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These include: ‘ph’ /f/ as in ‘photo’; ‘sh’ /ʃ/ as in ‘shop’; ‘ch’ /tʃ/ as in ‘church’; ‘j’ /d / as in ‘judge’; ‘g’ (soft) /d / as in ‘giraffe’; ‘ng’ / / as in ‘wing’; ‘th’ /θ/ as in ‘think’; ‘th’ /ð/ as in ‘them’; / / the sound in the middle of ‘television’. Some of the children I worked with did not use ‘th’ (as in ‘think’) in their speech, due to their accent, but they found it interesting to watch the therapist/teacher produce the sound and this helped them develop their spelling and reading of ‘th’.

Teachers also received a printout of each pupil’s information, including whether the pupil had passed or failed individual items in each area screened. Other communication skills of fluency, articulation and voice were also included. This was followed by a cluster-wide feedback to school principals, prep teachers, literacy consultants and other professionals, to report on the analysis of clusterwide trends. As the pupils were screened, a number of interesting trends emerged. There was a noticeable difference in the phonemic awareness skills of those pupils using CA regularly in the classroom, particularly in more accurate initial sound identification.

Children were encouraged to colour-code their writing. The children were also asked to draw things beginning with the sound taught and then to practise using a dictionary to find out how to spell the word, or try on their own (depending on the ability of the child). Outcomes Initially the children used the hand cues only when they were asked to do so, and during the CA sessions, but as they became more familiar with the program they used the cues more frequently. The children with speech difficulties are often prompted to produce a particular sound within a word, using the cues, (but this needs to be done in conjunction with advice from the child’s speech and language therapist, so that the child is not being asked to do something beyond their ability).

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