Running head: ARTICULATION ASSIGNMENT

Articulation Assignment
Noor Chabayta
Sheridan College

ARTICULATION ASSIGNMENT

ARTICULATION ASSIGNMENT

Identified Sound:
The targeted sound made aware of when creating this game was that of the letters, and
fulfills the criteria of a developmentally appropriate sound to target. The sound choice was made
as we learned that Sounds are learned at different ages depending on how difficult they are to
say. (Talking Child, 2003) When referencing the Speech and Articulation Development Chart
provided to us as derived from Talking Child, it is clear that the letter and sound created by the
letters is one that individuals ranging from ages 3-8 years old are developmentally able and
capable of learning and a sound that should be introduced and practised at as early an age so
that they are able to use the sound in words at all times (Talking Child, 2003) with ease. The s
sound as well as other as made clear by the chart will not be mastered in one seating, but a
sound that takes years to master and use naturally. The use of articulation games that target
such sounds create a great foundation for students as they work towards sentence and phrase
development etc.

Target Words:
The Target word selected for the Articulation activity created are as follows:
-

sun

sit
sea
seal
sing
sad
soup
see
six
sat
sail

sign
sand
sofa
sick
soap
saw
say
seed
sock
sew

Materials:

All materials for activity were submitted:

- Game board
- Matching pictures with Velcro
- Progress sheet /word wall
- Legend of what each color represents
- Game pawns
- Dice
- Mirror

Activity Write-up:

At first glance the game created seems to solely be catered to the development
and articulation of single words; however through simple modifications, the articulation of
phrases and sentences can also be incorporated into the game through the use of included and
easily attainable materials. As seen in the images of the game attached below, the shape the
game board follows is one of a snake as a means of tying it into the chosens sound, and also
so that students can be reminded of the sound s makes by being reminded of the slithering of a
snake. This may also act as a means of encouragement if the sound is forgotten etc., and also
associates a fun and encouraging component to the short game. The game would ultimately last
5-8 minutes, and the dice included, which contain a maximum possible number of three, allows
for a useful number of chances for sound production. To elicit spontaneous production, referring
the child to the picture supports included can allow for this, or reminding the child of the
presence of the snake and the slithering sound practised before the game began.
The game is called Ssslithering to Success. The snake is patterned and divided
into a number of spaces where each target word is written, along with a piece of Velcro
that allows the option of attaching the matching picture as a means of support, yet still
allowing the option of removal if the teacher feels this adds benefit or further
development of articulation in any way. Each space is also one of four colors Red,
orange, yellow or green. Each color represents a different articulation enhancing action a
child must accomplish with the word written on the square once theyve rolled the dice
and landed. This adds variety and the use of different tools in practise, alongside
imitation, rather than simply using imitation. The red requires the student to use a mirror
as a mean of encouraging the use of visual cues. At this point, the adult may portray the
ways in which our mouth moves to create the s sound, or the physical placement of our
mouth in order to make the sound, whereby the student may use the mirror to see such
movements. The orange requires the student to pay attention to the third characteristic
of sound, and the fact that the s sound is voiceless, which indicates no vibrations, and
only the use of air. Each color involves repeated action to reinforce characteristics of the
s sound to the student, creating automatic formation of the sound overtime as these
characteristics become familiar. The color yellow requires the student to model the s
sound through the word indicated on the square to the adult, whereby the adult will
imitate the sound from the student; this allows the student to teach and review what
theyve learned. If the child struggles, the roles may be reversed (between student and
adult) or the use of error corrections cab be manipulated. Finally, the color green allows
the student independence to simply rely on images and themselves to read and

articulate the s sound on their own without the use of imitation. Once again, if
challenges occur the adult may provide support. As a means of reinforcement there is a
blank Word wall provided with the game that allows students to remove the images
attached to the game board onto their word wall to allow for visual evidence of the s
words the students had practised that day. This in itself is a sense of motivation.
Throughout the game it is important that the adult guide the student if they struggle, and
refer them to any of the following strategies that assist with error production. In many
ways the requirements involved with each color assist in error production itself,
alongside support from the adult involved.
- Visual cues : referencing to the picture alongside the word
- Verbal cues: involves the adult explaining what physical actions or mouth placement
allow for the development of the sound, or telling the student what to do (Windsor,
2016) in order to produce the sound.
- Imitation/ Model: simply encouraging the child to repeat the word after you (the
adult), with emphasis made on the s sound.
- Choice: giving the child a choice between the proper articulation of the word and an
incorrect one.
(Windsor, 2016)

- The adults role begins by introducing the name of the game as well as explaining the
snakes relevance to the game and s sound. Before the game begins, it is important that the
adult explain the instructions as well as the many techniques used in the games that will be
used to elicit and practice articulation and sound production. Making the child aware of the
snake shape of the game is important as is practice of the s sound by slithering like a snake;
this allows them to manipulate the snake if at all they struggle during the game. The adult acts
as a guide, and if a student requires support in terms of articulation or a reminder as to what a
color represents etc. the adult is available. They are also there as support and a means of
encouragement, as well as to ensure the sound being practised is accurate and consistent.
Fully describes at least 4 ways the activity could be adapted to further develop the
students articulation
- The simplicity in design allows a choice of adaption. Although each color represents a
required action, they also provide support and cues if at a loss. . In terms of adaptation, this
game can easily become equipped with cards that correspond to the word and color of the
game spaces and the educator may wish to place new meanings or associated actions to each
color that allow for phrase and sentence production when the educator feels they are ready. The
words on each square may also act as incentive to create a game that resembles go fish,
whereby short phrases such as can be used I spy the word_____ or I see a word that
contains the letter ___ in it the student then has a number of seconds to find the word on game
board and mark it. This allows development of articulation in terms of phrases. The formation of
sentences that contain the words on the game board, either produced by the teacher alone, or
alongside the child, and practising sentence formation as the game is played and the pawn land
on the corresponding word. Once again, the tools and techniques used for sound production
with the original game (i.e. use of the mirror, imitation and physical placement of the mouth and
tongue) can also be applied when practising the articulation of sentences and phrases.
- The images below contain the materials included for the game:

References

Talking Child. (2003).Speech language development. Retrieved from

http://www.talkingchild.com

Windsor, C. (2016). Communication disorders: Week 3 [Lecture Notes]. Sheridan

College: Oakville.