Phonological Awareness/Articulation BUNDLE

Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Phonological Awareness/Articulation BUNDLE
Common Core State Standards
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103 MB|137 pages
3 Products in this Bundle
3 products
  1. Everything you need to create your own Articulation Mirror Station within your therapy room or classroom! Including phonemes and photo models for /m, b, p, w, f, v, th, l, n, d, t, s, z, sh, zh, “j”, ch, y, r, er, g, k, h,/and short vowels Directions for assembly: Use the attached photos to crea
  2. This packet includes: Phoneme Posters with grapheme spelling patterns that include a mouth modeling speech production . Several phonemes contain multiple levels in order to differentiate teaching, allowing for limited or expanded grapheme spelling choices. For example, /k/ Level 1: c, k, -ck; Lev
  3. THE ARTICULATION STATION IS INCLUDED IN THE PHONOLOGICAL AWARENESS/ARTICULATION BUNDLE WITH SPEECH PHOTO MODELS. Please do not purchase this separately if you already own the bundle. If you do not own the bundle, but are interested in the Universal Literacy Based Phoneme Boards and Activity Cards, y
Bundle Description
This BUNDLE includes the following products. You will save over 30% by purchasing the products as a bundle.

Phonological Awareness:Universal Literacy Based Phoneme Boards & Activity Cards

Articulation Mirror Station

Spelling Buddies: Phoneme/Grapheme Posters with Photo Speech Model

I use these products all year long in my therapy sessions! They can stand alone as well as are a great supplement/visual to incorporate into any therapy session for your students working on articulation/phonology goals. Do you have mixed speech/language groups? Research indicates that Phonological Awareness skills are a greater predictor to reading success than IQ. By incorporating these skills into your therapy, you are helping your students carryover learned skills into the academic environment when they are decoding, using spelling patterns during writing tasks and identifying words around them that may contain their target sound (for example, /s/ is more than just "s"). These are a great go-to to incorporate articulation into your language activities in a meaningful way that supports the CCSS. My students and teachers love them. The articulation mirror is a staple in my therapy room that I use multiple times per day as each articulation/mixed goal group enters. The simple process of regularly going through stimulation of each sound in isolation progressing from the front to the back of their mouth has such a profound effect on my therapy treatment. I use it in conjunction with techniques that I learned through Orton Gillingham training (such as differentiating /r/ from /er/) that are supported with a visual support to call attention to the /r/ (barking) and /er/ (growling) sounds while acknowledging their differences in production. Since I have begun using my articulation station to begin each session, I have continually been amazed at how many young students with multiple articulation/phonology errors have acquired /r/ and/or vocalic r while formally targeting other sounds/processes during the rest of their session. This certainly should NOT replace speech therapy by any means, however, as a licensed SLP, it has enhanced my treatment practices remarkably. The Spelling Buddy posters help both classroom teachers during their reading/spelling instruction as well as speech-language pathologists by instructing supporting different spelling patterns of targeted phonemes. For example, "s" could sound like /z/ or "c" could sound like /k/ or /s/ depending upon the word. This helps our speech students with carryover of their articulation skills during reading as well as targets phonological awareness skills to help address the question "Are Susie's spelling errors a reflection of her articulation difficulties?" by bridging the gap with the classroom curriculum.

**Updated 4/22/2017 to include Updated Articulation Mirror

Visit for more therapy ideas and to collaborate with colleagues.

All rights of this product are reserved to the author and remain the intellectual property of Desiree Rusch-Winterbottom, M.A. CCC-SLP. Electronic distribution limited to single classroom use only. Permission to copy for single classroom use only. Duplication or sharing with other co-workers, school systems or posting on any website or blog violates copyright law. By downloading this product you agree to the terms of use. Thank you for understanding.


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