The Manual – Part1 › resources › MANUAL PART1.pdf · and for literacy programming in the online Manual Parts 2-4 (See ) Overviewof"each"" "Speech&Sound&Set& " There"are"several"different

© Lucia Smith 2013 www.pelicantalk.com

The Manual – Part1 This Manual (Part 1) contains important information.

Read in more specific detail how to use The Speech Sound Set © for speech and for literacy programming in the online Manual Parts 2-4

(See www.pelicantalk.com)

Overview of each

Speech Sound Set

There’s an app that uses the Speech Sound Set© characters. Explore and contrast 22 consonant sounds in sound and word activities (production and listening).

See “SPEECH SOUNDS FOR KIDS” in the iTunes store. There’s a free “lite” version to check out first!

This resource was created by Australian speech language pathologist Lucia Smith. Originally intended for use solely in articulation and phonological therapy (speech therapy), it was soon being used by many schools in early literacy programs. The Speech Sound Set© was found to spark young students’ interest in speech sounds and was a great adjunct to phonemic awareness tasks. Many teachers also commented that using the program increased their knowledge of sounds too. For this reason, over the years, many literacy components were added to the program, some which weren’t very relevant for the speech pathologists working in speech sound disorders with young children. It was time for a change…

The latest release of The Speech Sound Set © sees the resource being made available in several similar but differing versions. There is now a version that is relevant for preschools/young children and a version that includes initial literacy programming (first year of formal schooling), one for more advanced literacy programming and a version solely for speech intervention (with no explicit literacy components). There is a “COMPLETE” version too that includes everything! See the overview on the next page.

A BOTTOM-‐UP APPROACH: All the materials, activities and suggestions within the program have been created to assist in developing a deep understanding of sounds, letters and words from a new learner’s perspective. This comes after many years of working with individuals and exploring why errors and confusion take place. MULTISENSORY LEARNING: The program also caters for a range of learning types. Its teaching is truly “multi-‐sensory”. RESEARCH-‐BASED: The program is based on evidence-‐based theories relating to sound development, phonological intervention and literacy development. KIDS LOVE THE SPEECH SOUND SET – I HOPE YOU DO TOO!

Lucia Smith

There are several different versions of the current Speech Sound Set that you can choose from. Check out the what’s covered on each CD-‐Rom on

the next page.

The sound characters in this program are referred to as Sound Buddies!

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THE SPEECH SOUND SET MANUAL www.pelicantalk.com

NAME THE SPEECH SOUND SET

STARTER SET

THE SPEECH SOUND SET

SCHOOL SET 1

THE SPEECH SOUND SET

SCHOOL SET 2

THE SPEECH SOUND SET -‐

SPEECH SET MOST

SUITABLE FOR: *PRESCHOOLS

* EARLY LEARNING CENTRES

*PARENTS OF PRESCHOOL-‐AGED

CHILDREN *CHILDREN 2-‐5

YEARS

*STUDENTS IN THEIR FIRST YEAR OF SCHOOLING

*STUDENTS LEARNING BASIC SOUND-‐LETTER LINKS OF ALL LETTERS

IN ALPHABET

*STUDENTS WHO HAVE COMPLETED

SET 1. *STUDENTS WHO ARE LEARNING

MORE ADVANCED LETTER OPTIONS,

RULES AND PATTERNS FOR ALL

CONSONANT SOUNDS AND ALL VOWEL SOUNDS

*INDIVIDUALS WORKING ON

SPEECH. *STUDENTS WITH

SPEECH IMPAIRMENTS (ARTICULATORY,

DYSPRAXIC, PHONOLOGICAL)

*STUDENTS WORKING ON

ACCENT REDUCTION

SOUNDS COVERED

*ALL 24 CONSONANT PHONEMES OF

ENGLISH (incl. th, sh, ng, ch, zh)

*5 “SHORT” VOWEL SOUNDS THAT GO WITH a-‐e-‐i-‐o-‐u

*ALL 24 CONSONANT PHONEMES OF ENGLISH (incl. th, sh, ng, ch, zh) * 5 “SHORT” VOWEL SOUNDS THAT GO WITH a-‐e-‐i-‐o-‐u

*20 VOWEL AND DIPHTHONG SOUNDS

(AUSTRALIAN ENGLISH)

*BASIC KNOWLEDGE OF THE 24

CONSONANT SOUNDS FROM SET 1 IS ASSUMED.

