• Your child may be receiving speech and language therapy to improve articulation or sound development. 

    1. Sounds are often targeted by patterns such as missing ending consonants, known as final consonant deletion such as "pi" for "pig" or cluster reduction, such as "sop" for "stop."

    2. Students often work on improving their sounds in this hierarchy moving from one level to the next. The examples that follow will show how this works for the /s/ sound but it applies to all sounds

      1. Auditory Bombardment - Words are said to the student while student listens or colors (no TV or electronics)

        1. Soon, sad, since, sink, soft, sit, sip, safe, salt, sea, seal, some - presentend 1-2 times

      2. Auditory Discrimination - Your child listens to a sound or word with a sound to determine if they hear the sound that is being targeted

        1. s - yes, s - yes, n - no, m - no sh - no, s- yes, etc
        2. sip - yes, fan - no, etc.
      3. Isolation - Your child learns to produce the sound by itself

        1. s-s-s-s - pausing between each trial so as not to say ssssssssss while you count to ten
      4. Syllables - Your child learns to produce the sound in syllables

        1. Beginning syllables - say, see, sigh, sew, sue
        2. Ending syllables - ace, ees, ice, os, oou
        3. Medial syllables with the same vowel - asa, ese, isi, oso, usu
        4. Medial syllables with different vowels - ase, eso, ise, osu, oosa
      5. Words - Your child learns to produce the sound in words

        1. Beginning words - some, sun, soon, safe, sing, etc.
        2. Final words - mouse, house, chase, lace, rice
        3. Medial words -messy, Bessie, dressing, raisin
      6. Phrases - Your child learns to produce the sound in two word phrases moving slowly up to five word phrases

        1. Beginning - some please, want some, I want some, I want some more, I want some more peas
        2. Final - grey mouse, go grey mouse, Where's the grey mouse?, I found the little mouse
        3. Medial - too messy, my messy room, My room is messy, Your room is not messy
      7. Sentences - Your child learns to produce the sound in sentences.  Often your child is given a word, and then puts that word into a sentence.  Your child may need your help making up a sentence or saying a sentence that makes sense.  We work with giving one word, moving up to two to three words.

      8. Reading - Your child reads a list of words moving to reading sentences with the target sound in it (if he/she can read).  Regardless of whether your child can read, your child is still shown the written words and letter sound throughout all of these stages.

      9. Conversation - Your child will be monitored for correct speech in conversation or spontaneous speech, so when telling stories or asking and answering questions.  They might need you to correct a word along the way.

      10.