(Using words from the learner’s vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target sound into everyday speech.)ġ8. As the learner masters the word list, add more words. (The learner 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 learner to practice the words daily. Give the learner a list of words including the target sound. These can be practiced by the learner with a teacher or peer assistant.ġ7. Get the learner to keep a notebook of complicated words encountered each day. Get the learner to tally the number of correction pronunciations of the target sound when the teacher or a peer reads a list of words.ġ6. Then have them listen to the recording and mark incorrect and/or correct pronunciation.ġ5. Get the learner to read simple passages and record them. Get the learner to cut out images of things containing the target sound or words and display them where they can be practiced each day.ġ4. The learner earns a sticker for correctly distinguishing a set number of correct/in correct pronunciations the puppet makes.ġ3. Utilize a puppet to pronounce targeted words correctly and incorrectly. (This learning experience can be simplified or expanded based on the level of expertise of the learner.)ġ2. The learner needs to pronounce the target sound or words correctly before they can move on the game board. Utilize a board game that requires the learner to tag images containing the target sound or words. Get the learner 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).ġ1. Create cards with the target sound and cards with vowels.
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Praise the learner for correct pronunciations of the target sound: (a) give the learner 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 learner an informal reward (e.g., praise, handshake, smile, etc.).ġ0. Throughout oral reading, underline targeted sounds or words and reinforce the learner for correct pronunciation.ĩ. Assess the appropriateness of requiring the learner to accurately pronounce specific sounds (e.g., developmentally, specific sounds may not be pronounced accurately until the age of 8 or 9).Ĩ. Organize a game such as Simon Says in which the learner tries to mimic the target sound or words when pronounced by the teacher or peers.ħ. 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”).Ħ. Get the learner to show thumbs-up every time the target sound is pronounced accurately when an image is tagged and thumbs-down if the target sound is pronounced inaccurately.ĥ. Get the learner to write sentences using the target sound or words.Ĥ. (Using words from the learner’s everyday vocabulary, reading lists, spelling lists, etc., will enable transfer of correct pronunciation of the target word into everyday speech.)ģ.
Get the learner to practice the words daily.
Give the learner a word list including the target words. Using images of similar sounding words, say each word and have the learner point to an appropriate image (e.g., run and one, or bat and back).Ģ. Are you looking for strategies to help students who add, add, leave out, and reorganize words or sounds? If so, keep reading.ġ.
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