Phase 1: Developing phonemic awareness
The child and clinician explore the properties of sounds together, how sounds differ from each other, and the importance of these distinctions.
Substitution processes:
Concept level- noisy vs. whisper, long vs. short, front vs. back
Sound level- noises and music instruments are used to demonstrate concepts such as roaring and whisper.
Phoneme level- Sounds that are different are contrasted with one another (stops are contrasted with fricatives)
Word level- minimal pairs are introduced and the child is asked if the sound is long or short, front or back, noisy or whispered.
Syllable Structure processes
Concept level- beginning or end
Syllable/word level- V and CV syllables are introduced with the analogy of a train with or without an engine.
Phase 2: Developing Phonological and Communicative Awareness:
Clinician and child take turns producing minimal pairs. If an incorrect production is made the clinician draws the child's attention to the salient characteristics.
(Bauman-Waengler, 2020)
Preschool aged children
Children with restricted phonetic inventories
Unusual processes such as initial consonant deletion.
Many phonological processes are present
Moderate to severe phonologiccal disorder
(Bauman-Waengler, 2020)
"Metaphon therapy assumes that children with phonological disorders fail to realize the communicative significance of the phonological rule system" (Bauman-Waengler, 2020, p. 372). Metaphon therapy strives to correct this by providing children with information that helps them make their own changes to their speech output (Bauman-Waengler, 2020).
Use this handout to teach the child about the long and short sounds. Ask the child to point to the long or short sound each time you produce it.
www.teacherspayteachers.com/Product/Metaphon-Therapy-Short-SoundLong-Sound-Graphic-5774061