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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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An A to Z list of services provided by Humber Teaching NHS Foundation Trust.

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Research shows that students with mathematics difficulties respond best to structured systematic, explicit instruction. The scripted lessons are organized as follows:

Preview, which serves as an advance organizer

Engage Prior Knowledge, which provides a review of background information the student should already possess

Modeled Practice, which allows the teacher to help a student learn the strategy

Practice, which connects the learned strategy to the core mathematics lesson being taught

Independent Practice, which gives the student an opportunity to show what he has learned

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Research shows that students with mathematics difficulties respond best to structured systematic, explicit instruction.

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Numeracy Tasks & Activities: Station teaching resource

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Numeracy Tasks & Activities: Station teaching resource

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Dyspraxia info booklet

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Your donation makes a difference...

... no matter how big or small, whether you are a single donor or a group or corporate donor we appreciate everything you can give to help us support children and adults with dyspraxia/dcd and their families.

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no matter how big or small, whether you are a single donor or a group or corporate donor we appreciate everything you can give to help us support children and adults with dyspraxia/dcd and their families.

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Create your own spelling lists and games

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Maths manipulatives and practice

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In uncertain times

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For older children/ teenagers

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Language opportunities during every-day activities

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Good for everyone, especially helpful for those with Dyspraxia

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Learn how to touch type with the BBC Dance Mat Typing game. It’s a fun introduction to touch typing game for kids and covers levels 1, 2, 3, 4.

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Ep 139 | Animal walks to calm kids & develop gross motor skills | Sensory diet  | Reena Singh

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Calming resources

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BBE's Virtual Calming Room - Guided Relaxation

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Tips and strategies from OT

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Members of the National Council for Special Education

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DAI activities are part-funded by the Department of Housing, Planning, Community and Local Government (Scheme to Support National Organisations 2016-2019 administered by Pobal), the Special Education Section of the Department of Education and Skills, SOLAS and KWETB.

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Tips on shared reading at home

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Managing Worrying Thoughts: Webinar with Michael Ryan

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Supporting Categorisation for Students with Autism 

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Supporting Categorisation for Students with Autism 

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Therapy Street for Kids | Occupational Therapy

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A resource for parents who are looking for occupational therapy activities that can be done at home and with household materials. Skill areas include fine motor, visual motor, crossing midline, self help skills, sensory processing and handwriting.

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Rainbow Pencil Control Exercises - The OT Toolbox

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These pencil control exercises use colored pencils to help children establish pencil control in handwriting and fluid pencil motions.

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Simple Fine Motor Activity for Improving an Extended Wrist - The OT Toolbox

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You might have seen a recent post here on the blog that shared the importance of an extended wrist in fine motor activities. If you check out that post, you'll see why it's important for kids to position their wrist in a functional position. Today, I'm adding a simple fine motor activity for ...

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Monthly CPD, All Staff, One Affordable Price

For less than half the cost of one CPD training typically, your staff (Teachers, SNAs, TAs) can participate in at least 9 Live Training Webinars targeting those who support children aged 3-12 years old. Training is led by Jess, an accomplished Occupational Therapist, with recordings accessible for the duration of the school year, along with Mini-Courses. Upon completion of each training, a certificate is awarded to each staff member.

Suitable for mainstream schools, preschools, and schools supporting children with additional needs.

BOOK A CALL TO LEARN MORE

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My OT & Me | Occupational Therapy | CPD | School Training

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Engaging, Practical & Evidence based training from qualified experts for those working with children. With the demand for Occupational Therapy support skyrocketing, our mission at My OT & Me is simple, make education and training easily accessible to educators, teachers, organisations and families around the world.

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Ep 139 | Animal walks to calm kids & develop gross motor skills | Sensory diet  | Reena Singh

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Apps to support students with Autism

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Recommended by NCSE

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Tips from SLT

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speech and articulation worksheets

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Mommy Speech Therapy - Thoughts on speech & language development

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The speech and articulation worksheets as well as the other downloads on this page have been created by Heidi Hanks, M.S.CCC-SLP, and are property of Mommy Speech Therapy. These speech and articulation worksheets are free to download as support material to the related articles found on this site, and they are intended for use in your home or therapy setting to help your child. Please do not sell these or post them anywhere else. If you have any questions on how to use the articulation worksheets, please read my post The Process of Articulation Therapy for additional information. Good Luck, remember to be patient and make it fun!

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Helpful documents and activities for you to download to help you work with your child in different areas of their speech

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Dyslexia Association of Ireland

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DAI activities are part-funded by the Department of Housing, Planning, Community and Local Government (Scheme to Support National Organisations 2016-2019 administered by Pobal), the Special Education Section of the Department of Education and Skills, SOLAS and KWETB.

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Articulation Station

Help teach your child how to pronounce the sounds in the English language with 6 fantastic and engaging activities. Articulation practice has never been so much fun!

For iPad, iPhone and iPod touch

Articulation Station was created by a certified Speech-Language Pathologist for parents, SLPs and other educators to help work with children and adults with speech sound delays.

It is a comprehensive articulation program offering practice at the word, sentence and story levels in 22 sounds in the English language.

Data Collection

Group Sessions

Custom Word Lists

Custom Images

Data Backup

Try Articulation Station
for FREE!

When you first download Articulation Station you will receive the entire P sound program to try for free. Additional sound programs can be purchased as needed from the Articulation Station Store within the app.

Each sound program in Articulation Station is priced based upon the amount of content each one offers.

Save 18% when you purchase ALL SOUND PROGRAMS at once!

"Love love LOVE Articulation Station, I use it every day. My therapy kids never get fed up. It is far and away the best app of its kind!" - Nancy, SLP

Over 1200 beautiful, easy to identify images!

In addition to the professional, clean design of the app, each activity in Articulation Station has real photographs isolated on a white background that are clear and easy to identify.

