LinguiSystems home
Easy Does It® for Articulation A Language Approach
Ages: 7-12   Grades: 2-7

Achieve carryover of articulation skills while boosting curricular language.  Students practice target phonemes embedded in academic topics in the therapy room and other school settings, and at home. 


  • Achieve carryover of r, s, th, l, sh, and ch
  • Improve curricular language to meet IDEA guidelines
Add to Cart

Written in the popular format of the Easy Does It series, this program has:  

  • detailed explanations of therapy techniques
  • systematic lesson plans
  • clear goals and objectives
  • student practice activities and materials
  • take-home activities

The activities target articulation of r, s, th, l, sh, and ch.  Language skills are reinforced with content in:

  • academic areas (e.g., math, science, geography)
  • vocabulary
  • narrative text
  • expository ext

The Therapy Manual provides goals and objectives and specific directions for activities.  The Materials Book has 176 pages of corresponding student activities.  Copy the student activity pages or print them from the FREE CD.  Lesson topics such as Mummies, Music Careers, Recycling, The Gold Rush, and Equality keep students engaged.  Learning formats vary from easy science experiments to taking opinion polls and using play money. 

There are three types of activities:    

  • Controlled Carryover—Students practice activities in the therapy room and in another school setting with the SLP.  The activities are also appropriate for students practicing correct sound production at the word and sentence levels.
  • General Carryover at School—Students practice activities in the therapy room and in another school setting with the SLP.  Then, the students practice the activities with other personnel in the school setting.
  • General Carryover at Home—Students practice activities in the therapy room, then in another school setting, and finally independently in the home setting. 

Extra helps include:

  • family letter
  • school personnel letter
  • instructional sheets for family members and school personnel
  • reproducible word, phrase, and sentence lists

Copyright © 2004

2-Book Set: 122-page therapy manual, 176-page materials book plus a CD of the reproducible pages
  • A language-based approach to articulation therapy is useful for any client at the point in treatment where carryover of connected speech is the goal (Bernthal & Bankson, 2004).
  • Speech-sound intervention should facilitate generalization of newly-acquired skills to a variety of listening, speaking, and literacy-learning contexts (ASHA, 2004).
  • Activities reflecting real-life situations that use functional words facilitate generalization to other persons and settings (Bleile, 2004).
  • Rather than wait until a client can successfully produce a sound at the sentence level, activities to generalize the sound across situations should be presented as soon as the client can produce the sound successfully in words (Bernthal, Bankson, & Flipsen, 2009).

Easy Does It for Articulation A Language Approach incorporates these principles and is also based on expert professional practice.


American Speech-Language-Hearing Association. (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred Practice Patterns]. Retrieved February 26, 2009 from

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

Bernthal, J.E., Bankson, N.W., & Flipsen Jr., P. (2009). Articulation and phonological disorders: Speech sound disorders in children (6th ed.). Boston: Pearson.

Bleile, K.M. (2004). Manual of articulation and phonological disorders: Infancy through adulthood (2nd ed.). Clifton Park, NY: Delmar Learning.


Cynthia L. Stohr, Kathryn J. Ketchum, Karin L. Johnson


Cynthia L. Stohr, M.S., CCC-SLP, is a speech-language pathologist for Douglas County School District in Colorado.  Cindy previously worked in private practice both in the Denver area and in Tucson, Arizona.  In addition, she worked at an early intervention centerbased program in Tucson.

Kathryn J. Ketchum, M.A., CCC-SLP, is a speech-language pathologist for the Cabrillo Unified School District in Half Moon Bay, California.  Kathy previously worked for school districts in Apache Junction, Arizona, and Tucson, Arizona, and for a special education co-op in the south suburbs of Chicago.

Karin L. Johnson, M.A., CCC-SLP, is professor emerita from Augustana College in Rock Island, Illinois, where she was formerly director of the communication sciences and disorders department.  Karin is presently teaching part-time in the communication arts and sciences department at Metropolitan State College of Denver.  Karin has co-authored numerous publications in the areas of motor speech disorders, narratives, fluency, phonological awareness, and birth-to-three intervention.  This is the first time, however, that she has co-authored with her daughters, Cindy and Kathy.


We have often looked for a stimulating and unique language-based articulation program that would enable us to work on target phonemes within language activities, in both controlled and general carryover activities.  Because we were unsuccessful in finding such a program, we developed Easy Does It for Articulation A Language ApproachThe program emphasizes carryover, that elusive final step to sound acquisition.  We hope that the program minimizes preparation time while allowing for individualized programming in multiple environments.

  • Many of the activities involve reading.  Because reading levels vary among students within the targeted age group, you may have to help the student with more difficult words.  If the student is a non-reader, you can read the information to the student and ask the student to repeat the information back to you.
  • Organization of activities within each section is random.  Use your clinical expertise to determine which activities to use.
  • The complexity level of the activities varies—some activities are relatively easy while others are more complex.  Complexity varies not only because of the age differences that you will encounter, but also to more closely model the kinds of experiences students have as they talk.  At times, the information shared is easy, while at other times, it is significantly more complex.
  • The length of activities varies.  Some activities may take only a few minutes to complete, while others may take several sessions.
  • We use the term sound rather than phoneme throughout the program, believing that consistency in terminology is important.  While speech-language pathologists (SLPs) understand the term phoneme, school personnel and family members who will be involved in programming often do not.
  • It has been our experience that occasionally, the significant others involved with intervention are not very good listeners; they just don't hear the difference between a correct and an incorrect production of a sound.  If you have a concern about this, you may want to ask the significant others involved with a particular student to come to a session to listen to the student model correct and incorrect productions of the target sound.  This may help enhance their listening skills prior to engaging them in the therapy process.  

Hopefully, you will find the variety of activities we've developed to be useful.  We've enjoyed the challenge of transferring our ideas to paper!

Cindy, Kathy, and Karin