ADVANCED LETTER LINKS AND LITERACY TASKS FOR ALL 44

SOUNDS ARE INCLUDED

*ALL 44 SOUNDS (ALL CONSONANT

SOUNDS, 20 VOWEL AND DIPHTHONG SOUNDS).

THE COMPLETE SET:

If you want a resource that covers basic and more advanced sound awareness, sound production and letter-‐links, you will need The Speech Sound Set – School Set 1 and The Speech

Sound Set – School Set 2. This is labelled THE COMPLETE SET. You will receive EVERYTHING for speech and literacy programming. When purchased together,

these CDs are heavily discounted.

STARTER SET + SCHOOL SET 1 + SCHOOL SET 2 = THE COMPLETE SET

*The term “School” refers to the programming regularly offered to children who are school-‐aged. Many speech pathologists and tutors use the materials presented in the SCHOOL sets in their practices. *In this manual, children are referred to as “students” or “learners” (even if they are three years old!) The adult directing the program’s use is referred to as the “teacher”. They may be a therapist, tutor, parent etc.

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NAME OF VERSION⇒

CONTENTS⇓

STARTER SET

SCHOOL SET 1

SCHOOL SET 2

SPEECH SET

SOUND STORIES YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES (ALL)

LARGE COLOUR PICTURE BOOKS

YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES (ALL)

COLOUR –INS YES (29 SOUNDS)

YES (29 SOUNDS)

YES (VOWELS ONLY)

YES (ALL)

SOUND BUDDY FLASHCARDS

YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES (ALL)

LETTER FLASHCARDS NO YES – BASIC (29 SOUNDS)

YES – ADVANCED (ALL SOUNDS)

NO

HAND SOUNDS YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES (ALL)

HEAR THE SOUNDS YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES

SONG YES (29 SOUNDS)

YES (29 SOUNDS)

NO YES

PICTURE CARDS -‐ FIRST SOUND IN WORDS

YES (29 SOUNDS)

YES (29 SOUNDS)

NO YES (29 SOUNDS)

FOCUSED AUDITORY STIMULATION (MP3)

YES (29 SOUNDS)

YES (29 SOUNDS)

NO YES (29 SOUNDS)

FEATURES/PAIRS/ CHEAT SHEETS

YES YES

YES

YES

WORD LISTS NO NO YES (ALL SOUNDS)

YES (ALL)

JPEG PICS – LARGE & PHOTO PRINTING

YES (29 SOUNDS)

YES (29 SOUNDS)

YES (ALL VOWELS)

YES (ALL)

MAKING SENSE OF SPELLING

NO NO YES (ALL SOUNDS)

NO

LETTER OPTIONS BOOKLET


NO

CIRCLE-‐A SOUND ACTIVITIES


NO

SPELLING EXAMPLES NO NO YES (ALL SOUNDS)

NO

ALPHABET CHARTS

YES YES NO NO

The COMPLETE SET contains EVERYTHING from each set. It is the ultimate resource for speech and literacy programming.

What is on each CD-‐ROM? There are five versions of The Speech Sound Set© available. Four are listed in the column headings below. In addition to these, the SPEECH SOUND SET -‐ COMPLETE SET contains EVERYTHING!

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Getting Started

Before you begin using the Speech Sound Set ©, it is a good idea to have a little explore.

Open the “RESOURCES” folder on your CD-‐Rom. In this you will find many more folders. Open each to explore what lies within. Remember that unless you have the SPEECH SOUND SET – COMPLETE SET, not everything in the manuals will be included on your CD-‐Rom.