Articulation Station also features:

Scoring & comprehensive data tracking

Voice recording for auditory feedback

Save audio recordings to track progress

Sorting by syllables at the word level

Group sessions (up to 6 students at a time!)

Customize word lists

Student profiles (name, age, progress notes)

Add your own custom images (available when
all sounds have been purchased)

Quick tips on teaching each sound

In-depth video tutorials

Data backup feature

Six Engaging Activities for Articulation Practice

Flashcards

Over 1200 flashcards in all sounds

Beautiful, real life images

60 target words for each sound, except R, L, S which have blends and additional sounds

Matching

Medium level gameplay

Practice and score as you play

Fun and familiar

Comprehension Questions

Comprehension Questions

3 questions for each story

Work on reading comprehension

Target language skills

Custom Images

Add Custom Images

Create your own flashcards!

Add your own unique sentences

Tailor therapy to your child's needs

S, L and R sound programs

In addition to the 60 target words in the initial, medial and final sound positions, the L, R and S sound programs contain blends along with additional sounds including all the vocalic r sounds in the R sound program.

S sound program

Initial, Medial, Final

Blends (st, sk, sp, sw, sl, sm, sn)

R sound program

Initial (pre-vocalic r, air, ar, ear, ire, or, er)

Medial (air, ar, ear, ire, or, er, rl)

Final (air, ar, ear, ire, or, er, rl)

Blends (br, dr, fr, gr, kr, tr, pr)

L sound program

Initial, Medial, Final

Blends (bl, fl, gl, kl, pl, sl)

What people are saying...

"I can't rate Articulation Station highly enough! My only wish is that I had found it sooner as it is doing wonders for my daughter, both her speech therapist and her teachers have commented on how well her speech is doing!" -Lisa

"As a parent and SLP, I'm interested in purchasing apps that are engaging and useful. That's why I use Articulation Station for my daughter's daily speech practice."
- Renena, SLP

"My daughter LOVES Articulation Station and out of all the games on our iPad she chooses your app every day! "
- Marie

"Being a mother of a son with articulation struggles, I am constantly looking for ways we can help and reinforce his therapy at home. Articulation Station makes it easy! I love that I can find everything I need in one place, thank you Little Bee Speech!" - Alee

"I love the beautiful real pictures, the ability to choose multiple sounds at a time, the pleasant voice model, and the different activities to keep students motivated - matching, rotating sentences, stories, and more!" - Meryl

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Help teach your child how to pronounce the sounds in the English language with 6 fantastic and engaging activities. Articulation practice has never been so much fun! For iPad, iPhone and iPod touch Articulation Station was created by a certified Speech-Language Pathologist for parents, SLPs and other educators to help work with children and adults with speech sound delays.

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Specific Learning Difficulties Association of SA / SPELD SA

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SPELD SA is the Dyslexia and Specific Learning Difficulties Association of SA. Supporting children & adults with specific learning difficulties, such as dyslexia.

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Speech & Language

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Little Stories
Lite

Little Stories Lite is an app for iPad with carefully crafted stories that target speech, language and literacy. Each of these little story gems comes in a package-a package bursting with supporting curriculum and beautiful, full-color illustrations.

For iPad, iOS 9+

Get 3 stories

Little Stories Lite is a free download that offers 3 free stories. Not only do you get the stories, you get the associated curriculum and activities, too. It's a lot for a free app! Additional stories can be purchased for $0.99 each. There are also story packs available to purchase at a discount.

Reading Level:
A (FK 0.9)

Phonemic Target:
th-mixed

Verb Tense:
Tense Shift

Point of View:
1st Person

Reading Level:
B (FK 2.1)

Phonemic Target:
sc, /sk/ blend

Verb Tense:
Present

Point of View:
3rd Person

Reading Level:
C (FK 2.7)

Phonemic Target:
air-mixed

Verb Tense:
Conditional

Point of View:
2nd Person

Research-based Curriculum

Little Stories Pro draws on a wealth of research and is designed to support reading fluency and comprehension as well as receptive and expressive language objectives.

Reading & Literacy

Phonemic awareness

Reading fluency

Reading comprehension

Story structure awareness

Story tradition and genre exploration

Receptive Language Skills

Attention and listening

Vocabulary acquisition

Story structure and comprehension

Question processing

Expressive Language Skills

Speech production

Story sequencing

Story retelling

Question answering

Each story is exactly
A child's language and literacy development is a big deal-for all of us! So why do we start with something as small as a 100-word story?
For one thing, it keeps a story simple and manageable. A child quickly reaches "the end" and feels a sense of accomplishment right away. But it's more than that. When we kept a story small, we realized that structures stood out and speech practice focused. Little felt so very big!

100-word stories are also great for practicing reading fluency, measuring reading accuracy, assessing speech fluency, and facilitating repeated reading exercises.

Little Stories with a Lot

Each story has been carefully crafted and is loaded with potentials for learning. Our stories can be used and enjoyed in a variety of ways.

Saturated with Specific Sounds

Each story is sound saturated with at least 20 instances of the target sound. Current phonemic targets include:

Leveled for Reading

All stories are leveled according to their narrative complexity, vocabulary difficulty, and age appropriateness.

Within these categories (A, B & C), the stories are sorted according to their Flesch-Kincaid scores.

Written for Growth and Development

The stories are categorized into 26 themes that teach a variety of concepts. The app easily sorts all the stories by title, theme, phonemic target, and reading level.

