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If they wish, awardees may display the Speechwoman logo on their winning site, post, page or resource (scroll down for two versions of the logo). Warm congratulations to all Speechwoman's winners, including those whose hard work has "gone" from the Internet! 2023 Sites of the Month January 2022 Sites of the Month December
November October Stansfield J. (2022). Talking points: Oral histories of Australian and British speech-language pathologists who qualified in the three decades after 1945. International Journal of Speech-Language Pathology, 24(6), 573-584. https://doi.org/10.1080/17549507.2022.2032345 September ...after 100 years of randomised controlled trials (RCTs) in education, there has been little consideration of how to ensure an educational intervention will be effective beyond the research trial. The early involvement of professionals and practitioners in the design of educational recommendations is critical to the development of interventions that can be successfully scaled-up. Snowling, M.J., West, G., Fricke, S., Bowyer‐Crane, C., Dilnot, J., Cripps, D., Nash, M., & Hulme, C. (2022). Delivering language intervention at scale: promises and pitfalls. Journal of Research in Reading, 45(3), 342-366. https://doi.org/10.1111/1467-9817.12391 August If critical advances in health behavior theory depend on an iterative process by which theoreticians and interventionists cooperate in the testing and evaluation of theoretical principles, individuals in both camps need to not only recognize the goals and values of each group, but also trust each other's ability to advance our understanding of both theory and practice. July June—25th Anniversary of
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May April March February For years the profession has debated terminology for describing the needs of children with communication impairment, worldwide. Researchers, specialists, clinicians, parents and people with lived experience of the conditions have contributed to these exchanges. The IALP Child Speech Committee has organised a webinar serie, ‘What’s in a name? How should we describe and define speech sound disorder in children and why does it matter?’, to discuss the overlap and distinctions between the label ‘Speech Sound Disorder’ and other closely related terms. See also Panels 1, 3, and 4 Panel 1 - SSD and DLD: Where do they overlap, and where do they separate? Oct, 2021 January 2021 Sites of the Month December November October September SEE ALSO: IMPORTANT UPDATE: Husted et al., 2021a August July June May April March February January
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November (1) recognize when WM difficulties arise; Providing "tailored" learning support, geared to each student with WM difficulties, will optimize their ability to access and participate in rich classroom instruction and interactions, and grasp important opportunities to learn. October is Developmental Language Disorder Month October
16 September Kuppuraj Bishop Study Visit Grants "She became a champion for people with speech disorders and an adjunct professor in the speech pathology department at Ohio State University’s department of speech and hearing science. In 1987, the American Speech-Language-Hearing Association created an award in her honor, known as the Annie, presented annually to someone who demonstrates, as the organization puts it, her 'invincible spirit in building awareness on behalf of those with communication disorders.'"
April March February Retraction Watch provides as EXPLANATION as to why is Jeffrey Beall's list of questionable, scholarly open-access publishers was taken Down. Beall, a University of Colorado, Denver librarian developed and maintained the list from 2008 to 2016. An archived version is in the Wayback Machine. Beall recommended that scholars read the available reviews, assessments and descriptions provided on this helpful and increasingly necessary site, and then decide for themselves whether they want to submit articles, serve as editors, or accept invitations to join editorial boards.The list, with regular updates by an anonymous supporter/enthusiast is now available at https://beallslist.net/. Entries by the new custodian that were not on the original list are at https://beallslist.net/#update. Beall's Criteria for Determining Predatory Open Access Publishers are also available. SEE ALSO Stop Predatory Journals. 2019 Sites of the Month
December November It was launched by Caroline Bowen on October 19, 2019, following Yahoo's announcement that the Yahoo! Groups will be discontinued in their present form. The Yahoo Group that E3BPforSSD replaces was the phonologicaltherapy (phono-tx) group. It ran from November 2001 to December 2019, and had 9,678 members. Its archive contained 25,648 messages ("posts") and a wealth of files and links. If you are a member of E3BPforSSD, you can invite/add other members. This is the URL: www.facebook.com/groups/E3BPforSSD/ October Storkel, H. L. (2018). The complexity approach to phonological treatment: how to select treatment targets. Language, Speech, and Hearing Services in Schools, 49(3), 463–481. September August July
Enjoy this piece, and don't miss the little note below it linking to Stephen's three free-to-download, bottom-up Synthetic Phonics books for parents and teachers. Stephen tweets engagingly from his base in Boston, MA as @ParkerPhonics. Huey, E. (1908). The Psychology and Pedagogy of Reading. Reprinted 1968, Cambridge, MA: M.I.T. Press, p.135. June May April March February January 2018 Sites of the Month December November October
September August Press Release: ASHA Discourages Use of Facilitated Communication, Rapid Prompting Method SAC-OAC, IASLT, and SPA July June May April March February
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SpeechwomanWhat drives Speechwoman as she scours the Internet, month after month, for the BEST Speech-Language Pathology web sites, apparently undeterred by threats of Kryptonite, virus attack and repetitive strain injury? When our fearless cub research assistant posed that question, Speechwoman did not mince words: "I'm inspired by the nicely spoken Man of Steel, the wonderfully composed Clark Kent, and star reporter Lois Lane: she of the impeccable fashion sense and nicely rounded compliment. As Speechwoman I try to combine the best of each of them. And like Ms Lane, I want to be appreciated solely for my intellect and industry: not for the way I look in Lycra®." "Up close, he's the most magnificent figure of a man." "Don't fall for me farm boy, I don't have time for it."
