Visual Supports for Articulation Production

Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
Visual Supports for Articulation Production
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18 MB|90 pages
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Product Description
I work with many students who struggle with articulating certain phonemes. Many of these students need visual supports to aid them in understanding when they must produce the specific sound they are attempting to produce. I have created the following visual supports for my articulation students. I have used these supports over the course of the school year, and I'm shocked at how well my students are responding!

Contents:
The following phonemes are included in this download in isolation, initial, medial, and final positions:
/p/, /b/, /m/, /n/, /t/, /d/, /k/, /g/, /f/, /v/, /l/, /s/, /z/, “sh”, “th”, “ch”, /r/
Pages 73-89 provide the same visuals but in a smaller format to allow for easier printing.

Instructions:
• Use the appropriate visual for the phoneme being targeted.
• Isolation: Instruct the student to glide his/her finger along the top of the visual to the bottom of the visual while exaggerating the production of the specified phoneme.
• Use the pictures with the arrows to target productions of phonemes in the initial, medial, or final positions of words. These visuals aid the student in identifying where the phoneme should be produced in the word. He or she should use his/her finger from the top to the bottom of the visual while producing the sound and then should say the rest of the word while dragging his/her finger along the arrow.

Recently UPDATED (3/28/16) to add new consonants:
Stopped consonants are included and also feature a “wind” graphic. The student should be instructed that when he or she has a finger on the object, this is the time to form his or her lips/tongue/etc. in the appropriate manner. The “wind” part should be when the student produces the sound (because most of these phonemes sound like they come from a “burst” of air).

I recently created a blog post that includes two videos of my students utilizing these visual supports. Please visit my blog to view these videos. You can read that post here.

Please be sure to visit Breanna's Speech Blog for more activities and for a peek into my speech room.

Enjoy!

Graphics:
Creative Clips by Krista Wallden
Whimsy Clips

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**Recently updated on 3/28/16 to add /p/, /b/, /t/, /d/, /k/, /g/, /l/, "ch", and /r/ visual supports.**
Total Pages
90 pages
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N/A
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Breanna Allor

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