Themes include:

Communicating with Others

Having Fun with Others

Having Compassion for Others

Being Kind & Helping Others

Accepting Help from Others

Working as a Team

Working Independently

Following Instructions

Staying with a Task

Doing Hard Things

Trying Something New

Overcoming Fears

Being Trustworthy

Fixing Your Mistakes

Making Decisions

Working Out Conflicts

Appreciating Differences

Using Your Imagination

Thinking Creatively

Learning From Nature

Appreciating Beauty

Using Your Talents

Exploring and Discovering

Funny Stories

Rogue Hero Stories

Holiday Stories

Flashcards

Practice the words in the story with flashcards! Select which words you would like to target (sight words, phonemic target words, or challenge words) and practice the words in the flashcards activity. You can also generate custom flash cards through the error-tracking feature of the app.

Reviewing the words in a story before you read can help increase reading comprehension, reading fluency and improve speech production.

Story Text Settings

Use the story text settings to customize the story screen. These settings allow you to customize fonts and line widths, support eye tracking, and highlight particular word types within the text.

Error Tracking

Record the child reading the 100-word story without interruption. Then, play back the recording and mark their errors.

Marking errors for reading, vocabulary, or speech can be done easily for follow-up learning and review.

Each story comes with a package to
Little Stories is loaded with learning activities that focus on several speech, language, and literacy objectives.
The curriculum portion of this app aids the learner's comprehension of each story and teaches strategies that can be used across narratives. These learning activities (Story Retell, Sequencing, WH Questions, and Story Talk) help children develop skills such as critical thinking, text structure awareness, and oral communication.

While our narrative curriculum is serious work, the app is designed to keep the work fun. Watch for our Little Bee-he'll be there to cheer you along the way!

Comprehension Activities

Story Retell

The story retell provides a wealth of information about a child's narrative abilities. Record the child retelling the story. Then, listen to the recording to score the child's use of story structure and expressive language.

Story Structure

Evaluate the following elements of story structure:

1. Orientation
2. Complication
3. Action
4. Resolution
5. Ending

Expressive Language

Evaluate the following features of expressive language:

1. Nouns & Pronouns
2. Verbs
3. Adjectives & Adverbs
4. Prepositions
5. Delivery

Sequencing

The sequencing activity teaches story structure by prompting the child to organize four story segments. When a child is able to put narrative elements in order, a text becomes more than random details and occurrences-it becomes a story.

WH Questions

The WH questions highlight key story elements. Little Stories features 4 WH questions for every story in the app.

1. Who is the story about?
2. Where and when does it take place?
3. What is the problem or complication?
4. How is the problem solved?

Story Talk

The story talk activity provides 5 question cards for each story. These questions test story understanding beyond the basic elements of story as highlighted in the WH section.

Story Talk has questions that...

Involve searching the text for answers.

Require inferential thinking.

Let the reader express their opinion.

Highlight the reader's experience.

Invite readers to explore narratives.

Data Collection

We put data at your fingertips! The data collection screens feature session dates, checklists, statistics, and graphs to help you track and measure reading, speech, and vocabulary progress over time.

Sort by session data section:

Date

Story read

Words correct per minute

Reading Accuracy

Fluency tests completed

Comprehension tests completed

Session Details (Reading Fluency
section) Words correct per minute

Reading Accuracy

Reading errors

Vocabulary errors

Speech errors

Listen to the recording

Edit the results

Session Details (Story Retell,
Sequencing, and WH questions)

Review story structure results

Review expressive language results

Listen to the recording

Edit the retell results

Review sequencing scores

Review WH questions scores

Determine areas for intervention

Little Stories is an app
with a lot of
You might say that stories are our mask, cape, and blaster boots. We know how to use stories and we know what they can do.
We could have stopped at creating a whole collection of engaging stories, but we knew that narrative was loaded with powerful potentials for learning. So, we took our stories and made them teachers. As you learn to work with narrative-and we will guide you every step of the way-your teaching will strengthen and your confidence will soar. You will come to work with narrative and children in a whole new way. Perhaps more important than anything else, your learner will soar with you into the wonderful world of story. That's the power of Little Stories.

And yes, we just had to throw a little bit more into our very big Little Stories package. Your learner will love our coloring activity, and you will love all of the ways we align with the Common Core!

Coloring Activity

Every story illustration in the app can be colored. Select a coloring page and enjoy the magic of having your finger spread beautiful colors and details across the screen.

There are 3 ways to enjoy the coloring activity:

1. Color in the app
2. Print and color
3. Email coloring pages for homework

Common Core

Our Little Stories target many of the Common Core standards for grades K-3. For a list of which standards are targeted click here.
The Common Core State Standards Initiative is an educational initiative in the United States that details what K-12 students should know in English language arts and mathematics at the end of each grade.
Common Core Standards Our Little Stories Target:

Kindergarten

Speaking & Listening
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.B Use frequently occurring nouns and verbs.
L.K.1.E Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Grade 1

Reading: Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Speaking & Listening
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.6 Produce complete sentences when appropriate to task and situation.

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1.B Use common, proper, and possessive nouns.
L.1.1.D Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
L.1.1.E Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
L.1.1.F Use frequently occurring adjectives.
L.1.1.I Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

Grade 2

Reading: Literature
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.3 Describe how characters in a story respond to major events and challenges.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade 3

Speaking & Listening
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1.D Form and use regular and irregular verbs.
L.3.1.I Produce simple, compound, and complex sentences.
L.3.2.D Form and use possessives.
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

The reviews are in!

"This app has been an absolute lifesaver for me, as an SLP with a caseload of 60+ students. I see students from preschool-6th grade. I see mixed artic-language-fluency groups and students of all cognitive abilities and I've used this app with each and every one of them."
- Kayla, SLP

"I love how this app is simple and easy to use and that I can use this app for every therapy in my day, with mixed groups, and still work on my students' goals. I cannot recommend this app enough!" - Zayra, SLP

"Little Stories Pro is a goldmine of language, literacy and articulation activities! You will not believe how many skills you can target all at once: articulation carryover, WH questions, sequencing, narrative expression, reading fluency -- this app is loaded. And just like Articulation Station, it's beautifully designed, engaging for kids, and so very easy to use. As soon as you open this app up, you know you're going to use it every day. Thank you, Little Bee Speech!" - Dina, SLP

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Little Stories Lite is an app for iPad with carefully crafted stories that target speech, language and literacy. Each of these little story gems comes in a package-a package bursting with supporting curriculum and beautiful, full-color illustrations. For iPad, iOS 9+ Little Stories Lite is a free download that offers 3 free stories.

