Yesterday, before my first phonological group at school, I read the article below by Jennifer Taps and Jessica Barlow
CSHA 2013: Powerful Assessment and Analysis
for Children with Phonological Disorders
I used the Say It Right Entire World of /s/, /r/ and /l/ blends change a story flip book. It was effective because there are three panels options with colorful pictures. You can change one panel or all three. I gave the student the option about which panel she wanted to change. When I asked her which panel to change, I was providing verbal modeling for the initial /s/ clusters. We repeated many of the panels while interchanging the other panels. The results I had were amazing! The student spontaneously produced final /k/ as in pink. I jumped out of my seat with sheer joy and amazement.
On the way back to her kindergarten class, she spontaneously produced final /g/. I am not sure what caused the rapid advancement, but I am sure that it was the system in which Jennifer and Jessica were referring to in their presentation.
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