Driving for /s/ Blends I am working with several students on fully pronouncing words and curbing cluster reduction. I had a hard time getting one of my pre-K students motivated to practice his /s/-blends, so I needed a way to get him excited about our articulation drills. Since this little guy is very ... Glimpses
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Glimpses  |   February 01, 2015
Driving for /s/ Blends
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Speech, Voice & Prosodic Disorders / School-Based Settings / Glimpses
Glimpses   |   February 01, 2015
Driving for /s/ Blends
The ASHA Leader, February 2015, Vol. 20, 8. doi:10.1044/leader.GL.20022015.8
The ASHA Leader, February 2015, Vol. 20, 8. doi:10.1044/leader.GL.20022015.8
I am working with several students on fully pronouncing words and curbing cluster reduction. I had a hard time getting one of my pre-K students motivated to practice his /s/-blends, so I needed a way to get him excited about our articulation drills. Since this little guy is very passionate about cars, I dug out my old micromachines and placed them on the worksheet (they happen to fit perfectly onto the pictures of our target words).
For each word, the student “drove” the car for the length of a highlighted line at the bottom of the page as he made the /s/ sound. When the car arrived at the star sticker, this was his cue to say the remainder of the word (“sss...poon”).
I’d never gotten this many productions out of my student and now he always asks to play with the “tiny cars” again! (The strategy with the highlighted line and sticker also lends itself well to working on final consonant deletion.)
About me: Since graduating from California State University, Sacramento, in 2010, I have been working as a school-based SLP. I serve students in grades pre-K through 5, and wouldn’t trade my job for any other career. My favorite part of being an SLP is that we have so many opportunities to be creative! In my free time, I like to blog, sharing treatment ideas and product reviews with fellow SLPs, at wordwonderspeech.blogspot.com.
@ophiael Viola Dean
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February 2015
Volume 20, Issue 2