VIEWING FILES: You will require software to view the following file types. Most computers come with this already installed and if not, they are free to download. The files can be opened on Mac and PCs. Files can also be sent to tablets (eg. iPads) and interactive whiteboards (eg. Smart Boards) and viewed this way.

The file types are:

JPEG (picture files) used in: COLOUR JPEG IMAGES – LARGE, PHOTO-‐PRINTING

MP3 (audio files) used in: HEAR THE SOUNDS, FOCUSED AUDITORY STIMULATION

MP4 (video files) used in: HAND SOUNDS

PDF (documents) used in: ALL OTHER PRINTABLE GUIDES, BOOKLETS, WORKSHEETS, FLASHCARDS

PRINTING FILES: Printing is generally straight forward. A few notes…

The picture files in the folder “COLOUR JPEG IMAGES – LARGE” are the best quality images on your CD-‐ROM. These can be used for viewing on an interactive whiteboard and for inserting into your own documents that you may wish to create. You can even make posters!

In the folder PHOTO-‐PRINTING are JPEG images in a format ready for photo-‐printing . You can copy these images to a flash drive and take them to a photo-‐printing shop. This provides an economical way of printing sets of cards for your class or clients.

As a condition of copyright, some print-‐outs require the licensee’s number to be written by hand before distribution or duplication (photocopying). See COPYRIGHT CONDITIONS at the end of this manual.

When printing PDFs, some printers require the box “PRINT AS IMAGE” selected in Print Options.

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Contents of the Resources THE SOUND BUDDIES

The Speech Sound Set© program is developed around a set of characters called Sound Buddies. In the Starter Set and School Set 1, 29 Sound Buddies are explored. These include all of the consonant sounds, of English and five short vowel sounds (the sounds represented by Andy Apple, Energetic Edna, Itchy Iggy, Orange Octopus and Upset Uncle). In the School Set 2, these first five vowels are referred to as the “Starter Vowels.” Please note that these are not the first five vowels to emerge in speech development, but the first five vowel sounds usually explored in literacy. In the School Set 2, Speech Set and Complete Set, a further 15 vowel and diphthong sounds are explored using another set of Sound Buddies. In total there are 44 sound buddies.

It is important for the teacher to be sure of the sound that each Sound Buddy represents. A Cheat Sheet is provided (See CHEAT SHEETS folder) along with an audio

clip for each sound (See HEAR THE SOUNDS folder).

The Sound Buddies are simply “sound linkage pictures” and are used to develop an interest in and an awareness of specific speech sounds. (Later in school years, children learn to link sounds to letters, so the pictures are no longer vital, but in early years of learning, they are invaluable). Sound linkage pictures have been used in speech therapy for years and are also used in many early literacy programs too. They create “a valuable way of representing phonemes in an accessible way”1 (Hesketh et al, 2007). The advantage of The Speech Sound Set’s pictures (the Sound Buddies) is not only do they have a meaningful link to the sound (eg. Munching Mama enjoys her cookies and says “mmmmm”), but each of them has been illustrated so their mouths represent the mouthshape required to make the sound. This is a feature unique to The Speech Sound Set ©. In other words, our sound linkage pictures show the position of the “articulators” (mouth, teeth, tongue, lips).

Knowing and practising the articulation (phonetic placement) for sounds, is important for speech therapy and literacy programming. For some, it is used in the early stages of therapy only but for others (who may have a very small repertoire of sounds), it may be a major part. In all cases, the ultimate goal is producing the sounds correctly in words but to do this, an awareness of how to produce the individual speech sounds correctly is required. Articulatory awareness activities (those that promote an understanding of the articulation required for each sound) have been shown to be extremely beneficial in literacy programs for children with dyslexia (Joly-‐Pottuz, 2007). 2 So let’s explore the Sound Buddies…!

Note: Some articulatory positions are very tricky to illustrate from the external view (such as Red Rex’s articulation of /r/). In this case the student may rely more on the meaning cues of the picture, such as linking the /r/ sound to the concept of a growling dog.