This resource page contains many picture-and-word work sheets intended for use in speech-language pathology intervention. The sheets were made in Microsoft Word, using copyright-free pictures from Microsoft Clip Art and Media, and other sources, and converted into portable document files (pdfs) with Adobe Acrobat. The vocabulary represents (non-rhotic) Australian English pronunciation, and although most of the words and minimal pairs will 'work' in other varieties of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'. SLPs/SLTs and students are invited to use these worksheets and other resources when working with children with speech sound disorders. You are free to save them to your computer, to customize them to suit individual clients and to fit your service delivery model. Restrictions that apply to their use are stated in the copyright notice. Please read this before downloading pdf or pptx filesPlease avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here, and then click on the DONATE BUTTON. On this page you will find worksheets that draw on our knowledge of "systemic" or "complexity approaches", lexical properties, implicational relationships (markedness), the sonority sequencing principle (SSP), phonotactics (metrical stress and syllable structure) and natural phonological tendencies. There are also worksheets for the adjuncts, /sp/, /st/ and /sk/. Go to the Maximal Oppositions (Minimal Pairs) page for maximally opposed / near maximally opposed pairs and related information. Systemic approach / 'Complexity approach'When clinicians apply a traditional approach to treatment target selection their focus is on the phonetic level and the learnability of the individual sound. A systemic approach, or 'complexity approach' to treatment target selection, emphasises phonological restructuring of the sound system (Baker, 2015; Gierut, 2001; Williams, 2006b). Expected or 'predicted' changes, due to generalisation, are system-wide. In a systemic approach, clinicians choose non-stimulable, later developing, phonetically more complex, and linguistically marked sounds, supported by least phonological knowledge. They may also take into account lexical properties in choosing treatment words. ReferencesBaker, E. (2015). The why and how of prioritizing complex targets for intervention. In C. Bowen, Children's speech sound disorders (2nd ed.). Oxford: Wiley-Blackwell, pp. 106-11. Gierut, J. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing Services in Schools, 32, 229-241. Click here Williams, A.L. (2006b). A systemic perspective for assessment and intervention: A case study. Advances in Speech-Language Pathology, 8(3), 245-256. Click here Lexical Properties - Word Frequency & DensityWe can consider lexical properties in choosing treatment words, selecting those that occur with ‘high frequency’ or those with ‘low neighbourhood density’. High frequency words may be desirable treatment-wordsHigh frequency words occur often, e.g., come, go, good, look, one. They are recognised faster by children than low frequency words. Low neighbourhood density words may be desirable treatment-wordsLow neighbourhood density words have 10 or fewer neighbours and are said to reside in sparse neighbourhoods. ExplanationHigh neighbourhood density words are phonetically similar to many other words and have 11 or more neighbours. They are said to reside in dense neighbourhoods. The words in a neighbourhood are based on one sound substitution (e.g., sat to pat, or sat to sit), one sound deletion (e.g., sat to at, or apse to App) or one sound addition (e.g., sat to scat, or back to black). The word ‘bat’ is a high neighbourhood density word. It is in a dense neighbourhood of 40 according to the Washington University Speech Lab Neighborhood Database. The 39 neighbours are: back bad badge bag baht bait ban bang bash bass bast batch bath batteau batten batter battle beat bet bight bit boat boot bought bout brat but cat chat fat gnat hat mat pat rat sat tat that vat. The word 'ship’ is in a neighbourhood of 19 so has 18 neighbours: kip zip sip nip dip gyp rip hip chip lip tip pip sheep shop shape shin shear shill. Children recognise and repeat high-density words slower and less accurately than low-density words which have 10 or fewer neighbours. Also, children name high-density words more accurately than low-density words. This suggests that lexical processing in children entails a high-density disadvantage in recognition and a high-density advantage in production (Storkel, Armbruster & Hogan, 2006). So, in choosing 'treatment words', consider using words that are high frequency OR words that have low neighbourhood density (Storkel & Morrissette, 2002). Word ListsVerbs, Nouns and Adjectives Residing in Sparse Neighbourhoods of <11 (PDF)Low Neighbourhood Verbs (listed in the 1-page pdf above - no pictures)blink