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Tips from SLT

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Worksheets: Consonants, Clusters and Vowels

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Worksheets: Consonants, Clusters and Vowels

Details

Created: Wednesday, 09 November 2011 08:58

Updated on Tuesday, 13 July 2021 12:29

This resource page contains many examples of picture-and-word work sheets intended for use in speech-language pathology intervention.

The sheets were made in Microsoft Word, using copyright-free pictures and stock photos, mainly from Microsoft Clip Art and Media, and converted into portable document files (pdfs) using Adobe Acrobat.

The vocabulary represents (non-rhotic) Australian English pronunciation, and although most of the words and minimal pairs will 'work' in other dialects of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'.

SLPs/SLTs and students are invited to use these worksheets and other resources when working with children with speech sound disorders. You are free to save them to your computer and to customize them to suit individual clients and to fit your service delivery model. The restrictions that apply to their use are stated in the site's copyright notice.

Please read this before downloading pdf or pptx files

Please avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here , and then click on the DONATE BUTTON.

On this page you will find singleton consonant worksheets for all the obstruents and sonorants, cluster and vowel worksheets, and worksheets that emphasise facilitative contexts.

Obstruents, shown on the Place-Voice-Manner Chart below, are consonants made by obstructing the airstream (cf. Sonorant). The obstruents are the stops, fricatives and affricates.

/p/ Syllable Initial Word Initial
P pie pan pin pot peg pup pipe pop pip peep Pope pen purse peach paint park page pig pool pearl pine peas path porch pug palm pint

/p/ Syllable Final Word Final
tape cup tap shop ship cap dip hoop sheep strap heap zip lip clip top soup zap hope hop sip clap type beep! beep! flip wrap whip skip stop

Aspiration Trick for /p/

/p/ Aspiration Trick
This is for children with pre-vocalic or context sensitive voicing of voiceless stops (e.g., pole pronounced as bole). Practise 'p...hole', 'phhhole', etc., gradually reducing the aspiration and eventually turning 'p...hole' into 'pole'.

/b/ Syllable Initial Word Initial
bow boy bee buy bow boo bus bed bin bug book big bud bad back bun buck bell beg bag bowl bean bite bird bike ball beach bone

/b/ Syllable Final Word Final
cub robe cab bib knob web Bob tub rob lab rib rub lobe job nib pub grub crab shrub blob club crib

Chaining for /b/ SIWI
bob-bing-bing

/t/ Syllable Initial Word Initial
two tie tap top tape tub tin tool tick tail tug tag turf torch team ten top tea tissue target toaster tomato teapot table tulip teacher Tasmania teddy taxi turtle

/t/ Syllable Final Word Final
foot fort fit fight feet fat hat heart nut beet rat suit fete mat sheet eight seat shirt hut plate vet bat plait pot skate kite goat cot cat coat court gate

Aspiration Trick for /t/

/t/ Aspiration Trick
This is for children with pre-vocalic or context sensitive voicing of voiceless stops (e.g., time pronounced as dime). Practise 't...hail', 'thhhail', etc., gradually reducing the aspiration and eventually turning 't...hail' into 'tail'.

/d/ Syllable Initial Word Initial
door day dip doll dawn dish down D dome dove dive deaf dam dice date dot deck dark dock duck dog Doug dig desk dart disk dance dust deer dough dinner daisy dye dull dame deep

/d/ Syllable Final Word Final
bud bed maid bird road bead mad seed lead slide cloud red lead hard sad feed loud blood

/k/ Syllable Initial Word Initial
key car core cow K cap cup can cone cub comb cab cough coin cart quoit couch coach cage kiss card coal curl case catch keg cog cook cake cork Coke cat kite coat cot coffee camera cue collar cauliflower colours calendar calculator cockatoo conductor crocodile kangaroo computer carrot kookaburra carpenter caterpillar cottages collector caravan camel ketchup curtain cushion cockroach cougar compost karaoke

/k/ Syllable Final Word Final
bike book beak buck park back-pack wok walk week work wake wick hook hike neck knock ache oak look lick like leak leek lock shark shake rock rake sock sack cork cook Coke kick brick break black block stake stork wreck trick

Aspiration Trick for /k/

/k/ Aspiration Trick
This is for children with pre-vocalic or context sensitive voicing of voiceless stops (e.g., car pronounced as gar). Practise 'k...hat', 'khhhat', etc., gradually reducing the aspiration and eventually turning 'k...hat' into 'cat'.

Chaining for /k/

/k/ Chaining - king-words
Chaining begins with words or syllable contexts the child can produce. This one is for children who can produce /k/ word finally but not word initially. Start with 'make, 'work', etc. Build up to the child saying 'making', 'working' etc. Exaggerate the second syllable: 'making', 'working' etc. and then move to 'making-king', 'working-king' etc., and ultimately many repetitions of the word 'king' before moving on to /k/ SIWI in CVs and CVCs.

/k/ Chaining - key-Keith
key-Keith key-keen key-keel key-quiche key-keys key-keep

/k/ Chaining - key-words
monkey-key, etc.

