• Task Sequence. As with rhyming, there is a sequence of dif- ficulty of tasks. Scheule & Boudreau (2008) suggest the fol- lowing in order of difficulty: Judge Initial Sounds (‘Do sun and car start with the same sound?’; Odd One Out (‘Which one does not have the same sound at the beginning: cat, kid, bone, car?’); Match Initial Sounds (‘Which one begins with the same sound as sing?’; and Initial Sound Sorts (‘Which one starts like fat and which one starts like sun?’) • Instructional Stimuli Sequence: Researchers have also found a sequence of difficulty related to individual pho- nemes or stimuli. Scheule & Boudreau (2008) suggest targeting continuing sounds (those sounds that can be drawn out slowly, such as /m/, /f/, and /r/) before stop sounds (those that stop abruptly, including /p/, /b/, /t/, /d/, /k/, and /g/). Erickson & Koppenhaver also suggest saving ‘tricky sounds’(e.g., /q/, /h/, /w/) until learners are progress- ing well with the first two groups. As with rhymes, howev- er, this is not a mastery approach. Once learners are mak- ing progress, it’s fine to introduce the next set of sounds. This is a great task to help learners – especially those who are nonspeaking – develop their inner voice by reminding them to ‘say it to yourself.’ Developing an inner voice will support learners in making sound-letter connections. Alliteration Awareness: Judge Initial Sounds Judging initial sounds means that the learner lets us know if two words start with the same sound (“Do bat and can start with the same sound?”). As with rhyming activities this, should be integrated into an interactive task, not presented in test format. A sample instructional task for students with CVI is described below. Are They The Same? This is played the same as games for judging rhymes. Family members or classmates can each have a picture card, with some the same initial sound (e.g., tiger / top) and some different (e.g., tiger / dog). They can pair up and fig- ure out who has cards that are the same. Learners with CVI may need to be told the words that the cards represent, meaning that they will not form their own internal version of the word to compare with other words. If a learner cannot visually identify a card, s/he should be helped to activate the inner voice, by being told to ‘say it to yourself: tiger’. Alliteration Awareness: Odd Sound Out Odd Sound Out means that the learner lets us know which word starts with an initial sound that is different. The task would be: ‘Which of these does not have the same sound at the begin- ning: fan, fit, sand.’ A sample instructional task for students with CVI is described below. Spin the Words. SLP Ms. Yolanda is working with a group that are beginning to learn this task, so she is focusing on continuant sounds (sounds you can draw out like /m/ and /n). Today, Ms.
game, helping learners rhyme a nonsense word to their names. This activity is based on the fun Raffi song, ‘Willaby Wallaby Woo’, with lyrics that start out with pronouns then continue to rhyme with children’s names. This is a great quick activity to share as a song or rap, rhyming with learner names for roll call, line up, or dismissal. Musselwhite, Wagner, & Hanser (2020) suggest many variations on this game. An example of a ‘rap’ version is: Tired Tiger Tanna, the tiger tickled Janna. Learners with CVI can par- ticipate by looking at the person whose name rhymes with the chant. It is important that all learners are situated so that they can see everyone in the game. If that is not possible, partner assisted scanning can be used, saying ‘Tanna – Eric? Marcus? Janna?’ then going through the names one by one. Rhymes for a Book. Pick a fun book that your learners have enjoyed, then add some rhymes to it. For example, Ms. Judy was reading ‘Cash for Trash’ from the RAPS set (Musselwhite, 2016). She used the ‘mind reader’ activity to ask her learners to figure out which word rhymed. Examples were: Jordan says, ‘I’ve got to dash, Off to the ballfield to pick up _______ (junk / cans / trash).’ Sid says, ‘See you later, fans, I‘m off to the ballfield to pick up ______ (junk / cans / trash)’. Manuel and his aide use part- ner assisted scanning to help him figure out which of the three words rhyme. He does not need to look at the words, as the focus should be on listening for rhymes.. Rhyme Awareness: Create Rhymes Learners generate a rhyme to go with a target word (“Tell me a word that rhymes with dog”). This activity will be the hard- est for learners who use AAC because they must first think of a rhyming word, then figure out if and where the word is stored on their AAC system. Below is one idea for supporting students with this task. Hand Clap Group Game. This activity is related to the previ- ous hand clap / jump rope game except that the student starts the rhyme, and peers fill it in. For example, Monique, a third Grader with Phase II CVI, enjoyed using her TalkSuite app to share hand claps with her peers. After a couple of weeks of this awareness-building, her speech language pathologist added new chants where the peers would fill in rhyming words, such as ‘Cinderella dressed in red, went upstairs to kiss her _____.’ Peers had a great time coming up with silly rhymes such as: bed, Ted, Fred, Ned, bread, and head. They occasionally played ‘Odd Rhyme Out’ by adding a word that didn’t rhyme and seeing if Monique caught it.
TEACHING ALLITERATION AWARENESS
Alliteration Awareness Overview Alliteration is the basis of tongue twisters, and focuses on devel- oping an awareness of initial sounds in a word. Learners with CVI may show success on this task because it does not depend on seeing the initial letter, but rather hearing the initial sound within a word.
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