block blow bounce bring broke brush bump camp carve change chirp clean climb clip cough count crawl crush cry dance dream dress drill drink drip drive drop dry faint film flap flip frown fry gasp give grab grow growl help honk hunt iron jive join judge jump love march pinch plant point push quack scan scold scream shrug ski skid skip smash smell smile snap sneeze snooze snore snort speak speed spell spend spill spit splash splat spray spread spy squash squawk squeak squeal stand start stay steal step stir stitch stomp stop surf sweat sweep swish swoop thank throw trim trot waltz want wash watch whoosh woof zoom Low Neighbourhood Nouns (listed in the 1-page pdf above - no pictures)ant arch ark arm axe bench blade blind block blood blouse branch breath bridge brooch broom brush bulb bump bunch bush champ child chimp church clamp clasp claw clay cliff clog cloth clove clown club couch crab craft cream crop crow crowd crown crumb crust crutch cube desk dial disk dog drain drawer dress drill drum farm fence five flag flake flame flash flask fleece flex flock flood floor flower fluff flute fog foot frame fridge friend fringe frog front frost froth fruit fudge geese germ gift glass glove glue golf gown grouch knife ground group grub harp hinge hoist ink jazz jewel junk lion lounge lump lunch lamp mask milk month moth mouth mulch mumps noise nurse palm plan plane plant plough plug plum plus pond porch pouch pram prawn price prince print pulse queen quiche quilt choir ramp ranch scab scar scarf school scone scoop score screen screw shark shelf shield shrub chef silk skin skirt skull skunk sky sleeve slice slime slug smock smog smoke snack snail snake snow salt spa space spark speech spice spire sport spring sprout spud square squid staff stag stage stalk stamp star steam steel stem stilt store stork storm stove straw stream street string stripe stump stunt swag swamp swan swarm swatch thatch thief thong thread three throat throne thud thump torch towel track tram trap trash treat tree troll trout trowel truck trunk sty tube tusk twig twin view voice wasp watch web whale wharf wheat wheel whip wolf world worm yolk zinc Low Neighbourhood Adjectives (listed in the 1-page pdf above - no pictures)black brave brown clean crisp cross cute damp dark flash fresh glad good grey huge large old proud quick real sharp short smart small soft strong sweet white Pictures for Low Density Words with Clusters SIWILow Neighbourhood Density Words with Clusters SIWI - 1blade blind block blood blouse branch breath bridge brooch broom brush clamp clasp claw clay cliff clog cloth clove clown club crab craft cream crop crow crowd crown crumb crust crutch drain drawer dress drill drum Low Neighbourhood Density Words with Clusters SIWI - 2 (Complex Clusters)flag flake flame flash flask fleece flex flock flood floor flower fluff flute frame fridge friend fringe frog front frost fruit sleeve slice slime slug smock smog smoke snack snail snake snow swag swamp swan swarm thread three throat throne Low Neighbourhood Density Words with Clusters SIWI - 3glass glove glue grouch ground group grub plan plane plant plough plug plum plus pram prawn price prince print queen quilt choir tram trap trash treat tree troll trout trowel truck trunk twig twin Implicational Relationships (Markedness) and Sonority
Relationships don't always work out, and implicational relationships are no exception. It is worthwhile, however, to experiment with target selection based on the marked properties of phonemes. Markedness is a concept from the study of the sound systems of all natural languages. A marked feature in a language implies the necessary presence of another feature – hence 'implicational relationship'.
Some research suggests targeting MARKED consonants in order to facilitate the acquisition of unmarked ones, or more precisely, targeting marked PROPERTIES of the system in order to facilitate acquisition of unmarked aspects of the system. What this means in practice is that we can target fricatives in order to promote generalizations to fricatives and stops (it does not work in the other direction); we can target voiceless stops to facilitate generalization to voiceless and voiced stops; we can target affricates in the expectation that there will be generalization to affricates and fricatives; and we can target clusters to achieve generalisation to clusters and singletons. Sonority Sequencing Principle (SSP)Sonority is the amount of stricture or ‘sound’ in a consonant or vowel (Roca & Johnson, 1999). Steriade (1990) proposed a numerical sonority hierarchy: a list of phones, ordered according to degree of oral stricture and sound. Most sonorous are vowels (= 0), then glides (=1), liquids (= 2), nasals (= 3), voiced fricatives (= 4), voiceless fricatives (=5), voiced stops (=6) and finally the voiceless stops (=7) are least sonorant.