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SOUND STORIES

Each Sound Buddy and their sound is explored using a SOUND STORY (see SOUND STORIES booklet/folder). The booklet is a resource that is to be used by the teacher. The teacher should read from the book while showing a big image of the Sound Buddy being studied. Sound Stories should be delivered in the initial stage of sound exploration for both speech therapy and for literacy learning.

Each sound story relates the Sound Buddy to the sound it represents.

Meaning Links: The story encourages the student to create a “meaning link” between the sound and the identity of the Sound Buddy.

Letter Links: In the School Set 1 and the Starter Set, attention should be drawn to the letter that appears on the Sound Buddies’ pictures. This helps students develop sound-‐letter links. In School Set 2, a letter for each vowel is NOT written on the Sound Buddy’s picture. This is because a vowel sound’s letter-‐links are generally too varied. Instead, for the vowel sounds, each Sound Buddy’s Sound Stories make reference to just one common letter link. These can be written by the teacher on the board as they tell the story.

Feature Links: Each sound’s features are written along the blue bar. This bar serves to direct a teacher’s exploration of a sound and can be useful in thinking about why errors may be occurring with certain sounds (in speech or in spelling).

In the Starter Set and School Set 1, consonants and the first five vowels are classified by the following features:

EARLY or MID or LATE: This refers to whether the sounds develop early (or mid) or late in a child’s speech. Refer to the folder INCREASING YOUR KNOWLEDGE OF SOUNDS and view the DEVELOPMENTAL SEQUENCE OF SOUND PRODUCTION.

SHORT or LONG VOICE ON or VOICE OFF ORAL OR NASAL These refer to articulatory features of the sounds. Read more about these in the SOUND FEATURES document in INCREASING YOUR KNOWLEDGE OF SOUNDS.

In the Complete Set and School Set 2 , the vowel sounds are classified by the following features: CLOSED-‐ OPEN ROUNDED-‐UNROUNDED FRONT-‐CENTRAL-‐BACK SHORT-‐LONG-‐DIPHTHONG These refer to articulatory features of the sounds. Read more about these in the SOUND FEATURES document in INCREASING YOUR KNOWLEDGE OF SOUNDS.

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SOUND STORIES continued

SSS Tips: The tips in the bottom left corner are to assist teachers in helping students say each sound if they are finding it difficult. Remember that some sounds are just too tricky for young mouths. Refer to DEVELOPMENTAL SEQUENCE OF SOUND PRODUCTION if unsure, or consult a speech pathologist.

SSS Play: Under this heading are ideas that promote exploration and through this, a deeper understanding of the target sound’s features. Students usually love doing this.

Sound Pair: Some consonant sounds have a pair. If so, the Sound Buddy pair appears in the top right corner of the Sound Story page. It is important to learn about Sound Pairs. Learn more by reading CONSONANT PAIRS in the INCREASING YOUR KNOWLEDGE OF SOUNDS folder.

Vowel Sound/Diphthong: In the Starter Set and School Set 1, the five vowels are labelled as “VOWELS” (see the top left star).

Diphthongs are explored in School Set 2 and the Complete Set. They are labelled as “DIPHTHONGS” (see the top left star).

Name Same: Some Sound Buddies make a sound that is the same as the name of a letter that can also make their sound. Confused? This is only important when it comes to spelling. Read more in the MAKING SENSE OF SPELLING-‐HOW TO USE THESE GUIDES.

Compare: The Sound Buddies that are pictured in the Compare section (bottom right) make sounds that are sometimes substituted for the target sound in speech, or confused with the target sound when sounding-‐out (for spelling). It’s a great idea to compare the sounds and discuss how they are different or similar. To compare sounds properly, both Sound Stories will need to be read.

NOTE: The Sound Stories for the consonant Sound Buddies appear as short animated films in the SPEECH SOUNDS FOR KIDS iPad app (except for Zsa Zsa Alien and Ding Dong Duck)

Children learn about the sounds watching these cute animated clips. A selection of these can be viewed on Pelican Talk’s YouTube channel.

