Thus, speech sound disorder and dyslexia are highly comorbid.” “In a separate line of work, an estimated 25% of school-age children with a family history of dyslexia have a history of speech sound disorder in early childhood (Pennington & Lefly, 2001). The article states that, “Approximately 18% of preschool-age children with isolated speech sound disorder (absent of a co-occurring language impairment) have reading difficulty in mid-elementary school” (Cabbage et al., 2018) (Lewis, Freebairn, & Taylor, 2000). (2018) is a must-read on the connection between dyslexia and speech sound disorders. The article, Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits, by Cabbage et al. Farquarson on Instagram, you know that including phonological awareness activities during speech sound sessions is a must! The activities will focus on preschool to 1st grade, but you could easily adapt them for any age group. This post will quickly cover why we should target phonological awareness in our sessions and then discuss therapy ideas. Working on phonological awareness with students who are already at risk of developing dyslexia is one that translates pretty painlessly. Making the jump from research to practice can sometimes feel overwhelming. ģ)Fun: Most speech therapists and teachers will agree that children learn most when engaged in activities that they enjoy.This is a guest blog post by Monica, a school-based SLP, all about Phonological Awareness Activities ! How to Target Phonological Awareness Once children understand this concept, they are likely to feel motivated to participate in more rigorous articulation therapy activities. Ģ)Sound Significance: Listening Lions Emphasizes the impact one small sound can have on a word. The purpose of Listening Lions is to target speech sound awareness and auditory discrimination through 3 components:ġ) Multi-modal learning: This activity combines auditory skills (listening for the target sound), visual abilities (scanning for the appropriate picture or word) as well as a kinesthetic experience (physically moving the lion to the appropriate box). Simply reverse roles and have the child say the words while the you make the lion “jump”. Listening Lions is also an effective way to get a child to practice saying words with a target sound. Others may say “rest” to indicate the activity is finished. Some may prefer to say “rest” before introducing a new pair. When the talker says the word “rest” the child is to place the lion puppet on the circle at the bottom of the board. Once the child seems comfortable with the minimal pair “yam/lamb” the next pair is presented. The pair "yam/lamb" is presented several times until the child appears confident. For example, if the talker says “yam” and the child makes the lion jump on the picture of “yam”, the talker will then say the word “lamb”. The talker presents the words based on minimal pairs. Determine which board you would like to use based on the degree of difficulty you feel is appropriate. The child holds the lion puppet in one hand and is encouraged to help the lion “jump” onto a given word. When targeting auditory discrimination the child is seated across from the "talker" (usually a teacher or a therapist but you may also consider working with peers as a group activity). Informative followup letter to caregivers about auditory discrimination and the benefits of this activity. This activity, based on minimal pairs /l/ and /y/, is fun, productive and sure to keep children attending.Ħ uniquely illustrated minimal pair cards (likes/yikes, lei/yay, less/yes, lamb/yam, lawn/yawn)Ĥ adorably illustrated listening lion craft-stick puppets and a template for creating a storage pocket.ġ 10x7 listening board depicting 4 initial sound minimal pairs. If you are working on auditory discrimination, phonemic awareness, or speech articulation, Listening Lions can help.
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