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SPARC® Revised
Ages: 4-10   Grades: PreK-5

The scope and convenience of this picture-packed resource make it a favorite of SLPs.  You get 2,000 pictures for articulation, vocabulary and concepts, and syntax and morphology.


  • Improve receptive and expressive language
  • Develop concepts and vocabulary
  • Meet articulation goals
  • Increase speed and accuracy of response
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

Busy clinicians rely on the SPARC series for:

  • tons of picture stimuli
  • convenience and portability
  • quick measures of progress
  • use in a variety of therapy approaches

Each stimulus page has a 20-picture grid with a corresponding page of word lists, sentences, or concepts.  The grids are organized into three sections:

Vocabulary and Concepts

The grids are organized by categories (e.g., occupations, school, animals, food, clothes), opposites, similarities and differences, associations, actions, homophones, and parts of a whole. 

Syntax and Morphology

The picture grids depict verbs, pronouns, plurals, and possessives.  Corresponding answer keys are on the facing page. 


The practice grids are for initial and final b, p, t, k, g, f, v, r blends, and s blends; initial, medial, and final th, ch, sh, s, r, and l; and initial l blends.      

Use the 20-picture grids for:

  • precision teaching and drills
  • timed practice
  • informal assessment and progress checks
  • take-home practice
  • comprehension and labeling skills
  • asking and answering questions
  • sentence formulation
  • flash card practice

Copyright © 1994

221 pages
  • SLPs should scaffold their instruction of syntactic structures to help students express complex thoughts coherently (Nippold, Mansfield, & Billow, 2007).
  • Oral language development has a direct bearing on reading achievement and success in school (Catts, Fey, & Tomblin, 2002).
  • Vocabulary should be taught taking into consideration conceptual, semantic, and phonological knowledge (Taylor-Goh, 2005).

SPARC Revised incorporates these principles and is also based on expert professional practice.


Catts, H.W., Fey, M.E., Tomblin, J.B. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.

Nippold, M.A., Mansfield, T.C., & Billow, J.L. (2007). Peer conflict explanations in children, adolescents, and adults: Examining the development of complex syntax. American Journal of Speech-Language Pathology, 16, 179-188.

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.


Susan Thomsen


Susan Thomsen, M.A., CCC-SLP, has been a speech-language pathologist for over 20 years and is currently head speech-language pathologist and staff development facilitator for the Mississippi Bend Area Education Agency in Clinton, Iowa.

Her interests are in the areas of problem solving, progress monitoring, and data-based decision making.  She has co-authored other books in the SPARC series.


SPARC Revised is an invaluable resource for the speech-language pathologist, the special education teacher, the ESL teacher, and the regular classroom teacher.

SPARC Revised is particularly useful because it provides over 2,000 pictures to teach articulation and to stimulate expressive and receptive language skills.  SPARC Revised can be used with younger students to develop articulation, vocabulary, morphology and sentence structure, and with older primary students or students with severe communication disorders for language and articulation remediation.  The pictures are particularly useful with young children who have not yet learned to read but who need to practice communication skills in structured contexts.

Each page contains 20 pictures with corresponding lists of words and concepts.  These word lists contain hundreds of words for language practice.  SPARC Revised is divided into three sections:

  • Vocabulary and Concepts
    This section focuses on vocabulary by categories like occupations, school, animals, food, and clothes.  The concepts include groups like opposites, similarities and differences, associations, functions, and basic concepts.  The language practice derived from this section will help your students follow directions, understand beginning math skills, develop figurative language, and formulate sentences and solutions.
  • Syntax and Morphology
    This section focuses on using verbs, pronouns, plurals, and possessives.  Your students will practice using these words while talking about familiar pictures they can relate to prior knowledge.
  • Articulation
    This section includes pictures for practice of targeted English sounds in words, phrases, sentences, and conversation.

SPARC Revised is a flexible teaching tool to use in a variety of settings.  It can be used easily with individuals and small groups or for collaborative lessons, and whole class instruction.  SPARC Revised is also a valuable resource for the ESL teacher.

Here are some suggestions for using SPARC Revised:

  • Students identify a picture at your request by pointing to it or coloring the picture on a copy of the page.
  • Students answer questions asked about the pictures.
  • Students label an item you point to.
  • Students define a picture and/or talk about its attributes, associations, or function.
  • Students verbally complete a sentence's "fill in the blank" about the picture.
  • Students generate their own sentences or questions about a picture.
  • With or without assistance, students create stories about pictures.
  • Send a copy of a page home with students to practice with parents or guardians.
  • Use pictures from SPARC Revised for game boards and flash cards.

SPARC Revised provides a rich variety of opportunities for articulation and language learning.  See how many other new and innovative ways you can discover to use these fun pictures!