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HAND SOUNDS

Video clips of each Hand Sound can be viewed by opening the HAND SOUND folder.

You will also find a document called Hand Sounds – Instructions. This contains descriptions of each Hand Sound and some information about their use. Print it out or send it to an iPad or tablet as a handy reference.

A Hand Sound is simply a gestural cue that is beneficial for many students. Research suggests that a gestural cue can help in the learning , remembering and execution of verbal information. For some students, using the Hand Sound in the sound-‐learning phase will help them later access its correct production. It can also help them transfer the sound production to words. For some students with developmental dyspraxia (CAS), gestural cues are an essential part of therapy See MANUAL PART FOUR.

In spelling tasks, Hand Sounds can help students identify the sound (and the associated letter) that they hear in a word. It’s a way of self-‐cueing. See MANUAL PART THREE.

Hand Sounds can also be used by an adult to “show” the student “where” their tricky sound is required in a word. For example, in a word task, a child might say “sell” for “shell”. The adult could say “Hmm, is that sell ?” as they model the Hand Sound for Sammy Snake. “Or is it shell?” as they do the Sharna Shoosh Hand Sound.

A Hand Sound can also be used as a handy and non-‐intrusive reminder for the child to correct an incorrect sound production. For example, if a child said “dap” for “gap”, the adult might simply do the Hand Sound for Gulping Gary to prompt the child to self-‐correct.

Users of this program – both teachers and students – are encouraged to learn and use the Hand Sounds when making the sounds in isolation or in words. They can be faded when they are no longer needed.

Other gesture systems such as Cued Articulation(Passy, 2010)3 can be used in place of the Hand Sounds if this is the preference of the teacher.

START SOUND PICTURES

These pictures can be used in speech pathology intervention (speech therapy) and also in early literacy tasks to promote first sound identification. There are six coloured pictures for each sound (except for Zsa Zsa Alien, Ding Dong Duck and The Echidna). The vowel sounds are provided as handy contrasts and as a page of mixed pictures.

MORE SOUND PICTURES (vowels, blends, consonants – start /final) are available in the resource “The Speechie’s Ultimate Picture Library” from Pelican Talk. Minimal Pair pictures (for contrasting sounds) are provided in “Minimal Pairs to the Max” from Pelican Talk. See the website.

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PICTURES OF SOUND BUDDIES

The Sound Buddy pictures are provided in a number of formats. These include:

Flashcards. Depending on need, these can be printed as a set of mixed flashcards or as a set of the same (DUPLICATE FLASHCARDS). The mixed flashcards are also provided with blackline illustrations for economical printing.

Photo-‐Printing: In the folder PHOTO-‐PRINTING are JPEG images in a format ready for photo-‐printing . You can copy these images to a flash drive and take them to a photo-‐printing shop. This provides an economical way of printing sets of cards for your class or clients.

Large Colour Pic Books: These PDF documents contain large colour pictures. It allows for easy printing (no resizing needed).

Colour-‐ins: These PDF documents contain large blackline pictures. They make great colour-‐ins.

Colour JPEG Images -‐ Large: These are the best quality images on your CD-‐ROM. These can be used for viewing on an interactive whiteboard and for inserting into your own documents that you may wish to create. You can even make posters!

FOCUSED AUDITORY STIMULATION

For each sound in the Starter Set and School Set 1, there is an audio file for each Sound Buddy. Open this file to hear a list of words beginning with the target sound. The student is required only to listen to the words in a quiet environment. The student might be encouraged to close their eyes. This activity is based on what is known to speech pathologists (speech language therapists) as Auditory Bombardment or more lately Focused Auditory Stimulation. When children listen to targeted word lists, it is proposed that children develop strong “auditory images” of the sounds in words, thus allowing them to learn to monitor incorrect productions. 4 This activity can begin and end a therapy session or may be set for “homework”.

