Are you looking for strategies to help students who add, add, leave out, and reorganize words or sounds? If so, keep reading.
1. Using images of similar sounding words, say each word and have the student point to an appropriate image (e.g., run and one, or bat and back).
2. Give the student a word list including the target words. Get the student to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s everyday vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target word into everyday speech.)
3. Get the student to write sentences using the target sound or words.
5. Include parents by asking them to rate their child’s speech for a specific duration of time (e.g., during dinner count “no errors,” “a few errors,” or “many errors”).
6. Organize a game such as Simon Says in which the student tries to mimic the target sound or words when pronounced by the teacher or peers.
8. Throughout oral reading, underline targeted sounds or words and reinforce the student for correct pronunciation.
9. Praise the student for correct pronunciations of the target sound: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).
10. Create cards with the target sound and cards with vowels. Get the student to combine a target sound card with a vowel card to make a syllable that they can pronounce (e.g., ra, re, ro, and ar, er, or).
11. Utilize a board game that requires the student to tag images containing the target sound or words. The student needs to pronounce the target sound or words correctly before they can move on the game board. (This learning experience can be simplified or expanded based on the level of expertise of the student.)
13. Get the student to cut out images of things containing the target sound or words and display them where they can be practiced each day.
14. Get the student to read simple passages and record them. Then have them listen to the recording and mark incorrect and/or correct pronunciation.
15. Get the student to tally the number of correction pronunciations of the target sound when the teacher or a peer reads a list of words.
16. Get the student to keep a notebook of complicated words encountered each day. These can be practiced by the student with a teacher or peer assistant.
17. Give the student a list of words including the target sound. (The student will probably be able to pronounce the target sound more easily at the beginning or end of a word than in the middle.) Get the student to practice the words daily. As the student masters the word list, add more words. (Using words from the student’s vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target sound into everyday speech.)
18. Get the student to keep a list of all the words they can think of that contain sounds that are complicated for them to pronounce accurately.
19. Get the student to read a list of words and rate their pronunciation of the target sound or target word after each pronunciation.
20. Show the student with a list of topics. Get the student to choose a topic and then give a spontaneous speech for a specific length of time. Count errors and suggest ways for them to improve.
22. Consider using a language development app. Click here to view a list of apps that we recommend.
23. Consider using an assistive technology designed to support students with articulation disorder.