Successfully train seven vocalic /r/ contexts with a variety of elicitation techniques, creative practice activities, auditory stimulation, and humor.
- Successfully articulate vocalic /r/ sounds in isolation; syllables; initial, medial, and final position of words; phrases; sentences; and in guided conversation
This comprehensive, systematic program includes:
- deep tests of "r," vocalic "r," and oral motor skills
- 24 ways to elicit "er"
- auditory stimulation exercises
- activities adaptable to word, phrase, and sentence level
- numerous practice opportunities on each page
- age-appropriate vocabulary
- IEP goals
- carryover activities including puzzles, riddles, barrier games, and other games
The activities are designed for easy measurement of progress. Most of the lessons have a "challenge" exercise. Children enjoy practicing and telling the "r" loaded jokes interspersed throughout the activities.
Train production of vocalic /r/ in these contexts:
- stressed "er" (bird, nurse, circle)
- unstressed "er" (dinner, washer, singer)
- "ar" (army, car, alarm)
- "air" (arrow, square, canary)
- "ear" (ear buds, sphere, cheerful)
- "ire" (Irish, umpire, siren)
- "or" (Oregon, score, fourteen)
- "rl" (coral, girl)
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- Speech-sound intervention should include assessment, discrimination, and production. Treatment should facilitate generalization of newly acquired skills to a variety of listening, speaking, and literacy-learning contexts (ASHA, 2004).
- Speech-sound intervention should facilitate correct productions across word positions and linguistic units (Bernthal & Bankson, 2004).
- Impairment in phonology and speech production impedes the development of effective communication, language, and/or speech (Taylor-Goh, 2005).
- One of the most frequently misarticulated sounds is /r/. Many researchers have addressed the variability of the /r/ phoneme and the need to consider the various allophones in assessment and intervention (Curtis & Hardy, 1959; Shine, Downes, & Denning, 1982; Pollock, 1991; Ristuccia & Aldridge, 2007).
Vocalic R To Go incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology [Preferred Practice Patterns]. Retrieved June 3, 2009, from www.asha.org/policy
Bernthal, J.E., & Bankson, N.W. (2004). Articulation and phonological disorders. Boston: Allyn and Bacon.
Curtis, J., & Hardy, J. (1959). A phonetic study of misarticulation of /r/. Journal of Speech Hearing Research, 2, 244-257.
Pollock, K.E. (1991). The identification of vowel errors using traditional articulation or phonological process test stimuli. Language, Speech, and Hearing Services in Schools, 22, 39-50.
Ristuccia, C., & Aldridge, M. (2007). [Effectiveness of a phonetically-consistent treatment program for /r/ articulation disorders in elementary school children]. Unpublished raw data.
Shine, R., Downes, M., & Denning, S. (1982). The 10 phones of /r/: Implications for assessment and treatment. Presentation at the annual conference of the North Carolina Speech-Language-Hearing Association, Wilmington, NC.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.