Some children, after practising production tasks, may start to copy the words as the list is played. In the early stages of therapy, however, it should simply be a listening task.

WORD LISTS

Word lists (written) are provided for every sound in the School Set 2, Speech Set and the Complete Set. These words are arranged by shared spelling (Letter Options). They are a very handy teacher reference to be used when exploring spelling patterns. These WORD LISTS can also be read to students as a “focused auditory stimulation” listening activity or used for practising specific sounds in speech therapy.

You may notice that there are some additional “teeth together” Sammy Snake pictures provided in the

COLOUR FLASHCARDS – DUPLICATES and the

COLOUR JPEG IMAGES – LARGE. These are provided for speech therapy purposes when

working with students who are lisping.

Sometimes, practising this sound with “teeth together” can help with correct tongue placement. See

MANUAL PART FOUR.

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ALPHABET CHART Two charts are provided – one using a standard lowercase font (for reading) and the other, Victorian Cursive (for spelling in Vic). A chart can be sent home with students and also laminated and used as tabletop guides in the first year of school. Basic sound-‐letter links are promoted using these charts. Two letters explaining the charts may also included in this folder (one for preschool years and one for school starters). Sending this home along with the chart helps parents and carers support their child’s understanding of early letter and sound concepts.

MAKING SENSE OF SPELLING

These guides are for teachers. They are not intended as student resources. Using the guides allows a Sound Buddy’s sound to be explored in relation to its letter links (in this program called “Letter Options” and otherwise known as “graphemes.”) It is important that users of these guides first read the document: MAKING SENSE OF SPELLING-‐HOW TO USE THESE GUIDES.

LETTER FLASHCARDS

In the FLASHCARDS folder is a set of letter cards that match the size of the Sound Buddy flashcards. In the School Set 1, only basic letter-‐links are provided (lowercase and capital). In the Complete Set and School Set -‐2, a complete set is provided (lowercase). These can be used in a fun matching game! See MANUAL PART THREE.

LETTER OPTIONS

These booklets have a Sound Buddy on each page with a number of boxes. Each box is headed with a common Letter Option (grapheme) for the sound. A word example is provided in each box and some have quick tips too. The size of the box roughly correlates with the frequency that the Letter Option is used for the target sound. Not all Letter Options are presented on each page and in this case, words containing other Letter Options can be written outside the boxes.

These booklets can be reproduced for each student and completed as each sound and its Letter Options are studied. The booklets can also be kept as handy spelling references for students who may revisit their booklets and add words to them as new words are discovered.

When studying a sound, words should be written in groups in the corresponding boxes for each Letter Option. Words with unusual spelling pattern options are written outside the boxes. This method helps develop students’ visual memory of particular words. See MANUAL PART THREE.

INCREASING YOUR KNOWLEDGE OF SOUNDS

This folder contains three documents: CONSONANT PAIRS, FEATURES-‐CONSONANTS AND VOWELS and a DEVELOPMENTAL CHART. These are handy references for teachers using the program. They can also be printed and used in the training of other teachers. Take some time to read these reference sheets as they are useful when addressing both speech and literacy issues (both assessment and intervention).

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SPELLING EXAMPLES

The aim of these pages is to “show” students a Letter Option within a commonly used word. A page is provided for each Sound Buddy and can be printed and displayed when spelling for that sound is being explored. In time, more and more pages can be displayed for student reference.

The words on display can be then used in an analogical approach to spelling. For example, a teacher might respond to a student’s incorrect spelling of “rouff” by saying: “The sound at the end of “rough” is spelt like “cough”… Have a look at Furry Fox’s Spelling examples. Kirkbride and Wright (2002) 5 found that learning to spell using analogy can enhance students’ spelling abilities if included in explicit teaching. See MANUAL PART THREE.

CIRCLE-‐A-‐SOUND

There is a Circle-‐A-‐Sound activity sheet for each sound. Tackle this activity after a sound and its Letter Options have been studied. The activity is a fun one, but not easy and can create lots of discussion! See MANUAL PART THREE.

