Vocalic R Coarticulation Flash Cards
Teach the Vocalic R sound using these coarticulation activities in speech therapy! No print and no prep articulation activity option included! You will be shaping vocalic R from prevocalic/initial R. The student who is appropriate for this resource already has a good initial R sound, but is struggling with the vocalic R. So, we are using that initial/prevocalic R to help get the articulators in the right spot for the vocalic R.
How to use this resource:
When using this resource, have the child say a vocalic R word immediately followed by a prevocalic R word. Then you fade out the production of the prevocalic R. I use the arrows as a way to help the child slide their finger or a tiny manipulative from the vocalic R to the initial R sound. This is great for a visual and tactile cue!
Choose the prevocalic R word that helps your client get his/her best R sound. Start with Level 1 cards where the child will say the ENTIRE prevocalic R word after saying the vocalic R word. I like to “hold out the R” that I am blending as we slide our finger or a tiny manipulative along the arrow joining the words. (e.g. carrrrr -> Red).
Then move to Level 2 where the child will either (1) say the initial R normally and whisper the end of the vocalic R word (e.g. so normally say the R for “red” and whisper “ed”) or (2) start to say the prevocalic R word but omit the ending altogether (e.g. say ”R” for red but don’t complete the word). You can still drag out the R to help establish that placement (e.g. carrrr -> R). These are two ways I fade out using the prevocalic R word to help shape that vocalic R.
Tell me about the target words…
All the words in this resource (the vocalic R words AND the initial R words) were chosen for their facilitative contexts! Although not every word is perfect (that would be impossible, right?) this is a GREAT place to start when shaping vocalic R from prevocalic R because the student is set up for success!
The initial R words are consistent across all vocalic R trials. There are 6 different initial/prevocalic R words to use for coarticulation, each with a different facilitative vowels following the initial R (red, read, rug, rash, rob, rip). Choose the one that is best for your student. There are also 5 different words for each type of vocalic R (e.g. 5 words for “air” and 5 words for “er”). Each of the vocalic R words is paired with every type of initial R, so you have plenty of contexts to choose from!
WHAT IS INCLUDED:
Level 1 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
Level 2 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
The end of the initial R word is in fine/dotted print. This is so the student gets the visual that they are NOT going to say the entire initial R word. Rather they are only going to say the initial R sound. (This is the initial R sound that they are already good at.)
Level 3 Simple Sentence Strips - Color
6 different sentence strips; one for each prevocalic R coarticulation word
Change out the target vocalic R word for all 6 vocalic Rs
Level 1 & Level 2 cards in no prep black & white
Print and go OR
Pull up on a PDF reader and use digitally with mark-up tools OR
Send home for speech therapy homework
Teach the Vocalic R sound using these coarticulation activities in speech therapy! No print and no prep articulation activity option included! You will be shaping vocalic R from prevocalic/initial R. The student who is appropriate for this resource already has a good initial R sound, but is struggling with the vocalic R. So, we are using that initial/prevocalic R to help get the articulators in the right spot for the vocalic R.
How to use this resource:
When using this resource, have the child say a vocalic R word immediately followed by a prevocalic R word. Then you fade out the production of the prevocalic R. I use the arrows as a way to help the child slide their finger or a tiny manipulative from the vocalic R to the initial R sound. This is great for a visual and tactile cue!
Choose the prevocalic R word that helps your client get his/her best R sound. Start with Level 1 cards where the child will say the ENTIRE prevocalic R word after saying the vocalic R word. I like to “hold out the R” that I am blending as we slide our finger or a tiny manipulative along the arrow joining the words. (e.g. carrrrr -> Red).
Then move to Level 2 where the child will either (1) say the initial R normally and whisper the end of the vocalic R word (e.g. so normally say the R for “red” and whisper “ed”) or (2) start to say the prevocalic R word but omit the ending altogether (e.g. say ”R” for red but don’t complete the word). You can still drag out the R to help establish that placement (e.g. carrrr -> R). These are two ways I fade out using the prevocalic R word to help shape that vocalic R.
