non-sibilant consonants
非嘶音輔音
identifying non-sibilants
辨識非嘶音
non-sibilant sounds
非嘶音音素
a non-sibilant
一個非嘶音
using non-sibilants
使用非嘶音
non-sibilant speech
非嘶音語音
analyzing non-sibilants
分析非嘶音
non-sibilant features
非嘶音特徵
distinguishing non-sibilants
區分非嘶音
with non-sibilants
與非嘶音
the non-sibilant consonants included p, b, and m.
非嘶音輔音包括 p、b 和 m。
his speech was characterized by a lack of non-sibilant sounds.
他的言語特徵是缺乏非嘶音。
the therapist focused on producing non-sibilant consonants correctly.
治療師專注於正確發出非嘶音輔音。
we analyzed the frequency of non-sibilant sounds in his speech.
我們分析了他言語中非嘶音的頻率。
the child struggled with articulating non-sibilant consonants.
這名兒童在發音非嘶音輔音時有困難。
the study examined the impact of non-sibilant errors on comprehension.
這項研究探討了非嘶音錯誤對理解能力的影響。
the assessment included a test of non-sibilant production skills.
評估包括對非嘶音發音技巧的測試。
the patient’s non-sibilant articulation was significantly impaired.
患者的非嘶音發音受到顯著損害。
the exercises aimed to improve non-sibilant consonant clarity.
這些練習旨在改善非嘶音輔音的清晰度。
the child’s non-sibilant errors affected his reading fluency.
這名兒童的非嘶音錯誤影響了他的閱讀流暢度。
the clinician used visual cues to prompt non-sibilant production.
臨床醫生使用視覺提示來引導非嘶音的發音。
non-sibilant consonants
非嘶音輔音
identifying non-sibilants
辨識非嘶音
non-sibilant sounds
非嘶音音素
a non-sibilant
一個非嘶音
using non-sibilants
使用非嘶音
non-sibilant speech
非嘶音語音
analyzing non-sibilants
分析非嘶音
non-sibilant features
非嘶音特徵
distinguishing non-sibilants
區分非嘶音
with non-sibilants
與非嘶音
the non-sibilant consonants included p, b, and m.
非嘶音輔音包括 p、b 和 m。
his speech was characterized by a lack of non-sibilant sounds.
他的言語特徵是缺乏非嘶音。
the therapist focused on producing non-sibilant consonants correctly.
治療師專注於正確發出非嘶音輔音。
we analyzed the frequency of non-sibilant sounds in his speech.
我們分析了他言語中非嘶音的頻率。
the child struggled with articulating non-sibilant consonants.
這名兒童在發音非嘶音輔音時有困難。
the study examined the impact of non-sibilant errors on comprehension.
這項研究探討了非嘶音錯誤對理解能力的影響。
the assessment included a test of non-sibilant production skills.
評估包括對非嘶音發音技巧的測試。
the patient’s non-sibilant articulation was significantly impaired.
患者的非嘶音發音受到顯著損害。
the exercises aimed to improve non-sibilant consonant clarity.
這些練習旨在改善非嘶音輔音的清晰度。
the child’s non-sibilant errors affected his reading fluency.
這名兒童的非嘶音錯誤影響了他的閱讀流暢度。
the clinician used visual cues to prompt non-sibilant production.
臨床醫生使用視覺提示來引導非嘶音的發音。
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