We prefer to articulate words with a rise and fall in sonority. For example, in 'tramp' we start with the least sonorous segment (voiceless stop /t/) then liquid /r/ with the vowel /æ/ at the peak, then the less sonorous nasal /m/, finally falling to the least sonorous voiceless stop /p/. This comes more ‘naturally’ to us than 'rtapm', for example, even though the segments are the same. This rise-then-fall tendency is called the sonority sequencing principle or SSP. Consonant clusters are more marked than singletons, but are some clusters more marked than others? One approach to classifying two-element consonant clusters according to markedness is to rank them according to their sonority difference scores, using their numerical values from a sonority hierarchy (Ohala, 1999). For example, /kw/ (7 minus 1) has a sonority difference score of 6, whereas /fl/ (5 minus 2) scores 3. Clusters with SMALL sonority differences of 2, 3 or 4 may better promote generalised change to singletons and clusters. Gierut (1999), Gierut & Champion (2001), and Morrisette, Farris & Gierut (2006) provide evidence and target selection guidelines. Pictures: clusters with sonority differences of 2, 3 or 4The more marked 2-element clusters, with low sonority differences are: /sm/ /sn/ 'shr' /fl/ /fr/ 'thr' /sl/ /bl/ /br/ /dr/ /gr/ and /sw//bl/ SIWIblue black blob block bleed blind blade bleep blimp bleach blonde blow /dr/ SIWIdress drum drip draw drink drop drill drive drawer dragon drain drycleaner /fl/ SIWIflower floor flood fly flour flag flute flea float flash flip flat /fl/ vs /sl/ SIWIfling sling flash slash fly sly flag slag flip slip /fl/ vs /sn/ SIWIflake snake, flow snow, floor snore, flip snip, flag snag, flare snare, flap snap, fleas sneeze /fr/ SIWIfree fries frame frock fruit frown frill front fridge fringe friends frond /f/ vs /fl/ SIWIfeet fleet fake flake fat flat /gl/ SIWIglue globe glass glum glad glitch /l/ vs /fl/ SIWIlock flock lie fly lip flip /l/ vs /sl/ SIWIlamb slam lime slime late slate leap sleep lip slip /n/ vs /sn/ SIWInip snip nail snail nag snag snake nought snort /r/ vs 'shr' SIWIrug shrug Rhine shine red shred /r/ vs 'thr' SIWIrush thrush rob throb red thread rust thrust rip thrip row throw 'shr' SIWIShrek shrug shrimp shrine shrike shred 'shr' vs 'thr' SIWIshred thread shrew through shrill thrill /sl/ SIWIslam slow slaw slate slip sleep slime slope sling slide sleeve slice sleigh sleet /sm/ SIWIsmoke smile smart smell smash smog small smoothie smiley /sn/ SIWIsnow snip snail snake snack snug snoop snort sniff snooze /s/ vs /sl/ SIWIsip slip, saw slaw, sew slow, side slide /sw/ SIWIswab swag switch swan swap swim sweep sweat swing sweet 'thr' SIWIthree thrust thread throat throne thrush throw through /w/ vs /sw/ SIWIwag swag witch switch wet sweat weep sweep wheat sweet wing swing Triplets: Near Minimal Pair ContrastsTriplets 1 /s/ vs. /sl/; /f/ vs. /fl/sip lip slip; Sam lamb slam; sew low slow; soup loop sloop; saw law slaw; fake lake flake; fight light flight Triplets 2 Adjuncts vs. voiceless stops; /sl/, /sw/ and /sn/ vs. singletonsteam seam steam; tack sack stack; tick sick stick; sigh sigh sty; tore sore store; ting sing sting; pie sigh spy; pit sit spit; peak seek speak; pine sign spine; pill sill spill; port sort sport; purr sir spur; key C ski; core sore score; cold sold scold; cat sat scat. law saw slaw; loop soup sloop; lamb Sam slam; low sew slow; lip sip slip; wheat seat sweet; wing sing swing; weed seed swede; wet set sweat; well sell swell; nail sail snail; no sew snow; nip sip snip; knees C’s sneeze. Pictures for the 3-element ClustersTargeting the 3-element ClustersPrior knowledge of the second element and the third element is required. The 3-element consonant clusters, /spr/ /str/ /skr/ /spl/ and /skw/ should only be targeted if the child already has the relevant stop (/p/, /t/ or /k/) and the relevant liquid (/l/) or glide (/w/) present in his or her phonemic inventory. For example, if targeting /skw/ the child should have productive knowledge of /k/ and /w/, but does not need to have productive knowledge of /s/. Targeting the 2-element ClustersPrior knowledge of the first element and/or the second element is not required. The 2-element clusters, /sm, /sn/, /fl/ etc. can be targeted irrespective of whether the child has previous knowledge of either or both of the two elements. For example, in targeting /sl/ the child may or may not have previous knowledge of /s/ and/or /l/. /str/, /spr/, /skr/, /spl/ and /skw/ SIWIstrap straw string streak street stripes stream strip strange strobes stretcher strainer sprout Sprat sprig spray sprain spring screw scrum scrap scrub screen script scroll scratch scrub Scrabble scribble scrunchie splash splatter splint Splayd split splice splinter splat splits spleen splendid splurge squad squat square squash squidgy squeegee squire squiggle squirrel squid squabble squatter 3-element vs. 2-element Clusters SIWIstrap trap street treat strip trip