Making the Invisible Movements of Speech Visible

Making the Invisible Movements of Speech Visible: How Articulation Tools Could Strengthen Early Literacy

Every child learning to read and write must first learn to hear and produce language accurately. Yet for many, subtle confusions between speech sounds—such as b and d, or f and v—can quietly hinder progress long before the first school dictation. Researchers have long observed that speech-sound disorders in early childhood are linked with later difficulties in reading and spelling. When sounds are not perceived or articulated correctly, the bridge between spoken and written language weakens.

This challenge lies at the heart of Baumann Ed., a young company from Normandy, France, that designs “orthèses guide-langue,” or tongue-guide orthoses—small medical-grade devices intended to help users physically feel how speech sounds are formed. The aim is not to replace traditional speech therapy, but to add a tangible, kinesthetic dimension to it.

A tactile approach to speech and literacy

Founded in 2023 and incubated at Normandie Incubation, Baumann Ed. operates at the crossroads of education, health, and technology. Its flagship product, a CE-marked Class I medical device, is built from medical-grade polypropylene and produced in clean-room conditions in Normandy. Each orthosis targets a family of speech sounds that are commonly confused—for example, the “PABAMA” model focuses on p, b, and m, while “TADANALA” helps with t, d, n, and l.

In practice, the small handheld tool guides the position of the tongue and airflow during articulation. Visual cues engraved on the handle reinforce the connection between the gesture and the corresponding letter. When used alongside digital and print exercises, the tool integrates three modes of learning—physical, auditory, and visual—to reinforce the sound-to-symbol link.

Why this matters

Speech therapists and educators have long sought effective ways to make articulation visible. Traditional methods—mirrors, verbal placement cues, or repetition drills—help, but they rely heavily on visual observation and verbal instruction. For many learners, especially those who struggle to internalize oral gestures, these cues are too abstract.

By contrast, a tool that provides proprioceptive feedback can make the “invisible” movements of the tongue perceptible. This tactile reinforcement may accelerate learning, particularly in children who have persistent articulation errors or difficulty connecting spoken and written symbols. Research has shown that such early confusions, if left unaddressed, can predict later literacy disorders such as dyslexia or dysorthographia. Early detection and intervention—ideally before formal reading instruction begins—are key to prevention.

The broader educational context

The current educational climate places increasing emphasis on early oral-language skills as the foundation for literacy. Teachers, speech therapists, and support assistants (AESH) face growing demand for tools that bridge the gap between speech correction and reading instruction—especially in resource-strained school environments. Baumann Ed.’s approach aligns with a wider trend toward multisensory, hybrid (physical + digital) learning methods, which combine the precision of medical-device design with the accessibility of classroom materials.

Still, no single tool is a panacea. While early user feedback from therapists and families has been positive, large-scale validation remains a challenge. Measuring improvements in articulation and literacy requires longitudinal data and controlled studies. Baumann Ed. has signaled its intent to collect usage data and collaborate with professionals to refine and evaluate the method’s impact.

A preventive vision

Ultimately, the company’s founders aim to make articulation remediation a routine, preventive practice rather than a specialist intervention reserved for diagnosed disorders. Their long-term vision extends beyond French: adapting the orthosis system to other languages or bilingual contexts, and integrating more digital and game-based exercises to sustain motivation.

In a field often divided between medical devices and educational tools, Baumann Ed. occupies an unusual middle ground. Its work highlights a simple but profound idea: the movements of speech are not just sounds but gestures—and when learners can feel these gestures, they may better understand how language itself works. Whether such tactile innovations become standard practice in speech therapy and literacy instruction remains to be seen. But as educators and clinicians continue to search for ways to connect oral and written language, making the invisible visible could be an important step forward.