At the beginning of the spectrum, you have a child who is stimulable for the target sound, but is having difficulty at the CV, VC, or CVC single-syllable word level. At the end of the spectrum, you have a child who is ready to work on carryover to conversational speech with the sound. Let's look at the steps you can take with the same set of stimuli to vary difficulty to meet the child's needs.
I attempted to get this information down in paragraph form, but it was too wordy. An illustrated flowchart seemed to work better, so here it is. You might consider printing this and attaching it to a copy of one or two of my free articulation card sets and sending it home as homework for the summer with students.
I love your blog!! Thank you so much for all of the information you have here:)
ReplyDeleteYou're welcome! I hope you find something useful.
DeleteGreat flow chart. I miss the step where I check auditory discrimination, though ... for instance: is this 'sun', 'thun', 'fun', 'dun', 'hun'?
ReplyDeleteGreat point! The flowchart was focusing primarily on the expressive pieces of moving from isolation to spontaneous sentences, but auditory discrimination can be essential for some kids when teaching production in isolation or when fighting persistent substitutions.
DeleteGreat list ^_^ The flowchart will definitely prove to be useful. Also a heads up the link to the flash cards is no longer working. I'll see if I can try to use this for my 10 minute therapy session project.
ReplyDeleteUseful chart
ReplyDelete