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No-Glamour® Articulation Cards
Ages: 5-11   Grades: K-6

You'll always have a ready-to-go articulation activity with these 400 full-color stimulus pictures (two pictures on each card).

Outcomes

  • Achieve articulation goals for r, r blends, s, s blends, l, l blends, sh, and ch at the word and sentence level
Cards
#35006
$45.95
Add to Cart

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
  • sh
  • ch

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
raccoon, rainbow

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

Components
200 4" x 6" double-sided, coated, picture/stimuli cards; word list cards
  • 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.

References

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.

Author(s)

Barb Truman, Lauri Whiskeyman

Biography

Lauri Whiskeyman, M.A., Ed.S., CCC-SLP, and Barb Truman, M.A., CCC-SLP, are speech-language pathologists who worked with children in preschool through high school before joining the product development team at LinguiSystems.  While at LinguiSystems, Lauri and Barb wrote and edited products, fielded questions from customers, and staffed booths at conventions.  Lauri is currently a speech-language pathologist working with students in preschool through middle school.  Barb is currently enjoying her role as a stay-at-home mom, allowing her to spend precious time with her husband, adopted son, mother, and other family members.

Lauri and Barb are also co-authors of No-Glamour Articulation; 10 Quick-Play Folder Games Associations; 10 Quick-Play Folder Games Associations (Spanish/English); 10 Quick-Play Folder Games Concepts; 10 Quick-Play Folder Games Concepts (Spanish/English); 50 Quick-Play Articulation Games; Scissors, Glue, and Vocabulary, Too!; and Spotlight on Articulation.  Lauri is also author of LanguageBurst, and Barb is also author of Barnaby's Burrow and co-author of The Auditory Processing Game.

Introduction

No-Glamour Articulation Cards contains 200 cards that cover the following phonemes in initial and final positions of words (one-, two-, and three+ syllable words).

The front of each card has two pictures on it, which means you have 400 pictures for articulation practice.  You can use the pictures for flash card drill, or you can use them with the stimuli on the back of the cards.  If you choose to use the stimuli on the back of the cards, your students will have many opportunities to practice the words pictured on the front of the cards.  Students will be able to:

  • say each word
  • answer questions using the target words
  • complete sentences with the target words
  • use the target words in sentences

You'll find lots of uses for these cards as you work to meet your students' articulation goals.