strainer trainer spray pray scrum crumb script crypt scrunchie crunchy splatter platter splat plait squad quad squire choir squid quid squash quash Pictures for the Adjuncts /sp/, /st/ and /sk/Note that the adjuncts /sp/, /st/ and /sk/ are not subject to the sonority sequencing principle with respect to generalisation. What this means is, if you target adjuncts the child will learn to say them, but there will likely not be generalisation to the other adjuncts or to the clusters. /sp/ SIWIspy speech spit spot spin spill space spear spine /sp/ SFWFclasp asp gasp crisp grasp rasp /st/ SIWIstool stop steam stork stake stack star stick steel store sty stamp /st/ SFWFwaist nest ghost vest feast west best lost chest burst toast mist /sk/ SIWIski sky school skip skate skirt skunk skull scuba skivvy score scar scat scales scoop skin /sk/ SFWFask desk disk tusk whisk mask /k/ vs /sk/ SFWFdeck desk tuck tusk mark mask ark ask wick whisk /k/ vs /sk/ SIWIkey ski cool school Kate skate car scar core score cat scat coop scoop /p/ vs /sp/ SIWIpeach speech pot spot pill spill pie spy pine spine pit spit paid spade pin spin /t/ vs /st/ SIWItop stop talk stalk tack stack tick stick tore store tool stool team steam take stake /t/ vs /st/ SFWFnet nest vet vest wet west lot lost Bert burst mitt mist wait waist goat ghost feet feast tote toast /st/ vs /sk/ SIWIstool school star scar state skate sty sky stoop scoop store score Phonotactics - Metrical Stress
Iambs / Iambic feetSome children who omit syllables only do so if the word is iambic (WS). For example they can say ‘monkey’ but not ‘giraffe’. Weak syllables tend not to be omitted word finally. Weak syllables are subject to omission, especially if they are word initial, as in “tomato” “potato” “computer” “banana” and “mosquito”. This pattern is exacerbated when an unstressed word is immediately before the iambic word, e.g., “I saw a guitar” (WSWWS). For carrier phrases, it is easier for the child to say the iambic word without omitting the weak (first) syllable if you make the phrase iambic (WSWSWS): ‘I saw a big guitar’, ‘I heard a loud guitar’, ‘I had a toy guitar’, ‘I want a new guitar’. Pictures for Spondees / Spondaic feetFor children who only produce monosyllables one way to help them to produce 2-syllable combinations is to focus on reduplicated spondees. Spondeeschoo-choo tutu pawpaw bye-bye Coco dodo Toto Noo-noo cha-cha yoyo Bobo mumu La-La weewee tomtom bonbon Tintin Bambam Phonological Tendencies and TrocheesWhen working on extending the number of syllables a child can say, or in working on sequencing the syllables in polysyllabic words and word combinations, it can be helpful to start with trochaic sequences. This is because there is a natural tendency for children to find them easier to say. A trochaic foot, or trochee, has a strong syllable followed by a weak syllable. In the following sets of pictures and words each image is associated with a sequence of two trochees (STRONG weak STRONG weak) like CAmelRIder (camel rider) and WAterMElon (watermelon). As the child grows in confidence and can say a good selection of trochaic words, gradually introduce new long words that are not trochaic, e.g., alphabet, America and dinosaur. Pictures for trocheesTrochees 1helicopter, locomotive, caterpillar, watermelon, kookaburra, motorcycle, grand piano, alligator, mashed potato, Easter Bunny, creepy crawly, cheeky monkey, clever puppy, birthday present, picking apples, big banana, camel rider, ballerina, taxi driver, soccer player, under water, hula dancer, television, Humpty Dumpty, finger painting, escalator Trochees 2letterboxes, tiger lily, very windy, scary monster, service station, stripy tiger, hungry kitty, cosy jacket, clever lady, aviator, tractor driver, unicycle, shopping basket, stacking boxes, supermarket, calculator, shopping trolley, nice tomatoes, laundry basket, rubber duckie, pillowcases, dictionary, competition, excavator, chocolate crackles, agapanthus, Persian carpet, Cookie Monster, grand piano, tiny pencil Trochees 3pencil sharpener, birthday candles, tape recorder, suit of armour, asthma puffer, graduation, Viking helmet, Hello Kitty, pressure cooker, motor scooter, airline pilot, ballroom dancing, table tennis, ten pin bowling, table tennis, exercising, scuba diving, entertainer, ballerina, hula dancer, opera singer, film director, portrait painter, carpet layer, fortune teller, respirator, coffee maker, vacuum cleaner, concertina Trochees 4ukulele, movie camera, tennis player, toilet paper, salad sandwich, bunch of roses, fortune cookie, apple blossom, window cleaner, paper hanger, teeter totter, vaccination, milk and cookies, bunch of daisies, station wagon, music teacher, salad dressing, taxi driver, glass of water, education, swimming lesson, synthesizer, stormy weather, consultation, swimming teacher, exclamation, animation, plastic bottle, four-leaf clover, end of freeway Phonotactics - Final Consonants (Codas)Final Consonant Deletion / Deletion of CodaMost consonants are mastered first SIWI. The exceptions are velars and fricatives which are mastered first SFWF. English has a LOT of final consonants, the most prevalent of which are velars, fricatives and voiceless stops.In typical development, children produce codas (final consonants) more often after short (lax) vowels. When working on eliminating Final Consonant Deletion choose words like bus, check, cop, rather than base, choke, keep where the vowel is long (tense). At first, credit any final consonant, building on what the child already has in his or her inventory. If possible, select words with ‘favoured’ (in the language) final consonants: i.e., fricatives, velars and voiceless stops. Wordlist and Pictures and Words for FCDFinal fricatives, velars and voiceless stops with short vowels - words (no pictures)Fricativesmiss mess mass bus moss bus kiss guess gas fuss boss fuss Liz says jazz buzz Oz buzz fizz Des has fuzz was fuzz whiff eff gaffe cuff cough cuff biff chef graph tough off tough live rev have dove of dove give Bev Rav glove Dov glove wish mesh cash rush posh rush dish flesh mash hush wash hush Velarspick peck pack tuck lock tuck wick neck back luck knock luck fig peg wag bug fog bug twig beg bag mug log mug wing bang bung song bung sing fang rung long rung Voiceless Stopszip yep nap cup top cup dip Shep lap pup pop pup mitt net bat nut hot nut hit pet pat hut dot hut wick neck yak luck wok luck sick deck pack buck sock buck Pictures and words: Final fricatives with short vowelsmiss kiss Liz fizz whiff biff live give wish dish mess guess says eff rev chef mesh gas mass jazz Rav cash bus cuff buzz dove rush wash cough mash posh of moss boss Oz glove Pictures and words: Final velars with short vowelspick wick fig twig wing lick sing peck neck peg beg pack back pack wag bag bang fang tuck luck bug mug bung rung lock knock fog log song pig book buck wok gong king long Pictures and words: Final voiceless stops with short vowelszip dip mitt hit wick sick yep Shep net pet neck deck nap lap bat pat yak pack cup pup nut hut luck buck hot dot wok sock Pictures and words: Final /k/ and /t/ with the short vowel /ʊ/ in CVCs and CCVCsbook look crook cook brook chook nook took rook sook hook shook foot put soot crook Near Minimal Pairs FCD 2006 Small Picturesbee beet bee beach pie pipe Sue suit “C” seat row road buy bike buy bite chew choose bee beak cow couch sew soak ray rain ray race why wine why white why wife why wise weigh wake weigh wait lay lake lay late lay lane lay lace lay lame lie like lie light lie line lie lime tea tease tea team rye rice tray train purr purse hoe hose car calf car card chore chalk four fork shoe shoes scar scarf Pictures and Words: Near Minimal Pairs (FCD) go-goatgo goat bow boat dough dome hoe hose throw throne row road no nose toe toad Phonological Tendencies and ReduplicationIn working to eliminate reduplication capitalise on the natural phonological tendency for toddlers to produce /i/ as the second vowel ov a CVCV word or babble. Note also that alveolars tend to co-occur in the language with high front vowels. Choose, as therapy targets, words such as pretty, itty-bitty, daddy, tidy, pussy, messy, busy, easy funny, bunny, silly and billy. Pictures & Words for Eliminating Reduplication1-syllable words with Alveolars and High Front Vowels; 2-syllable words with alveolar + /i/1-syllablesit knit feet seat kid lid bead read kiss hiss geese piece fizz his bees cheese bin pin bean queen drill hill seal wheel 2-syllablespretty spotty muddy teddy messy pussy busy dizzy funny sunny frilly silly Pictures and Words for children who only produce monosyllablesThe reduplication worksheets above can also be used to encourage two-syllable combinations. Spotty SnapUse the 2-syllable words on the "spotty snap" sheets above to help children who find it difficult to produce >1 syllable (i.e. those who only produce monosyllables). Try /iː/ following a CVC word where both consonants are alveolars – Ted/teddy, etc. In extending this try to use words with a short vowel in the first syllable. Then try /iː/ following a CVC word where only the second consonant is an alveolar puss/pussy, etc. Ted teddy, sun sunny, Dad Daddy, Sis Sissy, Nan Nanny, puss pussy, mess messy, fun funny, mouse mousie, goose goosie, kiss kissy, rat ratty, bird birdie, rain rainy, bud buddy; pretty muddy busy dizzy frilly silly; Spotty Snap Game (larger pictures on two pages); Spotty Snap Game (smaller pictures on one page); final and within word alveolar word lists Backward Build-ups for teaching long wordsBackward build-ups have long been used used in ESL and teaching (and in teaching children and adults other languages too). Velleman (2003) advocates backward build-ups as a therapy technique for multi-syllabic words, especially with children with CAS. You start with as much of the end of the word a child can say. This might even be ALL of the word except the first syllable. Here are four examples.
