You'll always have a ready-to-go articulation activity with these 400 full-color stimulus pictures (two pictures on each card).
- Achieve articulation goals for r, r blends, s, s blends, l, l blends, sh, and ch at the word and sentence level
Target these phonemes in the initial and final position of words in one-, two-, and three+ syllable words:
- r and r blends
- s and s blends
- l and l blends
A hierarchy of stimuli on the back of each card means you don't have any prep time! The stimuli direct students to:
Say the target word
Complete a sentence with the target word
When Jake went hiking in the woods, he saw a raccoon.
After the rain, there was a beautiful rainbow.
Answer a question with the target word
What animal has black rings around its eyes and lives in the woods? raccoon
What has many colors and appears in the sky after it rains? rainbow
Generate a sentence with the target word
The raccoon has a striped tail.
The rainbow has brilliant colors.
Generate a sentence with two target words
I was surprised to see a raccoon and a rainbow after the storm.
Copyright © 2005
- Children with spoken language problems frequently have difficulty learning to read and write, and children with reading and writing problems frequently have difficulty with spoken language. Instruction in spoken language can result in growth in written language, and instruction in written language can result in growth in spoken language (ASHA, 2001).
- 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).
No-Glamour Articulation Cards incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. Retrieved November 2, 2010, from www.asha.org/docs/pdf/PS2001-00104.pdf
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.