Guidelines for Creating Word Lists by Syllable Shape CCVC, CVCC, CCVCC, CCCVC, CVCCC, CCCVCC, CCVCCC, and CCCVCCC are all potential one-syllable syllable shapes. Your one-syllable word could have one or two consonant blends. Consonant blends are two or more consecutive consonants in the same syllable that are produced in a blended fashion. If you're working with children who have a severe speech delay I would avoid these for now.
One-syllable words with consonant blends come next in terms of complexity. Words like "ship", "with", "cheat", and "those" are all CVC words. Again, the child may find words with the targeted sound at the beginning of the word more difficult or they may find words with the targeted sound at the end of the word more difficult. Another thing to remember when creating a CVC word list is word position. For example, if your child has trouble with /k/ and /n/, and you're targeting /k/, do not choose the word "can". To keep things simple, you want to choose CVC words that include two sounds your child can make and only one target sound. In terms of complexity of syllable shape, consonant-vowel-consonant (CVC) words are next. You are looking for words that are pronounced with only two sounds regardless of how they are spelled. "bee" and "she" are both CV words even though the first is spelled with one consonant and two vowels and the second is spelled with two consonants and one vowel. Remember that you're working with sounds - not letters. Experiment to find out which is easier for the child you're working with. Whether you are targeting a consonant or vowel, it is interesting to note that some children may find production easier in a CV context and other children will have an easier time with VC. The simplest one-syllable words have a vowel-consonant (VC) or consonant-vowel (CV) shape. If there is a vocalic R in your word list and you are working with a child with a severe speech disorder, discard that word for now. There are also R-colored vowels or vocalic R sounds (like in the words car, fur, and air), but we will save discussing those for another time.
You can break down the sounds in the words into consonants (C) and vowels (V). One-syllable words can have a variety of syllable shapes. A one-syllable word with 6 sounds has motor-planning requirements that are significantly more demanding than a one-syllable word comprised of only one or two sounds. One-syllable words are not all created equal. "Springs" is a one-syllable word comprised of six sounds (five consonants and one vowel) - /s/, /p/, /r/, /I/, /ng/, /z/. "A" is a one-syllable word comprised of just one vowel sound - /eI/. One-syllable words are words that contain only one vowel. Why? Not all one syllable words are the same. Once taught a /p/, children with a motor-planning component to their speech disorder can say the /p/ in some one-syllable words, but not others. Controlling syllable shape is one way to create an appropriate list of target words for children with CAS and other children with a motor-planning component to their speech problem.Ĭhildren who have no motor-planning problems can learn a new sound like /p/, practice it at the beginning and ends of words, practice it in phrases and sentences, and then use it in conversation. As a therapist, you always want to find that balance between stimuli that are demanding enough to teach new skills, but not so demanding that the circuit breaker trips and the student only experiences repeated failure. A new sound or sound combination takes more effort (putting more demand on the system) than one that has been practiced many times.
Consonants put more stress on the system than vowels. Words with many sounds are more demanding than words with fewer sounds. If the demands are high, the circuit breaker is overloaded and word production fails. If the demands on the circuit are low, the breaker does not trip and the word is produced correctly.
Pretend that children with motor-planning problems have a circuit breaker somewhere in their system between their brain and their mouth. For most people, this process is automatic and effortless, but for children with CAS, each sequence must be taught and then practiced over and over again until it becomes automatic. Why does syllable shape matter when choosing words for speech therapy?Ĭhildhood Apraxia of Speech (CAS) is a neurological speech disorder that disrupts the sequencing, transmission, and execution of the motor-planning commands of speech. Learn why it is necessary to control syllable shape in your target words and how.
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