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Spotlight on Articulation R
Ages: 5-10   Grades: K-5

Always have an activity for the r sound ready with these lively, pick-up-and-use activities!  The activities are easily adapted for various levels of difficulty, giving students lots of fun ways to practice.

Outcomes

  • Successfully articulate r in syllables, words, sentences, and storytelling
Book
#31804
$14.95
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** This is a Cloud E-Book that is accessible from any device with Internet access. .

The stimulating lessons give students plenty to talk about and feature:

  • articulation of r in all positions in words and in a variety of phonetic contexts
  • reproducible pages with a wide variety of interactive learning formats: mazes, rebus stories, sentence fill-ins, picture scenes, story sequencing, games, and more
  • lighthearted art to capture children's attention
  • activities arranged in a hierarchy of difficulty
  • tips for sound production and a progress chart

You may purchase Spotlight on Articulation R individually or as part of the 6-book Spotlight on Articulation set.  The 6-book set consists of:

Spotlight on Articulation CH

Spotlight on Articulation K/G

Spotlight on Articulation L

Spotlight on Articulation R

Spotlight on Articulation S

Spotlight on Articulation SH

 

Copyright © 2006

Components
40 pages, progress chart

According to the Clinical Guidelines of the Royal College of Speech & Language Therapists (www.rcslt.org/resources, 2005) and the Preferred Practice Patterns of The American Speech-Language-Hearing Association (www.asha.org/members/deskref/journals/deskref/default, 2004):

  • Acquiring effective spoken language involves the development of a range of processing skills, which utilizes multisensory information and the development of phonology and articulation.
  • Speech sound intervention should focus on improvement of speech sound discrimination and production.
  • Speech sound intervention should include general facilitation of newly-acquired articulation and/or phonological abilities to a variety of speaking, listening, and literacy-learning contexts.

Spotlight on Articulation R incorporates the above principles and is also based on expert professional practice.

Author(s)

Barb Truman, Lauri Whiskeyman, Margaret Warner

Biography

Barb Truman, M.A., CCC-SLP, is a speech-language pathologist who worked with school-age children before joining the product development team at LinguiSystems.  While at LinguiSystems, Barb wrote and edited products, fielded questions from customers, and staffed booths at conventions.  She 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 Whiskeyman, M.A., Ed.S., CCC-SLP, is a speech-language pathologist who worked with school-age children before joining the product development team at LinguiSystems.  While at LinguiSystems, Lauri wrote and edited products, fielded questions from customers, and staffed booths at conventions.  She is currently a speech-language pathologist working with students in preschool through middle school.

Margaret Warner is a freelance artist in Bettendorf, Iowa, who began illustrating for LinguiSystems in 1988.  Her art appears in hundreds of LinguiSystems products.

Barb, Lauri, and Margaret have authored and co-authored several LinguiSystems publications.

 

Introduction

You can never have too many materials—especially for articulation practice! It takes a lot of practice to change a student's articulation patterns.  The goal of the Spotlight on Articulation series is to provide lots of fun practice across many levels (e.g., syllable, word, sentence).

In Spotlight on Articulation R, you'll find worksheets with pictures, words, sentences, and engaging activities (e.g., mazes, tic-tac-toe, games, rebus stories, fill-ins).  We have used a variety of words to allow for practice in many different phonetic contexts.  To give students more practice per word, have them repeat the word a specific number of times or do the activity page a second time.

The activity sheets are designed to be pick-up-and-use ready.  They are arranged in a hierarchy by word position, but you can start wherever you wish and pick and choose the pages that suit your student's level of performance.  A progress chart is included to help track your student's progress.

The syllable activity sheet is versatile enough to work on the target phoneme in all positions.  Have the student trace the line from the consonant phoneme to the vowel as she says the syllable (e.g., "ro").  For final position practice, have the student start at the vowel and trace the line to the consonant phoneme (e.g., "or").  For medial practice, the student starts at the vowel, traces the line to the consonant phoneme and then back to the vowel while phonating (e.g., "oro").  The vowels can represent long or short vowel sounds as needed for practice.

 

Tips for Production*

To produce the /r/ sound, the back lateral portions of the tongue need to touch the back sides of the palate.  Teeth are slightly apart, the soft palate is raised, and the vocal folds vibrate.

  • Have the child pull back her tongue and close her jaw until her teeth almost touch.  Ask her to push the sides of her tongue into her molars.  Then have her say "oo" as in book.  Have the child try this with the tongue tip up and then down.
  • Have the child make a tongue bowl, close her jaw until her teeth almost touch, and say "oo" as in book.
  • Have the child make different sounds to produce an /r/ sound such as a rooster crowing ("rr-rr-rrrr"), a race car ("rrrrrrrrr"), and an animal growling ("grrrr").
  • Some children can produce an /r/ in one or more phonetic contexts.  Experiment with words with initial /r/ blends (e.g., /dr-, gr-, tr-/) and use the context in which the child correctly produces /r/ as the starting point.
  • Eliminate lip rounding (e.g., "rwa" for "ra") by placing your thumb and index finger on the corners of the client's lower lip.  Have her say "er" or "ra" while looking in a mirror.  The pressure from your fingers prevents lip rounding.

We hope your students enjoy these activity sheets as they practice their /r/ sound.

Barb, Lauri, and Margaret

*adapted with permission from Plass, B. (2002). SPARC R and S. East Moline, IL: LinguiSystems, Inc.