/g/ Syllable Initial Word Initial
go guy game gum Gus guess gas goose gull girl gown give goat get gate gift guard gourd guest gust good gold grass globe green gorilla goanna golf galah guitar glove guide good-bye

/g/ Syllable Final Word Final
big hug bug pig egg mug bag beg tug jig wig fig rug log leg rag stag rig wag frog shag jog dog drag hog dig cog keg tag Doug

/f/ Syllable Initial Word Initial
Fiona feel feast feet feed Felix fever female fiesta Fiat field feely bag fat food four five fig fan farm fish fork fox phone fern face foot fairy fight feed funny

/f/ Syllable Final Word Final
knife cough leaf half loaf roof wife calf scarf chef safe surf chief wife wharf cliff giraffe Jeff Steph off cuff childproof carafe turf f golf wolf shelf elf photograph autograph

/f/ Six-Pix Series - 6 pictures on 1 page

/f/ SIWI Six-Pix a
fan feet fish phone five food

/f/ SIWI Six-Pix b
food face fête foot foal fox

/f/ SIWI Six-Pix c
folding fighting feeding filling fixing falling

/f/ SIWI Six-Pix d
fork fern farm fort form first

/f/ SIWI Six-Pix e
funny fast fierce fake full fantastic

/f/ SIWI Six-Pix f
fur four fair fire fear far

/f/ SIWI Six-Pix g
feeling sick feeling happy feeling hungry feeling cosy feeling sticky feeling strong

/f/ SIWI Six-Pix h
finding feeding folding fishing fighting finishing

Aspiration Trick for /f/

/f/ Aspiration Trick
This is for children who "stop" voiceless fricatives, and/or for children who replace voiceless fricatives with voiced ones. Practise 'f...heat', 'fhhheat', etc., gradually reducing the aspiration and eventually turning 'f...heat' into 'feet'.

Chaining for /f/

/f/ Chaining - Fi-words
'Fi' is short for 'Fiona' and is pronounced 'fee'. Chaining begins with words or syllable contexts the child can produce. This one is for children who can produce /f/ within a word (intervocalically) but not word initially. Start by familiarising the child with the words 'coffee', 'toffee', 'Daffy', 'Miffy' and 'huffy' (or similar words). Then practise saying them. Then say them with the second syllable slightly exaggerated (coff ee). Move on to 'coffee-Fi', 'toffee-Fi', etc. Then move on to 'coffee-Fi-Fi', 'toffee-Fi-Fi', etc. Gradually ease into 'Fi-feel, etc. Finally introduce more words with /fi/ SIWI followed by words starting with /f/ followed by other vowels.

/v/ Syllable Initial Word Initial
V vow van vet veil vine vest vase vat vole vice volcano violin Vegemite

/v/ Syllable Final Word Final
hive cave five dove sleeve sieve glove stove grave wave drive clove serve shave love move dive leave give carve wave drive weave live

voiceless th Syllable Initial Word Initial
thick thong think Thursday theatre thermometer thank you thumb thunder third thimble thaw thatch thermostat Thumper thief thirsty therapist thorax thousand thorn thanks thoroughbred thirty

voiceless th Syllable Final Word Final
wreath earth death oath path teeth

voiceless th Syllable Final Within Word
birthday bathtub faithful pathogens mothballs untruthful

voiceless th Syllable Initial Within Word
healthy panther nothing marathon Dorothy author

voiced TH Syllable Initial Within Word
weather mother breathing father feather brother

voiced TH Syllable Initial Word Initial
these those them they their though that this than the then there

/s/ Syllable Initial Word Initial
seat sun C sign sack seal soap seed salt six saw sock sums suit sink seven sauce sieve sea sand soup six sails safe

/s/ Syllable Final Word Final
bus purse mouse nurse gas horse case goose juice house yes rice kiss ice dice S sauce dress

/s/ Syllable Initial Within Word
messy parcel dinosaur casserole blossom pussy pencil taxi rhinoceros croissant lasso icing bassoon insect fossil bison glasses jig-saw basin unicycle bicycle tricycle vaccination synthesizer consultation juicer

/s/ Syllable Final Within Word
basket toaster ice-cream pasta listen cassette Australia restaurant saucepan crossword insect houseboat Christmas tree hospital baseball Easter bunny escalator investigator

/s/ Syllable Final in Verbs (/ps/, /ks/, /ts/)
sits skips cuts talks picks kicks looks eats squirts collects knits jumps toasts drinks floats skates jumps hops makes walks

Lateral /s/

Butterfly Procedure for lateral /s/, /z/, etc.

Aspiration Trick for /s/

/s/ Aspiration Trick
This is for children who "stop" voiceless fricatives, and/or for children who replace voiceless fricatives with voiced ones. Practise 's...hip', 'shhhip', etc., gradually reducing the aspiration and eventually turning 's...hip' into 'sip'.

High frequency /s/ words SIWI and SIWW

High frequency /s/ words SIWI and SIWW
cell cent city said same sat saw say scene seam season second seven six small son sort sound south summer audience case class close face force house less miss office peace place police press price race science six space us voice yes About working with high frequency words

Chaining for /s/

/s/ Chaining - sea-words
Chaining begins with words or syllable contexts the child can produce. This one is for children who can produce /s/ within a word (intervocalically) but not word initially. Start by familiarising the child with the words 'pussy', 'messy', etc. (or similar words). Then practise saying them. Then say the words with the second syllable slightly exaggerated (pu ssy, me ssy). Move on to pussy-sea, messy-sea, etc. until the child can easily say 'sea'. Then move on to sea-seal, seaseed, sea-seat, sea-seek, and sea-scene. Then change the vowel (sow, sigh, say, saw, etc.) and proceed to CVC words.