Tell me about the target words…
All the words in this resource (the vocalic R words AND the initial R words) were chosen for their facilitative contexts! Although not every word is perfect (that would be impossible, right?) this is a GREAT place to start when shaping vocalic R from prevocalic R because the student is set up for success!
The initial R words are consistent across all vocalic R trials. There are 6 different initial/prevocalic R words to use for coarticulation, each with a different facilitative vowels following the initial R (red, read, rug, rash, rob, rip). Choose the one that is best for your student. There are also 5 different words for each type of vocalic R (e.g. 5 words for “air” and 5 words for “er”). Each of the vocalic R words is paired with every type of initial R, so you have plenty of contexts to choose from!
WHAT IS INCLUDED:
Level 1 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
Level 2 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
The end of the initial R word is in fine/dotted print. This is so the student gets the visual that they are NOT going to say the entire initial R word. Rather they are only going to say the initial R sound. (This is the initial R sound that they are already good at.)
Level 3 Simple Sentence Strips - Color
6 different sentence strips; one for each prevocalic R coarticulation word
Change out the target vocalic R word for all 6 vocalic Rs
Level 1 & Level 2 cards in no prep black & white
Print and go OR
Pull up on a PDF reader and use digitally with mark-up tools OR
Send home for speech therapy homework
Teach the Vocalic R sound using these coarticulation activities in speech therapy! No print and no prep articulation activity option included! You will be shaping vocalic R from prevocalic/initial R. The student who is appropriate for this resource already has a good initial R sound, but is struggling with the vocalic R. So, we are using that initial/prevocalic R to help get the articulators in the right spot for the vocalic R.
How to use this resource:
When using this resource, have the child say a vocalic R word immediately followed by a prevocalic R word. Then you fade out the production of the prevocalic R. I use the arrows as a way to help the child slide their finger or a tiny manipulative from the vocalic R to the initial R sound. This is great for a visual and tactile cue!
Choose the prevocalic R word that helps your client get his/her best R sound. Start with Level 1 cards where the child will say the ENTIRE prevocalic R word after saying the vocalic R word. I like to “hold out the R” that I am blending as we slide our finger or a tiny manipulative along the arrow joining the words. (e.g. carrrrr -> Red).
Then move to Level 2 where the child will either (1) say the initial R normally and whisper the end of the vocalic R word (e.g. so normally say the R for “red” and whisper “ed”) or (2) start to say the prevocalic R word but omit the ending altogether (e.g. say ”R” for red but don’t complete the word). You can still drag out the R to help establish that placement (e.g. carrrr -> R). These are two ways I fade out using the prevocalic R word to help shape that vocalic R.
Tell me about the target words…
All the words in this resource (the vocalic R words AND the initial R words) were chosen for their facilitative contexts! Although not every word is perfect (that would be impossible, right?) this is a GREAT place to start when shaping vocalic R from prevocalic R because the student is set up for success!
The initial R words are consistent across all vocalic R trials. There are 6 different initial/prevocalic R words to use for coarticulation, each with a different facilitative vowels following the initial R (red, read, rug, rash, rob, rip). Choose the one that is best for your student. There are also 5 different words for each type of vocalic R (e.g. 5 words for “air” and 5 words for “er”). Each of the vocalic R words is paired with every type of initial R, so you have plenty of contexts to choose from!
WHAT IS INCLUDED:
Level 1 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
Level 2 Coarticulation Cards - Color
6 different coarticulation words
6 different vocalic R (air, er, ar, ire, or, ear)
The end of the initial R word is in fine/dotted print. This is so the student gets the visual that they are NOT going to say the entire initial R word. Rather they are only going to say the initial R sound. (This is the initial R sound that they are already good at.)
Level 3 Simple Sentence Strips - Color
6 different sentence strips; one for each prevocalic R coarticulation word
Change out the target vocalic R word for all 6 vocalic Rs
Level 1 & Level 2 cards in no prep black & white
Print and go OR
Pull up on a PDF reader and use digitally with mark-up tools OR
Send home for speech therapy homework