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Scissors, Glue, and Phonological Processes, Too!
Ages: 4-9   Grades: PreK-4

Youngsters look forward to doing these lively activities that eliminate phonological processes and reinforce language skills. 


  • Reduce or eliminate seven phonological processes
  • Build intelligible speech
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Target these common phonological processes:

  • Final Consonant Deletion
  • Fronting
  • Stopping
  • Stridency Deletion
  • Pre-Vocalic Voicing
  • Consonant Cluster Reduction
  • Gliding

Each phonological process/unit has a large selection of reproducible pictures.  The activities progress in difficulty from words, to phrases, to sentences, and storytelling.  There are eight activities for each phonological process/unit:

  • "Container" worksheet and minimal pair pictures—discriminate between minimal pairs by gluing pictures into contrasting compartments on the worksheet
  • Maze—cut out pictures and glue them along the maze and practice target words at an appropriate level of difficulty
  • Picture Scene—cut and glue pictures onto a scene and target phonological processes at the word, sentence, or connected speech level
  • Hidden Pictures—cut the flaps on the scene, place a sheet of pictures behind the scene, and lift the flaps to reveal the hidden pictures
  • Crazy Animal—cut and paste assorted parts and accessories (words loaded with the target sounds) onto illustrations of animals
  • Fun with Phrases—cut and paste minimal pairs pictures above their matching phrases
  • Sequence Stories—arrange pictures in sequential order and retell the story using the target words at the sentence and connected speech levels
  • Create-a-Story—create stand up characters and items to go along with picture scenes

Copyright © 1999

174 pages
  • Hodson and Paden (1981) found that use of auditory bombardment, use of minimal pairs for semantic understanding of speech errors for the child, and gradual multisensory cue fading improve children's overall speech intelligibility.
  • Impairment in phonology and speech production impedes the development of effective communication, language, and/or speech (Taylor-Goh, 2005).
  • Speech-sound intervention should facilitate correct productions across word positions and linguistic units (Bernthal & Bankson, 2004).

Scissors, Glue, and Phonological Processes, Too! incorporates these principles and is also based on expert professional practice.


Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston, MA: Allyn and Bacon.

Hodson, B.W., & Paden, E.P. (1981). Phonological processes which characterize unintelligible and intelligible speech in early childhood. Journal of Speech and Hearing Disorders, 46, 369-373.

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


Gayle H. Daly


Gayle H. Daly, M.S., CCC-SLP, has been a speech-language pathologist for over 22 years.  She is currently employed as an instructor in the communication disorders department at Longwood College in Farmville, VA.  Prior to this, she served as a speech-language pathologist in school divisions in Massachusetts and Virginia, as well as coordinator for speech-language services for Lynchburg City Schools in Virginia for 17 years.  Scissors, Glue, and Phonological Processes, Too! is her first publication with LinguiSystems.


Scissors, Glue, and Phonological Processes, Too! targets seven phonological processes often present in children with phonological disorders.  The phonological processes addressed in this book are:

  • Final Consonant Deletion
  • Pre-Vocalic Voicing
  • Fronting
  • Consonant Cluster Reduction
  • Stopping
  • Gliding
  • Stridency Deletion

The fun, interactive activities will help students learn to eliminate error patterns in their speech.  The "cut-and-paste" activities in each unit increase in difficulty from words to phrases to sentences to storytelling (conversation).

The words for each phonological process were carefully selected, taking into consideration phonetic environments that facilitate correct sound production by reducing the coarticulatory effects.  There are a few words included throughout this book that do not meet that requirement, but rather provide an opportunity to see if the child is able to produce the target in a non-facilitating environment.

Your students will need scissors and glue for every activity in Scissors, Glue, and Phonological Processes, Too!  Depending on your students' abilities, you might want to pre-cut the pictures.  You might also want to have students color the pictures.

Research shows that minimal pair contrasts are effective in eliminating the error patterns present in these phonological processes (Gierut, 1992; Powell et al., 1991).  Scissors, Glue, and Phonological Processes, Too! targets minimal pair contrasts at the word and phrase level.  Hodson (1986) emphasizes the importance of "auditory bombardment with minimal amplification" at the beginning of phonological sessions.  With this in mind, it is suggested that you provide auditory bombardment by saying all the target words to be used in the activity at the beginning of the session.  Amplification through an assistive listening device is highly recommended for this purpose.

Each phonological process contains eight activities.  Within each activity, there is a large selection of pictures so you can choose the targets that specifically fit your student's needs.

Scissors, Glue, and Phonological Processes, Too! will help eliminate targeted phonological processes as well as reinforce language skills such as naming, generating appropriate sentences, identifying what doesn't belong, and storytelling.

My goal is that you and your students have fun as you work together to improve their speech and language skills.