First, have the child imitate the word after you.How do we practice the cards we chose to start with? Focus on teaching him that particular sound. As you go through this process, if the child is able to say all of those words, go back through and write down which particular sounds the child had trouble with when saying these words.If the child cannot say these words correctly most of the time, use this deck to start. Once the child is able to say the CVC words most of the time, move on to the consonant-vowel-consonant-vowel (CVCV) deck.If he cannot say these words most of the time, choose this deck to start with. Ask the child “what’s this” for these words. Once the child is able to say the CV and VC words most of the time, move on to the consonant-vowel-consonant (CVC) deck.If not, these will be the decks you start with. See if the child can say the word on his own.
Hold up each picture and ask the child “what’s this?”. First, start with the consonant-vowel (CV) and vowel-consonant (VC) word cards.How do I choose which cards to start with? You can always move to more difficult words later when the child is ready.
If the child is difficult to understand and you’re not sure why, these cards are a good place to start. For example, children with apraxia of speech, autism, Down Syndrome, and severe phonological processes are all good fits for these cards as long as they are still working on putting together sounds to form simple words. The children who would benefit most from using these decks of cards are children who have multiple speech errors and have difficulty putting together simple words such as these. Who would benefit from using these cards? Therefore, “shoe” would be an example of a consonant-vowel (CV) word. (Spelling in the English language is so much fun, right?). For example, the word “shoe” is made up of four letters but only two sounds because the “s” and “h” go together to make the “sh” sound and the “o” and the “e” go together to make the “oo” sound. You will notice that the consonants and vowels used here describe the sounds in the word, not necessarily the letters. The four types present in these decks are consonant-vowel (CV, like “cow”), vowel-consonant (VC, like “up”), consonant-vowel-consonant (CVC, like “cup”), and consonant-vowel-consonant-vowel (CVCV, like “baby”). The cards in this deck are organized by word structure type. Sort cards by type (CV, VC, CVC, and CVCV) as needed and follow the directions for the speech activities on the next page.Īrticulation Cards CV, VC, CVC, CVCV Words Included: Consonant-Vowel (CV Words):Ĭonsonant-Vowel-Consonant Words (CVC Words):Ĭonsonant-Vowel-Consonant-Vowel (CVCV Words):Īrticulation Cards CV, VC, CVC, CVCV Word Speech Activities: How are the words organized?.Cut out each card along the green lines.(Note: you can also do this after you cut the cards out if your lamination needs to be sealed around the edges) Laminate each page if desired for additional protection.If you print them in order, the back of each card will label whether the word is a CV, VC, CVC, or CVCV word. Print out the following pages on the front and back sides of the paper.Here’s what you’ll need to put together these articulation flashcards. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy several examples of instructional programs involving one or both of these elements are provided.Articulation Cards CV, VC, CVC, CVCV Words Assembly Instructions: In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005 Kerns et al., 2016).
Students with persistent reading difficulties are often especially challenged by multisyllabic words they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003 Carlisle & Katz, 2006 Moats, 1998). Author: Lindsay Heggie and Lesly Wade-Woolley.
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