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Early Auditory Bombardment Stories for Phonological Processing - The G Book
Ages: 3-7   Grades: PreK-2
"There was a gorilla named Grew who gulped down gallons of brew." Alliteration and target-intense rhymes capture children's interest and focus attention on the "g" sound.


  • Imitate correct production of sounds
  • Replace phonological processes with correct productions
  • Develop listening, rhyming, and alliteration skills
  • Enhance language and articulatory development
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Entertaining characters and interesting language capture children's attention and encourage spontaneous imitation. Twelve reproducible auditory bombardment cards and activities to reinforce the target skill are listed in the book. The pages are coated for extra durability.

You may purchase the books individually or as a 10 Book Set.

The 10-book set consists of:
The B Book
The D Book
The F Book
The G Book
The K Book
The L Book
The M Book
The P Book
The S Book
The T Book

Copyright © 2010

14 8½" x 11" coated pages, follow-up activities
  • Hodson and Paden (1983) purport that intense, repeated, and systematic exposure to multiple examples of phonological targets and contrasts evoke the production of those targets.
  • Hodson and Paden (1991) provide evidence that focused auditory stimulation is effective for very young children or children who are unwilling or unable to produce target sounds.
  • Numerous studies show that auditory bombardment increases lexical frequency and controls phonological input . . . potentially presenting opportunities for children to discover and produce phonological patterns for themselves (Bowen, 1998; Weiner, 1981).
  • Pye, Ingram, and List (1987) found that auditory bombardment facilitated phonological change by increasing the frequency of some targets.


Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd.

Hodson, B., & Paden, E. (1983). Targeting intelligible speech: A phonological approach to remediation. Texas: Pro-Ed.

Hodson, B., & Paden, E. (1991). Targeting intelligible speech: A phonological approach to remediation (2nd ed.). Texas: Pro-Ed.

Pye, C., Ingram, D., & List, H. (1987). A comparison of initial consonant acquisition in English and Quiche. In K.E. Nelson & A. van Kleeck (Eds.), Children's language (175-190).

Hillsdale, NJ: Lawrence Erlbaum. Weiner, F. (1981). Treatment of phonological disability using the method of meaningful contrast: Two case studies. Journal of Speech and Hearing Disorders, 46, 97-103.


Linda Bowers


Linda Bowers has been a speech-language pathologist since 1973 and co-owner, co-founder, and researcher for LinguiSystems since 1977. She loves to cook, travel, and be with friends and family. She is the proud mother and grandmother of a wonderful daughter and two wickedly funny grandsons.


Early Auditory Bombardment Stories for Phonological Processing can be used during almost any focused auditory stimulation activity. They are fun, target-intense stories that capture a child's attention and encourage spontaneous imitation. While young children may not be familiar with some of the vocabulary in the stories, their curiosity will be piqued, thereby inviting a rich teaching experience. You'll notice that the target sounds are in color for ease of reading and stressing the target sounds. If the target sound is in a blend, the blend is also in color, as research shows that target sounds in any context help a child with phonological differences "capture" the uniqueness of a sound. Have fun!   Linda