REFERENCES

1.Hesketh, A., Dima, E., & Nelson,V. (2007) Teaching phoneme awareness to pre-‐literate children with speech disorder; A randomized controlled trial.” International Journal of Language and Communication Disorders, 42 (3), 251-‐271

2. Joly-‐Pottuz, B., Mercier M., Leynaud, A., Habib, M. (2006) Combined auditory and articulatory training improves phonological deficit in children with dyslexia. Neuropsychological Rehabilitation.

3. Passy, J. (2010) Cued Articulation Consonants and Vowels – Revised Edition.

4. Hodson, B.W., & Paden , E.P. (1991) Targeting intelligible speech. A phonological approach to remediation, 2nd Ed. Austin TX: Pro-‐Ed.

5. Kirkbride,S., & Wright, B.C. (2002) The role of analogy use in improving early spelling performance. Educational and Child Psychology, 19, 4, 91-‐102

BIBLIOGRAPHY

Cook, S.W., Mitchell, Z., & Goldin-‐Meadow, S., (2008). Gesturing makes learning last. Cognition

Heilman, K.M., Voeller, K., Alexander, A.W. (1996) Developmental Dyslexia: A Motor-‐Articulatory Feedback Hypothesis. Ann Neurology

Schmidt RA, Lee TD, Motor Learning and Control , Champion, IL: Human Kinetics, (2005)

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Copyright Pelican Talk products are registered with Copyright Agency Australia. Please note that Copyright Agency Australia conducts audits at services and schools throughout the year.

The copyright conditions for this program are as follows:

• You will find a licence number on your CD-‐Rom. Pelican Talk keeps a record of the licensee’s name along with this number.

• The licensee is responsible to uphold copyright conditions. • The licensee may be an individual, a school, a speech pathology practice or a tutoring service. Where a

service or school holds the licence, an individual must be named (below) and is thus, responsible for

upholding the copyright conditions. • The CD-‐Rom may be downloaded on up to 5 computers in one location only. An unlimited licence is

available for schools who wish to use the resource on more computers. Please contact Pelican Talk for

details. • The entire CD-‐Rom may not be copied or “burnt” to a CD except for one time for the purpose of back-‐

up. The entire contents may not be transferred to a USB.

• Content such as pictures and print-‐outs may be provided to individuals who are receiving direct intervention or teaching by the licensee. The content may even be provided via email or sent to iPads or tablets for viewing ( except those worksheets requiring the licensee number -‐ see below). The

entire content may not be distributed to an individual at one time. • On the CD-‐Rom there are many booklets and worksheets that a licensee may duplicate by printing and

then photocopying. Some require the licensee to write the licensing number on the master print-‐out

before multiple copies are made and distributed. It is a breach of copyright not to do so. • Where the licensee (eg. a speech pathologist) recommends schools, service or individuals to use the

entire resource as a general programming tool, it is asked that the school, service or individual

purchase their own copy of the CD-‐Rom.

If you have any questions about the copyright conditions, feel free to contact PELICAN TALK at [email protected]

Thank you for supporting a small Australian business.

FOR THOSE REQUIRING MORE SPECIFIC INFORMATION ABOUT HOW TO USE THE PROGRAM, SEE THE MANUALS PARTS 2-‐4 AVAILABLE ON THE WEBSITE. THESE MAY BE UPDATED FROM TIME TO TIME.

PART TWO: USING THE SPEECH SOUND SET IN THE PRESCHOOL YEARS

PART THREE: USING THE SPEECH SOUND SET IN FORMAL LITERACY ( BASIC & MORE ADVANCED)

PART FOUR: USING THE SPEECH SOUND SET IN SPEECH SOUND INTERVENTION (PHONOLOGICAL DISORDERS, DYSPRAXIA, ARTICULATION etc.)

Documents

The Manual – Part1 › resources › MANUAL PART1.pdf · and for literacy programming in the online Manual Parts 2-4 (See ) Overviewof"each"" "Speech&Sound&Set& " There"are"several"different