/z/ Syllable Initial Word Initial
zoo zebra zero zip zoom zinnia zither zed zee Zach Zoë zap zone

/z/ Syllable Final Word Final
eyes cheese nose boys hose peas prize rose jazz trees keys stars pies knees shoes cars please

/z/ Word Final in Verbs
blows feeds runs plays dives rides pulls waters builds holds climbs hides listens saves see-saws sings skis drums swings reads cries skate-boards ties hangs vacuums smells draws recycles cart wheels folds tickles slides finds feeds throws gives pretends sells dances guesses mixes sails fishes relaxes balances brushes sneezes dances

sh Syllable Initial Word Initial
sheep shirt sheet show shark shape shell shower shoe ship shawl shot

sh Syllable Final Word Final
fish brush leash bush cash dish mash quiche hash radish nail polish crayfish

Aspiration Trick for sh

sh Aspiration Trick
This is for children who "stop" fricatives, and/or for children who replace voiceless fricatives with voiced ones. Practise 'sh...heap', 'shhheap', etc., gradually reducing the aspiration and eventually turning 'sh...heap' into 'sheep'.

Facilitative Context for sh

/sj/ SIWI to facilitate 'sh' SIWI
s-u-shoe, s-ute-shoot, s-yell-shell, s-yawn-shorn, s-ewe-shoe, s-yak-shack, s-yacht-shot, s-yam-sham, s-yard-shard, s-yurt-shirt, s-yin-shin, s-yawl-shawl

zh Syllable Initial Within Word and Syllable Final Word Final
luge rouge beige treasure television fusion tape measure Persian carpet azure vision Asia explosion illusion erosion invasion Persian cat confusion decision

/h/ Syllable Initial Word Initial
hat horse hill heart heap hand hair hen hive hook hoe hoop hose horn house hog hiding hitting humming holding hurrying hopping hugging hanging

/h/ Syllable Initial Word Initial - polysyllables
hippopotamus holiday Halloween Himalayas hairdresser hydrogen handkerchief harmonica horrible headmaster headmistress headquarters hexagon helicopter hilarious hollyhock honeycomb hospital housekeeper horseradish horticulture hydrangea housewarming Humpty Dumpty

ch Syllable Initial Word Initial
chin chick choose chip chop chain cheese chair chalk chimp child chest chilli cherry chisel cello children chicken China chimney champion chocolate chopsticks chewing gum

ch Syllable Final Word Final
watch aitch coach beach fetch ouch hatch crutch hutch witch match couch peach torch church porch pouch arch

ch stimulus pictures
choo-choo, etc.

Facilitative contexts for 'ch'

ch facilitative contexts - words, no pictures
hat shop chop; neat ship chip; eight shoes choose / chews; wet shoe chew; fruit shop chop; shirt shop chop; wet sheep cheap / cheep; neat sheet cheat; last sheep cheap / cheep; etc.

ch facilitative contexts pictures
neat shirt neat shirt neat shirt; great show great show great show; bright shirt bright shirt bright shirt; quite sharp quite sharp quite sharp; count sheep count sheep count sheep; not shut not shut not shut; got you got you got you; ah-choo! ah-choo! ah-choo! ouch ouch! ouch

ch facilitative contexts 4
hurt shin chin chin chin chin chin; wet sheep cheep cheep cheep cheep cheep; eight shoes choose choose choose choose choose; neat ship chip chipchip chip chip; hat shop chop chop chop chop chop; wet shoes chews chews chews chews chews; fruit shop chop chop chop chop chop; not sure chore chore chore chore chore; eight shoes choose choose; got you chew chew; hurt shin chin chin; wet sheep cheep cheep; neat ship chip chip; hat shop chop chop; wet shoes chews chews; fruit shop chop chop; not sure chore chore

/tj/ SIWI to facilitate 'ch' SIWI
t-u-chew, t-yellow-cello, t-yin-chin, t-ewes-choose, t-yes-chess, t-York-chalk, t-yolk-choke, t-yuck-chuck, t-year-cheer

Aspiration Trick for ch

ch Aspiration Trick
This is for children who "stop" the voiceless affricate (e.g., "din" for "chin", and/or for children who replace the voiceless affricate with the voiced one (e.g., "jeep" for "cheep"). Practise 'ch...heap', 'chhheap', etc., gradually reducing the aspiration and eventually turning 'ch...heap' into 'cheep'.

Working from /tr/ to facilitate ch

ch contrasted with tr (and dg contrasted with dr)
trick chick trees cheese train chain trip chip try chai true chew tress chess trill chill trek cheque
dray J draw jaw drag Jag drive jive drain Jane drake Jake drill Jill drone Joan

dg Syllable Initial Word Initial
jump jewel jam jeep juice jeans jet junk gym jog jug jazz jig gaol (jail) Jag jukebox jelly juggle jetty jacket jaguar jelly beans jig-saw jumper juggler germs jalopy jolly jumbuck jeweller joey judo jade Jack Horner Jack & Jill Jack Sprat Jack be Nimble

dg Syllable Final Word Final
page hedge wedge cage sage badge lodge stage fudge George rage forge

Working from /dr/ to facilitate dg

dg contrasted with dr (and ch contrasted with tr)
trick chick trees cheese train chain trip chip try chai true chew tress chess trill chill trek cheque
dray J draw jaw drag Jag drive jive drain Jane drake Jake drill Jill drone Joan

Sonorants are consonants (nasals, liquids and glides) or vowels. They are produced without obstruction of the airstream (cf. Obstruent).

