These quick print-and-go Articulation Brick Builders worksheets are a great way to get tons of practice into your speech sessions. Each page targets initial-medial-final sounds on the SAME page for maximal carryover and generalization on sounds. This was designed with the Principles of Motor Learning in mind - so that you can integrate variable (vs. constant) and random (vs. blocked) practice. With 18 targets per page and colorful pacing boards for drills and high intensity, it can be easy to achieve those high repetition rates.
Students can place bricks/blocks/Lego on each building brick and see if they can say all of their sounds and ‘finish’ the wall. Black and white copies mean that students can color them in and take home for practice.
To help provide meaningful feedback, colorful building themed Feedback Cards are provided to use flexibly in therapy with phrases such as ‘Did you forget something?’, ‘Can you fix it?’ and ‘Put down 5 more good sounds’. An achievement page is also included so that you can make comments and use behavioral reinforcement for therapy successes such as ‘I made sentences all by myself’ and ‘I got ten in a row’. It’s a lovely little empowerment and your kids can try to ‘collect’ all of the achievements.
✅ -- Sounds included: K, G, F, V, S, S BLENDS, Z, L, L BLENDS, SH, CH, J, R, R BLENDS, TH.
✅ -- Two pages per articulation sound all containing different images. Each page contains • 6 targets in initial, 6 targets in medial and 6 targets in final position (for a total of 12 pictures per position or 36 pictures)
✅ -- Black and white worksheets for quick print-and-go
✅ -- 5 Color Pacing Boards for Drills to get more repetitions
✅ -- 12 Color Feedback Cards
✅ -- 16 Color & Black+White Achievement Bricks
✅ -- Achievement Page to stick and collect your Achievement Bricks on
I love making creative resources that push kids to get in tons of practice while being fun and motivating. If you are looking for more ideas for your articulation students:
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Rebecca Reinking is an SLP who works privately with children who have speech sound disorders. She has a particular interest in phonological interventions and strives to connect and collaborate with speech scientists to bridge the gap between research and clinical practice.
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