Articulation, Materials, Therapy Ideas

Moving from Sounds in Isolation to VC and CV Syllables!

  1. Alison says:

    Usually I find with my population the final stops because they add the Schwa or initial affricates

  2. Andrea says:

    One thing that’s really worked for me with kids that stop F is adding an “h” sound while they’re practicing transitioning to the vowel – so they practice something like “fha”, “fho”, “fhee” etc. Eventually we fade the “h” out. I don’t need to do this with all of the kids practicing F but I find it really benefits the ones that might insert a “p” after “f” (ex. say “fpa” instead of “fa”). Inserting the “h” tends to counteract their tendency to stop the airflow for “p” after saying “f.” I find stopping the easiest process to get rid off; the hardest is probably FCD.

  3. Emily says:

    I do what Andrea mentioned for f and add an h before the vowel since some students add a p between the f and vowel. Its also easy to hold the f sound then add a slight break and ease from h to a vowel (fff-ha) I found its way easiest to fade the added h than when they add a p!

  4. Andrea says:

    Wow, I love this step by step process and love the tips above about the h! Will definitely use these in the future.

  5. Carrie says:

    Great tips! I am having a difficult time getting a preschooler to lose the “gap” time. He is working on f and he can only do it if he separates the f from rest of word. I have tried visuals and tactile cues to get him to put the word together with no luck. Any ideas?

    • Andrea says:

      My first go to would be visuals too. Maybe sliding my hand or finger on the table as I say F and the vowel together. And then having the child do the same action and say the sounds with me. If they make a gap stop your hand so they see they’re not keeping the airflow going. Or having a picture for F and one for the vowel – say the 2 separately and then move the pictures closer together and say the sounds with less of a gap between them until there’s no gap (between the sounds and the pictures). You could also try saying the sounds slower and stretching them out or saying them faster in a chant (ex. fee fi fo fum…). Different strategies work for different kids so just keep trying until you find something that works!

  6. Valerie says:

    My students struggle with final stops and velars the most. The add the schwa to the stops or front the velar sounds and have great difficulty working on changing their placement.

  7. Kim Hovey says:

    I do something very similar, but have the students push foam letters for the target consonant in and out of the circles for CV or VC. I have also found that Caroline Bowden’s s/h and f/h minimal pairs work well for stopping. Hand gets blended to sand, for example. And very strangely, I have found that prolonging the vowel sound (instead of the initial consonant) helps tremendously with getting that long sound in the initial position (f-aaaaan instead of ffffff-an).

  8. JoAnn says:

    Hi Shannon, great post and dialogue on the key points needed to move from ISO to syllable. Good information for new and seasoned students.

  9. Kristine says:

    It is difficult for some of my students to get a vowel after the /k/ sound. Sometimes we have to practice pausing between /k/ and the vowel for a while before they can produce the 2 sounds together. I think your visuals would be really helpful.

  10. Annie says:

    Love your step by step method. I typically jump from producing the sound in isolation to the word level, but I will have to try using your method. I’m sure it will work well for some of my more severe students! Thank you!

  11. Erica says:

    I recently started using Nancy Kaufman’s KLSP deck 1 for some of my more severe phonological kiddos. The visuals and successive approximation techniques are helpful!! I’d love to win your product!

  12. jen rodriguez says:

    would love to use this with some of my kiddos!!

  13. Marisa says:

    Great information. I wish I could make something like this!

  14. Kacie says:

    Oh I love these sheets! I have so many kids that need visuals and i’ve found it hard to use visuals at the syllable level. This is great!

  15. Jenna says:

    I use a similar visual with my kiddos but I tend to write it out each time. Great idea to have the mouth visuals 🙂

  16. Susan says:

    One of my kiddos consistently voices /p/ (so it becomes /b/) at even the syllable level. Really hoping this will be helpful for him. Right now we are segmenting significantly but he gets quite frustrated :\

  17. Ruth says:

    Can you suggest how this would be modified (or does it need to be modified?) for younger children (age 2)?

    • Shannon says:

      I think for a 2 year old, you could use this to guide your practice, but I would recommend more play-based activities and imitation. You could do this by singing silly songs with target syllables or words, having puppets or dolls “practice” with you, or finding a repetitive game to get lots of practice in (putting pom pom balls in a big jar, for example). It really depends on the child and the targets. I would consider starting with functional CV or VC words like hi, bye, up, whee, poo, and pee if the child was really unintelligible.

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