/m/ Syllable Initial Word Initial
mouse milk man mop match mug mat moon mouth mine mail meal monkey money

/m/ Syllable Final Word Final
home lamb jam comb game worm lime gym team gum palm arm dream pram sum drum storm room plum thumb cream crumb

/n/ Syllable Initial Word Initial
net nut night nap no knife nine knot nail name nose nurse

/n/ Syllable Final Word Final
sun fan rain line hen phone sign can train lion bin pin bean lawn clown swan brown queen chain town spoon bone

Chaining for /n/

/n/ Chaining - knee-words
Chaining begins with words or syllable contexts the child can produce. This one is for children who can produce /n/ within a word (intervocalically) but not word initially. Start by familiarising the child with the words 'honey', 'bunny', etc. (or similar words). Then practise saying them. Then say the words with the second syllable slightly exaggerated (hon ey, bun ny). Move on to honey-knee, bunny-knee, etc. until the child can easily say 'knee'. Then move on to knee-need, knee-niece, knee-kneel, knee-neat, and knee-knees. Then change the vowel (no, neigh, gnaw, etc.) and proceed to CVC words (nose, name, nought, etc).

ng Syllable Final Word Final
wing tongue bang ring ting ping-pong king gong fang rung string swing sting lung Bing thing

ng Syllable Final Word Final - 'ing-words'
pulling looking eating guessing feeding sitting playing mixing riding watering blowing feeding building holding dressing balancing listening saving see-sawing skipping cutting drumming singing talking running hiding finding hopping skate-boarding swinging dancing reading crying picking squirting tying brushing collecting vacuuming sneezing drinking hanging marching knitting skating jumping folding tickling fishing climbing relaxing sliding skiing diving kicking finishing smelling drawing floating recycling jumping throwing making giving pretending toasting picnicking dancing cart-wheeling selling sailing walking

/l/ Syllable Initial Word Initial
leaf lamb light lock lawn line lion lace lick let lake 'A llama on a lead.' lunch loaf lamp leeks 'Let me out of here!' label luggage lobster letter lightning lily lemon ladle lettuce lantern lighthouse lizard ladder letters lattice ladybird lavender lipstick locker laundry locust lounge lifeguard lollipop la-la-la la-la-la la-la-la

/l/ Syllable Initial Within Word
balloon pillow aloe ballet bollard follow collar sailor silly Billy pulley Collie willow colour | color silo dollar Wally | Waldo rally teller pilot tiler bowler olives pollen tulip alien swallow police yellow ruler roller Felix pylon gallery million relay chameleon salute Milo pillion waterlily elephant Holland Poland New Zealand Malaysia Philippines Ireland

"Llama Therapy" for /l/

/l/ facilitative contexts - 'llama therapy'
la-la llama llama la-la large large la-la laugh laugh la-la latte latte etc.

The trrrrrrreasure trick!

In development, /r/ often emerges first in /tr/ clusters. This can be used in therapy to elicit /r/ SIWI.

1. Practice and strengthen the accuracy of the client's production of /r/ in /tr/ SIWI words such as triangle, trumpet, etc..
tr-clusters SIWI (1)
triangle track train tree tractor trash treasure trumpet trick truck trolley tram trip trim treat tray traffic trophy travel tread trailer

2. tr-clusters SIWI (2)
trumpet track try train true trust trick tray trim tram tree treat treasure trouble travel trailer truffles Trojan horse

3. Then use near minimal pairs such as track-rack (see below) to facilitate production of /r/ SIWI.
track rack train rain trash rash tram ram trim rim trip rip tread red tray ray trap wrap true roo

4. Next, move on to other /r/ SIWI words (see below).

/r/ Syllable Initial Word Initial
roo row ray rye rat rain rock rake rope red rag rig race rack ramp ranch rink rice ring rhyme rash road roots roof rook rink remote robot raven rectangle robin rocket rainbow recipe recorder radish rocker rabbit radiator radio

/r/ Vocalic /r/ 1
first turn learn purse stir bird shirt earth nurse start park sharp farm chart heart guard dark star year weird near cheer beard sphere ear clear fire choir iron tired wore tyre lyre spire hire door bored store fork corn four sore pour north square care spare hair share tear air fair pear

/r/ Vocalic /r/ 2
dollar trailer color ruler shorter taller caterpillar solar bigger smaller stroller reader river runner writer reporter rider roller refrigerator repairer learner cracker explorer mirror warrior barber ladder speaker hairdresser

/r/ Vocalic /r/ 3
grasshopper spider lobster tiger panther hamster gopher deer juicer vacuum cleaner mixer blender food processor cooker toaster coffee maker refrigerator corn cracker pear yogurt butter hamburger watermelon garlic gingerbread person

Facilitative Context for /r/ SIWI

her-ice-rice
her > ice > rice, her > ink > rink, her > eel > reel, her > O's > rose

/w/ Syllable Initial Word Initial
wheel wok weed wick one wing well worm wall wire wool wand wood wave watch wolf wind world water waiter wagon wallet weasel walnut wigwam windmill watermelon window washing machine walrus

/w/ Syllable Initial Within Word
hardware carwash station wagon underwear fireworks highwire homework seaweed stopwatch firewood dishwasher sandwich

/j/ Syllable Initial Word Initial
yay! U Yowie ute yet yawn ewe yam yak yen yoga yes yogurt yard yo-yo yeti yacht Yoda

/j/ Within Word
Bunyip papaya emu onion kayak W costume lanyard million spaniel bilious pillion confused stallion bunion bayou billiards unusual

"Palindrome Words" - same first and last consonant in CVCs
pip pup pop peep pipe Pope bib Bob tot teat toot tote Dad dead kick cock cake cook Coke cork* gag gig Sis sauce shush church* judge George* Mum / Mom mime nun nine noon naan Nan none (*'Cork', 'church' and 'George' are CVCC words (not CVC) in rhotic dialects of English)

kr-clusters SIWI
crust crumpet cry crack crane crew crab crown cradle crock crash crocodile

kl-clusters SIWI
clip clean clamp click clap cloud clock climb claw club class cloak clue clown clam clear clothes clever clips cloth

l-clusters SIWI
fly flute flame flock flea flower bling blossom blade blue blood black play plate clown clock cloud clue glass glow glue glove slug slate slip slide (plus the /sn/ clusters: snake snow snail sneeze - there are more /s/ + nasal clusters here - see Sonority Sequencing Principle)

r-clusters SIWI
fry fruit frame free frock frog bring broom braid brick brush brown pray prize prince princess prick proud crown crock crowd crew crash crab grapes grow drink drop drawer drill

