Classroom Resources

Some ways to support generalization of sounds

Speech Sounds: Recall that we are helping children with speech sounds, not letter names. Instead of saying “remember to say your ‘r’”, we ask children to “remember your RRRR sound”.

Specific Feedback: Reinforce the student for correct production with specific feedback, for example, “Wow! I like how you remembered to say RRRR in the word run. You must be working very hard to say that sound.”

Point Out the Sound: During activities such as worksheets and oral reading, go over to the student and point out words that contain the sound that he is working on. Underline the target sound and reinforce the student for correct sound production.

Visual Cues: Develop a visual cue with the SLP that you and the student will use to help him think about his speech sound production (ex. Touch your nose or ear).

Keep a Daily List: Have the student keep a daily list of all the words he encounters that contain the target sounds, such as new curriculum-based vocabulary. Send the list home for practice.

Find a Buddy: Pair up the student with another classmate to help practice for few minutes per day. Your SLP will supply words lists or picture cards. This can also be done during oral reading time.

Hot Sheet: Make a “hot sheet” of some key words that have the child’s sound. Maybe your name? A friend’s name? A word that you might use during your day (ex: “library” if the child is working on L)? Make a list of 2 – 4 of these words that are expected to be produced correctly. “Remember, that’s one of your ‘hot sheet’ words, can you try it again?”

Provide recasting in conversation

This is simply giving a clear example with no additional instructions, explanations or demands. When you notice an error involving a sound being worked on in therapy, repeat the word correctly yourself, at least once or twice in the context of the conversation. For example:

Child: That’s a tunny tace.
Adult: Yes, a very funny face. A funny, funny face! I love that funny face. Can you do a funny face?
(You have just modeled a correct F nine times!)

When recasting remember

Avoid Distorting the Sound: Do not distort the sound or word by over-emphasizing it. It is better to draw the sound or word to the child’s attention by saying it repeatedly.

YOU say the sounds: You do not need to ask the child to repeat the word back to you correctly. All you have to do is say the word clearly yourself several times, in a way the child will notice (e.g., as part of a conversation that you are both enjoying).

Let your SLP know of any other tips that you found effective to help the student self-monitor his errors and produce good speech.

https://speech.blogs.sd73.bc.ca/files/2012/09/SLP011-How-Teachers-Can-Help-Students-with-Articulation-Problems-in-the-Classroom.pdf

Comprehension/ Understanding

• Use visuals that can support students in answering

• Provide listening guides or graphic organizers

• Prep the student by providing the questions before the listening or reading activity

• Present choices 

• Repeat the most important information

• Rephrase, simplify

• Pre-teach important vocabulary

• Teach how to ask and answer WH questions

• Teach the student to ask for help, clarification, or repetition

Grammar and Syntax

• Interpret unclear messages (guess!). "Did you say..."

• Corrective modeling. Repeat the message back to the student, emphasizing the correct form (e.g. "Him is funny" - "Oh yes, he is so funny!"

• Support grammar in written and spoken language 

Vocabulary

• Make words interesting and memorable through interactive, fun activities

  • use objects as opposed to pictures

  • incorperate more than one sense (see, taste, touch, hear)

  • use new words in mearningful ways throughout the day

• Use word webs to help form connections to pre-existing knowledge

• Use sorting and matching vocabulary games

• Take time to explicitly teach new words (i.e., don't assume the child will understand a new word based on the context in which it is used)

• Teach basic concepts

https://swcss.ca/wp-content/uploads/2020/10/Universal-SLP-Strategies-2020.pdf