Successive Approximations (Progressive Approximations)Successive Approximations (also called Progressive Approximations) involve a shaping technique in which the child is taught to use syllables he or she can pronounce in order to produce an intelligible but not-quite-perfect version (an approximation) of the target word or phrase. In the following example, Max, who was unable to produce /r/ was taught to say Leura Public as "Loowa Public". How Max learned to say "Leura Public" (Slide Show)Can't open the ppsx slide shows? Go to Slide Show Help The sheets were made in Microsoft Word, using copyright-free pictures from Microsoft Clip Art and Media and converted into portable document files (pdfs) with Adobe Acrobat. The vocabulary represents (non-rhotic) Australian English pronunciation, and although most of the words and minimal pairs will 'work' in other dialects of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'. SLPs/SLTs and students are invited to use these worksheets and other resources when working with children with speech sound disorders. You are free to save them to your computer and to customize them to suit individual clients and to fit your service delivery model. Restrictions that apply to their use are stated in the copyright notice. Please read this before downloading pdf or pptx filesPlease avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here, and then click on the DONATE BUTTON. On this page you will find pictures and words for vowel minimal pairs, singleton consonant and consonant cluster minimal pairs, and near minimal pairs. Word lists without pictures are here and here. How many exemplars?There are many pictures to choose from here, but in selecting target words for phonological therapy it is definitely not a case of 'more is better'. Elbert, Powell and Swartzlander (1991) found that they could teach as few as 3 to 5 minimal pairs in order for over half of their 19 participants, aged 3;6 to 6;8, to show spontaneous generalisation to other words containing the target sounds. ABSTRACT Elbert, M., Powell, T. W., & Swartzlander, P. (1991). Toward a technology of generalization: How many exemplars are sufficient? Journal of Speech and Hearing Research, 34, 81-87. Vowel Minimal PairsThere are vowels in words here at the foot of the page bait-bat bay-buy K-cow beer-bee oil-owl boy-buy rye-row cat-cart
la-lie soy-saw soy-sea bored-bird hurt-heart bite-bat cot-cut (2011) cot-cut (2017)
deck-duck pet-put hat-hut ship-sheep tin-ten bed-bad There are vowels in words here at the foot of the page Consonant Minimal PairsSingleton ContrastsAffrication (Affricate replacing Fricative); Deaffrication (Fricative replacing Affricate) 'ch' vs 'sh' SIWI 'ch' vs /s/ SIWI 'sh' vs 'ch' SFWF (3) pages and 1 page of 'sh' SFWF 'sh' vs 'ch' SFWF Six-Pix
'sh' vs 'ch SFWF Six-Pix 'sh vs 'ch' SFWF Six-Pix Context Sensitive Voicing (Pre-vocalic Voicing) /p/ vs /b/ SIWI /p/ vd /b/ SFWF /t/ vs /d/ SIWI
/t/ vs /d/ SFWF /k/ vs /g/ SIWI
/k/ vs /g/ SFWF See affricate and fricative cognates below under "V" for Voiceless vs. Voiced; and word final devoicing under "W". Denazalisation (Stop replacing Nasal)
/m/ vs. /b/ SIWI /n/ vs. /d/ SIWI Gliding of Affricates (Glide replacing Affricate) /w/ vs. ch SIWI /w/ vs. dg SIWI /j/ vs. ch SIWI /j/ vs dg SIWI Gliding of Fricatives (Glide replacing Fricative) /j/ vs. sh SIWI /j/ vs. /s/ SIWI /w/ vs. /s/, 'sh' and /f/ SIWI Idiosyncratic Processes /k/ vs. /h/ SIWI /g/ vs. /h/ SIWI /h/ vs. /s/ SIWI /h/
vs. 'sh' SIWI Liquid/Glide Simplification /l/ vs /j/ SIWI /l/ vs /n/ SIWI /l/ vs /r/ SIWI /l/ vs /w/ SIWI /r/ vs /w/ SIWI Palato-Alveolar Fronting /s/ vs 'sh' SIWI /s/ vs 'sh' SFWF Stopping of Affricates (Stop replacing Affricate) 'dg' vs /d/ SIWI 'dg' vs /g/ SIWI 'dg' vs 'd' SFWF
