Reduce phonological processes with theme-based, experiential learning. Materials in the book and every day items are used in natural contexts to help children generalize what they learn.
- Replace phonological processes with correct productions
- Reduce/eliminate velar fronting, liquid gliding, cluster reduction, syllable reduction, final consonant deletion, and stridency deletion
Twenty-two themed lessons target these phonological processes:
- Velar fronting (k,g)
- Cluster reduction (l, s, r)
- Final consonant deletion
- Liquid gliding (l, r)
- Syllable reduction
- Stridency deletion (f, v, sh, ch, j, s, z)
Each lesson consists of:
The 30 words on the test are not theme-related, allowing you to determine if the child has begun to generalize the new contexts.
Target Word List
These themed words contain the target phonological process and associated phonemes and are used throughout the lesson.
Activities and Role Play
Practice using the target words in interactive activities like pretend play, games, crafts, and cooking.
Introduce the phonological process and theme to families and give them ideas for practice of the target words in home activities.
Reproducible Picture Card
There are ten reproducible picture cards depicting the targeted phonological process. Use the pictures for drill, activities, home practice, and card games.
Pictures of targeted words are incorporated into a themed story. The child may "read along" with the pictures and retell the story in her own words.
A four-part story provides multiple opportunities for practicing the targeted phonological processes. Make a book with the pictures and practice story telling.
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- There is a positive correlation between the lexicon and phonology of preschool and schoolaged children; that is, the development of one influences the development of the other (Storkel & Morrisette, 2002).
- Whole-language and naturalistic approaches facilitate phonological performance based on the relationship between the need to be understood and articulatory proficiency (Hoffman, Norris, & Monjure, 1990).
- Generalization of correct production from one sound to another is expected when remediation targets are selected on the basis of place, manner, and voicing analysis; distinctive feature analysis; or phonological process/pattern analysis (Bernthal & Bankson, 2004).
- According to the critical age hypothesis, unintelligible speech must be resolved by age 5:6 in order to significantly reduce academic problems associated with speech disorders (Bishop & Adams, 1990).
Just for Kids Phonological Processing incorporates these principles and is also based on expert professional practice.
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Bishop, D.V.M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders, and reading retardation. Journal of Child Psychology and Psychiatry, 31, 7, 1027-1050.
Hoffman, P.R., Norris, J.A., & Monjure, J. (1990). Comparison of process targeting and whole language treatments for phonologically delayed preschool children. Language, Speech, and Hearing Services in Schools, 21, 102-109.
Storkel, H.L., & Morrisette, M.L. (2002). The lexicon and phonology: Interactions in language acquisition. Language, Speech, and Hearing Services in Schools, 33, 24-37.