音特征
distinguishing non-sibilants
区分非齿音
with non-sibilants
带有非齿音
the non-sibilant consonants included p, b, and m.
非齿音包括b, m和p。
his speech was characterized by a lack of non-sibilant sounds.
他的讲话特点是非齿音声音的缺乏。
the therapist focused on producing non-sibilant consonants correctly.
治疗师专注于正确发音非齿音。
we analyzed the frequency of non-sibilant sounds in his speech.
我们分析了他讲话中非齿音的频率。
the child struggled with articulating non-sibilant consonants.
孩子在发音非齿音时遇到困难。
the study examined the impact of non-sibilant errors on comprehension.
该研究考察了非齿音错误对理解的影响。
the assessment included a test of non-sibilant production skills.
评估包括一项非齿音发音技能测试。
the patient’s non-sibilant articulation was significantly impaired.
病人的非齿音发音严重受损。
the exercises aimed to improve non-sibilant consonant clarity.
这些练习旨在提高非齿音的清晰度。
the child’s non-sibilant errors affected his reading fluency.
孩子的非齿音错误影响了他的阅读流畅性。
the clinician used visual cues to prompt non-sibilant production.
临床医生使用视觉提示来提示非齿音发音。
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