'ch vs /t/ SIWI 'ch' vs /t/ SFWF Stopping of Fricatives (Stop replacing Fricative) /p/ vs /f/ SIWI /p/ vs /f/ SFWF /b/ vs /f/ SIWI /b/ vs /f/ SFWF
/t/ vs /s/ SIWI /t/ vs /s/ SFWF
/d/ vs /s/ SIWI /d/ vs /s/ SFWF /t/ vs 'sh' SIWI /t/ vs 'sh' SFWF /d/ vs 'sh' SIWI /d/ vs 'sh SFWF /v/ vs /b/ SIWI /z/ vs /d/
SIWI /d/ vs /z/ SFWF Velar Fronting (Alveolar replacing Velar); Backing (Velar replacing Alveolar) /k/ vs /t/ SIWI /k/ vs /t/ SFWF /d/ vs /g/ SIWI
/d/ vs /g/ SFWF /n/ vs 'ng' SFWF
minimal triplets /n/ vs 'ng' vs 'nk' Voiceless vs. Voiced Affricates 'ch' vs 'dg' SIWI
'ch' vs 'dg' SFWF Voiceless vs. Voiced Fricatives and other Fricative Pairs (Fricative replacing Fricative) /f/ vs. /s/ SIWI /f/ vs. /s/ SIWI (small pictures) /fl/ vs. /sl/ SIWI /f/ vs. /s/ SFWF /f/ vs. /v/ SIWI
/f/ vs. /v/ SFWF /f/ vs. /v/ SIWW /s/ vs. /z/ SIWI
/s/ vs. /z/ SFWF /s/ vs. /z/ SIWW th vs. /f/ SIWI
th vs. /f/ SFWF th vs. /s/ SIWI Weak Syllable DeletionFind polysyllabic words on the Lexical Properties and Prosody page. Word Final Devoicing word final devoicing: stops, fricatives, affricates /f/ vs. /v/ SFWF /s/ vs. /z/ SFWF 'ch' vs 'dg' SFWF Cluster Contrasts (cluster vs. cluster) /fl/ vs. /sn/ Cluster Pairs
/r/ cluster vs. /l/ cluster Cluster Pairs /tr/ vs. /kr/ Cluster Pairs /sl/ vs. /sn/ Cluster Pairs Near Minimal PairsCluster Reduction / Cluster Simplification SIWI Near Minimal Pair (CR) /n/ vs. /sn/ Near Minimal Pair (CR) 'sh' vs. /sn/ Near Minimal Pair (CR) /s/ vs. /sn/ Cluster Reduction / Cluster Simplification SFWF Near Minimal Pair /k/ vs /sk/ Near Minimal Pair /s/ vs /st/
Near Minimal Pair /t/ vs /st/ Final Consonant Deletion / Deletion of Coda Near Minimal Pairs FCD 2006 Small Pictures Near Minimal Pairs (FCD) go-goat Initial Consonant Deletion / Deletion of Onset Near Minimal Pairs ICD 2009 Medium Pictures 18 Pages
Initial Consonant Deletion: /s/ and /f/ [New 2015 Thank you Stacy Fietz for the idea]
Near Minimal Pairs ICD 2008 Activity for Initial Consonant Deletion Words with no final consonant - CV, CCV and CCCV words CV words for rhotic varieties of English CV words for non-rhotic varieties of English
CCV Words CCCV Words Words with no initial consonant - VC words VC Words (1) - small pictures VC Words (2) VC Words (3) for rhotic varieties of English Words with the same first and last consonant - CVC words
"Palindrome Words" - same first and last consonant in CVCs *‘Cork’, ‘church’ and ‘George’ are CVCC words (i.e., not CVC words) in rhotic varieties of English Which of the following shows caroline making an effort to make her speech memorable?Which of the following shows Caroline making an effort to make her speech memorable? Caroline decides to repeat some of the main takeaways from her research several times throughout the course of her speech. After writing a few early drafts, Caroline is confident she has narrowed her presentation's focus.
What are three methods speakers can use to avoid abstractions in informative speeches?What are three methods you can use to avoid abstractions in your informative speech? Descriptions, compare and contrast. What does it mean to say that informative speakers should personalize their ideas?
Which techniques help you avoid abstraction in your speeches?Your textbook recommends comparison and contrast as ways to avoid abstractions in an informative speech. Research shows that using personal terms such as "you" and "your" in an informative speech can increase listeners' understanding of the speaker's ideas.
In which of the following scenarios does Janet organize a speech from broad points to specific points?In which of the following scenarios does Janet organize a speech from broad points to specific points. Janet decided to first discuss race relations in Europe at the time Shakespeare wrote Othello, and each example of racism in the play.
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