s photo cards | Elizabeth Gunner

We have just published a set of 90 photo picture cards for the ‘s’ sound.  We also have packs for the ‘c/k’ and ‘f’ sounds as well.  ‘s’ is another sound that we work on frequently.

This pack comes as a pdf download.  Add it to you shopping cart, check out and pay, and then you will be sent a link via email to download the pdf file.  You will then need to print this yourself and laminate if required.

This pack contains
6 pages with ‘s’ at the beginning of words.  This starts with simple words such as sea and sew and extends through CVC words to 2 and 3 syllable words.
4 pages with…

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Attention and listening for school aged children | Elizabeth Gunner

Last week Helen wrote about attention and listening skills in younger, preschool children.  You can read that post with some great ideas and strategies here.  When children get older and start school, good listening skills are a key factor in academic progress.  If you can’t listen to information and instructions, learning is much harder.

By the age of 6-7, most children have developed their attention and listening skills to the point where they can switch their attention from a task to a speaker easily and can attend to group or class input for a longer period of time.  If you want to…

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Teaching the “f” sound | Elizabeth Gunner

Does your child find the “f” sound hard?  Now let’s be clear, we are talking about the sound ‘ffff’ not any rude words! This is the second in our series of posts about making specific speech sounds.  You can read the first post about teaching the “k” sound here.

When should a child be able to say the “f” and “v” sounds?

These sounds are known as fricatives meaning they are made with a long stream of air.  It is normal for a younger child to mispronounce these sounds.  The normal error is for the “f” to become a “p”, so fish becomes pish.  The “v” sound normally becomes a “b” so van…

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Mumbling | Elizabeth Gunner

Mumbling or unclear speech is something that we come across most frequently with school aged children. They normally have all the expected speech sounds, but when chatting are just harder to understand.  Some may speak quietly, others may speak too quickly, but overall they are just mumbling!  This reduced intelligibility can stop children participating in class and socialising – so what can we do to help?

Firstly, we need to make the child aware of how their talking sounds.  We can’t expect them to correct anything if they don’t realise they are hard to understand.  An easy way to do…

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Dummies | Elizabeth Gunner

Dummies or pacifiers! – Whatever you call them, this is a subject that often comes up for speech therapists working with younger children.  Are they a problem? Will they affect speech development? When and how can you get rid of them? So today I am going to try and answer some of these questions.  This advice will be suitable for most typically developing children.


Some babies find sucking soothing and they can play a part in settling a baby to sleep. This is often the reason that parents start to use dummies.  There is also some support for dummies helping premature babies…

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Understanding 1 key word | Elizabeth Gunner

We have written before about key words or information carrying words.  You can read that post here.  We talk about key words when we describe a younger child’s understanding of words.

When we talk, ask questions and give instructions, there are usually clues around us that help children understand.  So even if they aren’t sure of the meaning of every word they can still follow the instruction.  For example if its dinner time and you ask them to wash their hands before they eat, the child only really has to understand the word hands to follow the instructions correctly – they know its…

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Teaching f vs th | Elizabeth Gunner

The ‘th’ sound is one that speech therapists are asked about all the time; children saying fank you rather than thank you or calling thumbs, fumbs.  ‘th’ is one of the last sounds to develop in English and it is still within normal limits for a 6 year old to say fumbs.  This can be a little tricky when they are expected to read it correctly at 5! It is also often a part of the local accent. I know many grown ups who don’t use the th sound.

We are often asked about this sound by teachers.  In this case we need to do a little unpicking and find out exactly what the concerns are.  Is the…

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