Cued Articulation - Consonants and Vowels

Product Information

The afternoon part of the training focuses on the Cued Articulation Approach which can be used within settings and classrooms to support children presenting with speech sound difficulties.

If the child forgets their target sound you can say the word and sign their sound, which often makes them have another try at the word! NON-HAMPSHIRE, OUT OF COUNTY SCHOOLS AND SETTINGS – All schools, settings and other organisations outside of Hampshire will be charged a 15% surcharge on top of the standard cost. Participants were 154 children, aged four to five years, attending a mainstream setting in the South-East of England. It will be full colour and be a comprehensive description of Jane Passy's methods for teaching speech and language-challenged children and adults how to make the sounds required for articulate speech.Both ‘p’ and ‘b’ are made in the same way using the lips, the only difference between them is the voicing. Jane Passy devised the cues while working as a Speech Pathologist with a group of children with severe speech and language problems. This book, with accompanying cards, is a wonderful aid in teaching the articulation of consonant and vowel sounds of English. It is useful for speech pathologists, speech and language therapists, remedial and recovery teachers and primary teachers in the classroom.

Each of the 49 sounds (phonemes) which make up the English Phonological System has a separate hand sign. The really clever bit about Cued Articulation is that it gives information about all of this in a single sign!

I know one school that have adopted Cued Articulation instead of the jolly phonics actions as they find it so useful. It includes the colour coding that is central to the program, and provides examples of each sound within everyday words. There were no significant differences between groups on measures relating to phonics knowledge and attitudes towards learning. I also find that it is an easy way to encourage the child to look at your face without directly asking them. For every sound we make, our vocal chords, palate, tongue, teeth and lips all combine making different movements for every individual sound or phoneme.

They are all voiced and are graded by whether they are made towards the front or back of the mouth and how open or closed the mouth is. When children are first attempting to sound out and blend words or trying to listen for the sounds in words, Cued Articulation can help. Cued Articulation was originally devised to help severely speech and language handicapped children to see a sound and hear a letter by the use of easy and logical hand cues. Supporting understanding of phonics in this was allows children to begin to blend and segment for reading and writing.Each of the 49 sounds (phonemes) that make up the English phonological system has a separate hand sign - related to where and how, in the mouth, the sound is made. For example a ‘p’ which is a voiceless, bilabial, plosive – meaning no voice box, made with both lips and it’s a popping sound – is made by putting your index finger and thumb together, putting them by the corner of your mouth and then pulling them apart as you say the sound.

The ‘f’ sign actually helps some children achieve the sound as you can push the lip in to make contact with the teeth.

So we support the use of phonics with a visual cue that cues our children to our lips, so while they are listening they are watching how these sounds are formed at the mouth and supporting the development of their lip reading skills as well as their phonics. Originally devised to help severely speech and language handicapped children to see a sound and hear a letter by the use of easy and logical hand cues, the Cued Articulation system has, over the last three decades, proved an invaluable teaching tool. You can change your choices at any time by visiting Cookie preferences, as described in the Cookie notice. Log in The main round application deadline for a school place in Year R for September 2024 has now closed, however you can still make a "Late" application. I didn't realise these were flash cards, but are excellent as an addtional resource to support cued articulation and have used them with considerable success to support speech and language in the primary classroom.