tr-clusters SIWI
trumpet track try train true trust trick tray trim tram tree treat treasure trouble travel trailer truffles Trojan horse

w-clusters SIWI (tw, kw, sw)
twins twenty twirl twinkle tweed twelve queen quiet quilt question choir quick swim sweet sweat swish sweep swat swan switch swing swamp swarm swallow

ft-clusters SFWF
gift lift loft raft left craft

ks-clusters SFWF
ducks locks books bricks sticks lynx ox axe box fox flex relax

kt-clusters SFWF
act duct fact insect architect direct

lt-clusters SFWF
belt bolt kilt salt quilt stilt adult vault result catapult difficult somersault

mp-clusters SFWF
amp imp camp hump lump pump jump stamp champ clamp chimp swamp lamp shrimp blimp bump ramp stump

nch-clusters SFWF
branch bench conch launch inch ranch lunch wrench punch finch stench winch munch clench pinch hunch flinch Ouch, ouch, ouch, ouch! A bunch of flowers. A bunch of grapes. A bunch of bananas. A bunch of carrots. A bunch of asparagus. A bunch of radishes. A bunch of balloons. A bunch of keys.

nd-clusters SFWF
and end band wand hand pond land frond sand rind blonde blind ground hound diamond island husband ampersand

nk-clusters SFWF
ink junk pink bank link bunk rink punk monk sink wink plank mink drink honk dunk blank

nt-clusters SFWF
ant mint tent pint giant dent

sk-clusters SFWF
desk disk cask mask kiosk whisk obelisk asterisk

st-clusters SFWF
best dust cast bust fist chest feast guest first frost crust artist forest chemist nest mast mist post

ts-clusters SFWF
nuts roots pants shorts tights boats cats lights coats hats ants boots

/sm/ /sn/ /fl/ /fr/ 'thr' /sl/ /bl/ /br/ /dr/ /gr/ /sw/

/sp/ /st/ /sk/

SIWI, SFWF, SIWW, SFWW

In the branch of Clinical Linguistics called clinical phonology, the abbreviations SIWI, SFWF, SIWW and SFWW are used to describe where sounds occur in spoken words.

SIWI is "syllable initial word initial".
In the word "ball", /b/ is SIWI.

SFWF is "syllable final word final".
In the word "rub" /b/ is SFWF.

SIWW is "syllable initial within word".
In the word "about" /b/ is SIWW.

SFWW is "syllable final within word".
In the word "tablet" /b/ is SFWW.

The terms are used to denote how the words are pronounced by an individual, not the way you spell them, or the way they "should" be pronounced. So, for example, when you break a word like "innocent" into syllables with regard to how you might spell it you get inn-o-cent. But when most speakers of English SAY the word it becomes (roughly!) ih-nu-sent so that the /n/ is SIWW (not SFWW as it would be if you said in-uh-sent).

Many speech-language pathologists / speech and language therapists use these abbreviations when they look at "phonotactics" (the patterns of vowels and consonants, or syllable shapes a child can produce) in detail, as part of a phonological analysis. The information is useful in choosing therapy targets and devising word lists for production practice and auditory bombardment (focused auditory input) when appropriate.

There is more terminology in the site glossary.

There are vowel minimal pairs here near the top of the page

e as in bed
bed pen egg red net bell ten belt bread s beg hen jet yes vet shell letter fence celery kettle energy special

ee as in sea 1
sea knee key bee tee pea g d she he me ghee tea e brie tree flea three ski spree free

ee as in sea 2
sea key bee tee g knee tea she he

eer as in beer
beer spear gear deer ear tear weird spears shears beard

air as in chair
chair bear mare hair pair square spare air chairs flares bears squares stairs spares

bough cow
sow bow owl fowl pow cow towel cowl bough ow! ouch! house mouse crowd town gown down loud mouth proud cloud couch brown pouch flower tower crown clown shower shout count

ough as in dough
dough no bow o row sew show low go hoe toe grow slow flow snow blow

oa as in goat
goat throne boat foam road dome nose float toad loaf hose slope snow-dome (snow-globe)

oa as in go - go-goat CVs and CVCs
go goat bow boat dough dome hoe hose throw throne row road no nose toe toad

ir as in shirt
shirt purse bird work girl nurse pearl worm fern church

oy as in soy
soy toy boy koi poi joy buoy oy noise boys enjoy annoy oyster oink oil coin hoist join

schwa word finally 1: Non-rhotic varieties of English: word final schwa #1
grasshopper caterpillar woodpecker spider tiger panther koala gopher beaver otter alligator lobster llama boxer banana guava pizza hamburger cola tortilla pepper cucumber America Georgia Iowa California Minnesota Louisiana Alabama Arizona Montana Florida Indiana Alaska Oklahoma Virginia South Dakota Nebraska South Carolina West Virginia North Carolina Pennsylvania North Dakota North America South America Africa Australia Asia Canada soccer player pitcher basketballer catcher skier swimmer diver bowler server fencer archer weight lifter

schwa word finally 2: Non-rhotic varieties of English: word final schwa #2 (occupations)
painter dancer tailor builder singer doctor cleaner presenter bull fighter exterminator waiter construction worker teacher photographer sister dog trainer dressmaker interviewer driver shopper director barber welder window cleaner bricklayer roofer carpenter carpet layer concreter glazier

There are vowel minimal pairs here near the top of the page

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Phonology and articulation pictures; consonants, clusters, vowels.

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A nice little workbook to explore ways to calm or energise yourself

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An Information Booklet for Parents (NCSE)

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Strategies for calming and self-regulation

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Occupational Therapy Resource Pack for Primary Schools - Cork North Lee Oct 2014(1)

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Useful SLT websites

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For Young People | ADHD Ireland

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Here at ADHD Ireland, we aim to provide support for people with ADHD.