Giveaway of our Remediation Of Final Consonant Deletions Comprehensive Packet!



We are super excited to introduce our latest Twin Sisters Speech and Language Therapy document!! Please know that we have worked hard on this one! We strove to make it as comprehensive as we could! That is because the keywords of "final consonant deletions" have been the most searched words at our website and we know that a lot of you are looking for more treatment materials for it.

We hope that you find that this 109 page document (more like a book than a "document") is all that you were hoping for and that it will be your "go to" document for all of your treatment needs when helping children with the phonological process of final consonant deletions from now on! We are targeting a wide variety of final sounds in this packet after the presentation of many minimal pair’s cards. The specific sounds targeted after the minimal pair’s include: b, p, m, n, g, k, t, s and d.

 

Please use the following links to our TpT and TN stores to buy one for yourself.  We don't think that you will regret the decision!

Final Consonant Deletions at Teachers Pay Teachers

Final Consonant Deletions at Teachers Notebook

Final consonant deletion is a type of phonological processing disorder. A phonological processing disorder occurs when a child has difficulty producing an entire class of speech sounds vs. individual sound errors. In the case of final consonant deletion, they are dropping many of their end sounds which make it difficult to be understood.

For this packet we have chosen to use the sound targets of: b, p, m, n, g, k, t, s and d since these sounds are more appropriate articulation targets for the younger communicator. The younger communicator (under the age of 5) is the group that we usually work with on reducing the phonological process of final consonant deletions.

 

 

Minimal Pair’s Are A Great First Step:

One way to help a child become aware that they are deleting their end sounds is to use minimal pair’s activities. Minimal pairs are a set of words that differ by a single phoneme. Utilizing minimal pair’s at the start of our therapy regimen has helped the children to develop their listening and discrimination skills. After a child's discrimination skills are increased then we can go on to increase their overall speech productions.

Some ways that we have incorporated minimal pairs
into our therapy:

1) Production practice: Say the words without end sounds and then say the ones with the end sounds being targeted.

2) Memory: Print out the desired amount of minimal pairs and have the student match them. 

3) Listen and point: Hide your mouth, have one pair visible, say one of the words, and have the student point to which word they heard.

4) Bombardment: Read all of the minimal pairs and have then have the student listen to the list with and without the end sounds.

5) Sorting: Use the sorting pages (like what is provided in our packet) and if the student hears the targeted end sound then they can be encouraged to insert the card into the top half of the sorting page, if they don’t hear an end sound then they are encouraged to put the card in the other available insertion point on the page.

6) Listen and repeat: Have student listen and/or repeat the minimal pair sentences (we have a 60 of them in our packet) and have them listen for the word with an end sound and for the word that did not have it.

7) Listen and move:
A) Read a minimal pair card and if the child hears an end sound they are encouraged to run to one side of the room, if they don’t hear an end sound then they are encouraged to run to the other designated side of the room. 
B) Read the minimal pair card and have the child stand up when they hear an end sound, and sit down if they hear a word without an end sound.

 

Another component that we use to help with the production of end sounds is the use of visual phonics. We use the See-the-Sound system. See-the-Sound Visual Phonics is a system of sound associations which represent each sound in our language with a hand signal and a graphic or written symbol.  We use the visual hand phonic for the end sound that is being targeted. They child learns that there is a need for an additional sound by just a visual cue and this can help tremendously with final sound production and recognition of sound deletion.

Once recognition has occurred and if a child is having a specific difficulty with a particular sound, the rest of the packet can then be utilized. Depending on the articulation and/or specific sound deletion the sounds of b, p, m, n, g, k, t, s, and d can be individually targeted using their respective activities.

 

We are giving one of these documents away via the lucky hat method at the end of the week!
Please leave a comment or question about working with phonological disorders or just a general comment about something you see in our document in order to enter the contest.
Your email address is required.  If you don't want to leave it on the comment line, then please leave it with Shanda at: shandagaunt@gmail.com.  We just want to make sure that we can contact you if you are the lucky winner of this new comprehensive therapy packet targeting the remediation of final consonant deletions.
 

Shanda and Manda,SLP's