Stuttering Mini-Unit for Upper Elementary, Middle School, and High School

 Stuttering / Fluency Mini Unit for Speech Language Therapy


I don't know about you, but I often have trouble finding materials that include both the targets my students need to work on, as well as age-appropriate graphics.  (If you have seen my store, you know "cutesy" just isn't my style!)  For my fluency/stuttering students - who tend to be male - I have had a difficult time finding materials with graphics that weren't too young looking.  I finally decided it was time to make some of my own!

Fluency is not an area where I have extensive experience, but I did have an excellent professor in grad school (shout out to Dr. Dell!).  I dug out my notes from class, as well as studied several different resources when deciding how I wanted to structure my product.



My goals for this unit were:
  • Create an easy to follow hierarchy of materials that require minimal prep work
  • Assess what students know (or don't know!) about stuttering before beginning the unit
  • Teach students about what stuttering is, and have them share that knowledge with others
  • Introduce different fluency enhancing techniques
  • Provide students with ample opportunities to practice fluency enhancing techniques
  • Include "fun" games/activities
  • Provide pages for home practice
  • Provide enough materials to be used for at least a month's worth of therapy sessions, if not more
  • Include a culminating "final project"
  • Assess student learning at the end of the unit
  • Have graphics and tasks appropriate for upper elementary, middle school, and high school students


Included in this unit are:
  • Pre-test
  • Post-test
  • Fluency enhancing strategies poster
  • Fact sheets
  • 6 homework pages
  • 2 games
  • 19 true/false cards
  • 112 fluency enhancing strategy practice cards 
  • 1 final hands-on project
The fluency enhancing strategies practice cards are separated into four different sets (A, B, C, D), which all designed to be read aloud using a specific fluency enhancing technique and progress in difficulty.  Set A is short sentences to read aloud (ex: How are you today?).  Set B includes a short fill in the blank phrase (ex: hot and __).  Set C targets answering specific questions with a whole sentence (ex: Who are your best friends?).  Set D consists of open ended questions (ex: What would the best day ever at school look like?).

Tell me, is this something you might be able to use with your students?

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