Reading Aloud with Sound Tracking
Structured oral reading tasks with the student pre-marking their own targets.
Session summary (SOAP)
Stays on this screen. Nothing is saved or sent.
Mark a card Correct, Correct with cue or Incorrect and the summary writes itself here.
How to run it
Insist on the pre-marking. Underlining targets before reading is what turns oral reading from a fluency task into an articulation task, and a student who reads without marking is practising reading. The beat-your-own-count card is the engine — self-competition produces more repetitions than any instruction. Fifteen minutes covers two or three texts with the marking and the re-read.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentThe student works through the card on their own, listening for their target sound.Log as correct
- SignalUse a silent signal you agreed on, such as a tap on the table, when their target sound slips.Log as cued
- AskAsk 'Did that sound right?' and let the student try the word again.Log as cued
- ModelSay the word correctly; the student repeats it, then carries on.Log as cued
Adjust it
Slow the pace: the student plans each sentence before saying it.
Fade the signal. Record the student and have them count their own errors afterwards.
Matching IEP goal
During this activity, Student will produce their target sound correctly in structured conversation, self-correcting any error, in 8 of 10 opportunities across 3 consecutive sessions, given no more than a nonverbal signal.
Send it home through the parent portal →About this activity
Eight oral reading tasks where the student marks their own targets first: read a paragraph aloud and underline every target word before you start; read the same paragraph again and beat your own error count; read a news headline; read song lyrics aloud, spoken not sung; read a recipe's ingredient list; read a text conversation aloud, both sides; read your own writing aloud and mark the words you would rehearse.
What to listen for
Watch whether the student can identify their own targets accurately. A student who underlines half the target words in a paragraph has a perception gap, and that gap explains why the sound does not carry over. Notice the text conversation task, which is the closest thing here to spontaneous speech, since the register is casual and the sentences are short.
Carrying it home
Any text works — a recipe, a set of lyrics, a page of a book. Marking the target words first is the only instruction a family needs, and it takes a minute.
What's in this activity
- Read a paragraph aloud. Underline every target word before you start.
- Read the same paragraph again and beat your own error count.
- Read a news headline and the first sentence underneath it.
- Read a set of song lyrics aloud, spoken not sung.
- Read the directions on a worksheet aloud to a partner.
- Read a recipe's ingredient list one line at a time.
- Read a text conversation aloud, both sides.
- Read your own writing aloud and mark the words you would rehearse.
Questions
- What ages is this for?
- Sixth through twelfth, for residual articulation errors at the carryover stage.
- Is it free?
- Yes, all eight tasks are free to use with no account.
- Why have the student mark their own targets?
- Because identifying the targets is the skill. A student who cannot spot their own target words in a paragraph will not spot them in conversation, which is where carryover actually has to happen.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.