It is recommended that users have the underlying knowledge of sounds and the sound system of English. When children are first attempting to sound out and blend words or trying to listen for the sounds in words, Cued Articulation can help. To use CA in its most simple form, the practitioner only needs knowledge of the system, 12 coloured pencils and enthusiasm. Each video in set one has the letter sound through cued articulation then letter name through finger spelling and then a word in pictures and signed that begins with that letter.

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! This thesis considers the impact of Cued Articulation, a multisensory phonics teaching tool, on children’s phonics knowledge, word-reading ability and attitudes towards learning. 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.

Some children also need to place their other hand on their throat so that they feel the difference in their voice boxes too. It is a full-colour 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. It is used by speech pathologists, speech and language therapists, remedial and reading recovery teachers and primary teachers who find the approach helpful in showing phoneme-grapheme relationships and use it in the classroom to teach children the sounds of speech. It includes the colour coding that is central to the program, and provides examples of each sound within everyday words. find Cued Articulation such a practical resource for people with a wide range of communication difficulties.

The hand movements are logical – each hand movement represents one sound and the cue gives clues as to how and where the sound is produced. Cued Articulation and Cued Vowels are two companion texts written by Jane Passy to help teach the pronunciation of spoken English. I use it most for word final sound discrimination; you let the child try on their own, but if they can’t quite hear the sound I model the word again but sign the final sound. It is a helpful tool to promote reading fluency, particularly in blending and segmenting multi-syllable words. 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.Visualising phonics in this way helps the child understand where the sound is made, the shape of the lips as you say the sound, the type of articulation and if the sound is voiced of unvoiced, you will notice some actions use one finger or two fingers. The on-site therapist has introduced me to cued articulation, which is really working in helping him produce sounds he has never been able to say.

All our children have some level of hearing loss, we feel that this method of supporting phonics allows them to take an individual learning pathway, developing their phonic understanding and applying it in the way that suites them best.

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.

As tutors become familiar with the system they will realise how useful CA is, and in how many situations it can be used.The hand gestures used in Cued Articulation show the children what their body is doing and helps them to learn to make the sounds correctly. Cued Articulation’s particular benefit for ESOL and EAL is that it is both a visual and cognitive approach to tackling pronunciation difficulties.