Saturday, January 25, 2014

Classroom Carryover for Speech & Language: Articulation

As SLPs we often worry that the time we give students is not enough. Thirty minutes twice per week? It's just not enough when it stands alone.  Speech and language goals are most likely to be met when carryover is supported at home and in the regular education classroom.

I think you can see where this post is going. Don't run away! I'm not adding something else to your list! I'm just giving you ways you can help support speech and language goals in your classroom by just being cognizant of the goals.

Today I want to share 3 quick ideas for supporting articulation. First, a quick review of articulation in general. Articulation errors are errors in speech sound production. This could be when a child omits the sound (ie: nake/snake) or distorts the sound (ie: wabbit/rabbit). Some errors are developmentally appropriate, but it general most kids should have all sounds by age 8. Your Speech Language Pathologist should have clarified which sounds your student is working on. SLPs use multi-sensory cues to instruct students. We start with the sound by itself, then work on the sound in words, followed by sentences. Reading and conversation are the last levels of mastery.

ONE:: Small group reading. Reading is a great time to work on awareness of sounds. When you are working in small groups with your students, introduce the book or passage to be read. Take a second to remind your speech student that there might be lots of ___ sounds in this book. If you're working on a copied paper, you can have the student highlight their sounds. Gentle reminders that are discrete like a tap on the desk can be used to remind the student without calling a lot of attention to the child's speech.

TWO:: Phonological Awareness/ Rhyming Activities. If you're a primary teacher you're doing a lot of word work on a daily basis. This is one great way to incorporate articulation words. For example, if your student is working on the 'S' sound and your class is targeting rhyming. Take the 'S' pictures cards and ask your student to produce rhymes for those words (SUN/FUN, SING/RING). You can ask your friendly school SLP for articulation cards or download some from TpT.

THREE:: Non-verbal Reminders. Develop a signal with your student to use as a non-verbal reminder. Are they working on the /k/ sound? Your signal could be to touch your throat. Use this as a reminder before he/she speaks to the group. I've also used simple reminders taped to students' desks as reminders. A post it note is a simple solution.

I hope these three simple ideas give you an idea some simple ways to help your student with their articulation goals.

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