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
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
- 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.