Speech Language Illustrated

Narrative intervention has been shown to be an effective intervention for children who have language delays and disorders. Working on Narrative development supports academic abilities such as reading comprehension and writing skills, along with providing social benefits such as being able to share personal stories with others. This resource aligns with the current research on best practice for teaching narrative skills to children. It contains: Story grammar icons (cards and flips)Storyboards (p

Embedded picture mnemonics are more effective for teaching children letter sounds than alphabet pictures which are not embedded in the letter shape (Kilpatrick, 2015). Teachers must take care to ensure that children’s phonemic awareness skills are also being supported when introducing the embedded picture mnemonics, as the images are not likely to be effective for children who cannot yet segment sounds (i.e. identify that the vowel sound in train is “ay”). The images provided in this resource co

Embedded picture mnemonics are more effective for teaching children letter sounds than alphabet pictures which are not embedded in the letter shape (Kilpatrick, 2015). Teachers must take care to ensure that children’s phonemic awareness skills are also being supported when introducing the embedded picture mnemonics, as the images are not likely to be effective for children who cannot yet segment initial sounds (i.e. identify that the first sound in cat is /k/). The images provided in this resour

Description:This resource contains questions designed to elicit the r, l, s, z, ch, j, k, g, th, and sh sounds. During speech therapy, many children struggle with generalization of skills from structured sound practice, to less structured storytelling or conversational tasks. These cards are designed to be used as a “bridge” between structured practice and conversation. The cards have no “specific” answer, however it is likely that the child’s sound will be included in the answer. You might like

The core purpose of this resource is to target regular third person singular, which is used accurately by typically developing children by around 26-46 months of age (Brown, 1973). The first group of cards target the verb without an object e.g. “she scrubs”. At least two examples of how an action can be completed are provided per “card” so that the adult can first model the form, and prompt the child to produce the second form. Sentence completion can be used for prompting e.g. “Mmm, I wonder ho

Description:Most children start to develop their use of pronouns in early childhood (around 2.5 years), and they are typically accurate by 5 years of age. Some children require additional support in understanding and using pronouns with both the gender and grammatical aspects. Product Includes:Resources for 3rd person singular and plural pronouns in the subjective and objective cases along with possessive pronouns and possessive adjectivesFlashcards, cut and paste activities, worksheetsFormat: P

Research from Gonzalez-Frey and Ehri (2020) indicates that continuous phonation is more effective than segmented phonation when teaching young children to read. This simple visual starring Dogtor Hugo can be used to support young children to sound out their words with “smooth sounds” (continuous phonation – where one sound blends into the next) rather than “jumping sounds” (segmented phonation). Format: PDF Pages: 3

There are approximately 44 sounds in English, with a slight variation in numbers based on accent. The sound cue cards provided are appropriate for speech sound cues to use in therapy for Childhood Apraxia of Speech, and other speech sound delays/disorders. The sound cards are also appropriate for literacy instruction in schools, or in the 1:1 setting. Each phoneme is represented by a well thought out illustration which relates to the sound and has word level examples. For example, the image for

Description:Verbs are central to sentence construction. To progress past the 1-2 word level of communication (e.g. ball, my ball), you need verbs. Verbs can be difficult things to understand and teach for several different reasons which are outlined in this product. If a child is experiencing difficulties with language, it is likely they will have a reduced repertoire of verbs. This resource contains 64 illustrated verb cards which are labelled and grouped by their Semantic Meaning Relation cate

This resource is ideal for teaching a range of food and drink vocabulary and categorisation skills. Category activities are provided from easy (e.g. foods/drinks) to advanced levels (e.g. fruit, vegetables, meat, dairy, grains – healthy vs unhealthy foods). This pack contains: Flashcards for 114 different foods/drinksCategory displays for taste, texture, food group, health, like/dislike, time of day for eating, and place (fridge/pantry).9 “odd one out” activitiesTwo characters to feed (a monster

Description:As children develop their language, they elaborate their noun phrases by adding more information in the form of articles (a/the) and adjectives (describing words). They may start with “dog” then move to “a dog”, and eventually move into adding describing words “a fluffy dog”. Many children who have difficulties with language fail to understand and produce adjectives. In addition to this, the subtle nature of articles often goes unnoticed, and needs focused teaching. This resource was

Description:Many children who have speech and language difficulties also present with poor phonological awareness. Phonological awareness skills have long been associated with literacy outcomes, with good phonological awareness skills promoting later success in reading. Direct phonological awareness instruction can enhance literacy skills in this population. This pack includes activities around rhyme, syllables, and phonemes (individual sounds) with each subsection arranged in approximate order

Description:This resource contains images that can be used to teach children to articulate different word shapes e.g. consonant-vowel words, all the way through to s-blends and multisyllabic words. This pack is ideal for working with children who have Childhood Apraxia of Speech. Transition pages are provided to help children move from simplistic word shapes to more complex forms. Both speech cards and no prep target pages are included in this pack. Product Includes:CV/VC cardsCVC cardsCVCV card

Using regular past tense endings can be a significant challenge for some children. Regular past tense endings are often subtle, and the reason for the use of the particular ending is often not explicitly taught. English speaking children who have difficulties with grammar often omit regular -ed endings e.g. “I walk (ed) to the shop”. This resource targets over 40 regular past tense verbs, and groups verbs by telicity, and phonological complexity. Research has shown that selecting your target ver

Description:Symbolic sounds often precede a child’s first true words, and can help to lay the foundation for further speech and language development. This resource contains hand drawn images which can be used with young or minimally verbal kids to encourage imitation of simple sounds and words, attempts at new sounds, all while working on functional sound production which can be used in everyday interactions. When using this resource, adults should take care to use lots of expression to make thi