Sound Connections for S and Z (2004). By Jane Urbelz and Linda R. Schreiber. Thinking Publications. Address for purchase of item: Thinking Publications, 424 Galloway Street, Eau Claire, WI 54702. Telephone Number for Purchase: 1-800-225-4769. Website address: www.ThinkingPublications.com.  Item# 27901-CS. Cost: $18.00, includes one 84-page reproducible book. Reviewed by Carol A. Meyers, High Point, NC.

Description:
Sound Connections for S and Z provides reproducible curriculum-based articulation activities for children in grades K-6. Designed for use with a stimulable child, this product can be used in conjunction with other articulation practice activities. This book features fifty-five activity pages incorporating /s/ and /z/ in initial, medial and final word positions as well as /s/ blends. The "Gearing Up" section introduces the /s/ and /z/ sounds with their correct place and manner of production. "Weekly Word Lists" provide twenty pages featuring lists of sets of five high frequency words along with activities for production practice. The "Classroom Connections" section contains eight pages that can be used to integrate the weekly practice words into classroom learning. A blank page is provided at the end of each of these two sections which allows the SLP the option of using this format to design additional individualized practice activities to meet particular needs. In the "Community Connections" section, pages are geared to promote use of the weekly practice words in writing, evaluating and brainstorming to further generalize production in a variety of activities and settings. The "Appendices" include the complete list of all the high frequency words with Dolch words indicated, an explanation letter to send home, and a list of suggestions for home practice activities.

Critique:
Sound Connections for S and Z can be used as a quick and easy way of tying communication goals into the classroom curriculum. As a supplement to other articulation activities, it provides a means for generalization of sound production once the child has reached the word level of production. The inclusion of the blank pages allows flexibility in adapting or adding practice materials tailored to meet specific individualized needs. Students can provide input concerning how they will practice their words which allows them to become active participants in their own therapy. Some adaptations would be required for nonreaders and younger students especially in writing activities, such as providing dictation to a scribe, for example. Of the five pages of weekly word lists containing blends, three pages involve /st/, one has /ks/ and /sk/ and the final page presents five different blends, none of which contain three consonants. This is one area that might require use of the provided reproducible blank page if a student needed more practice on /s/ blends than what is provided. The activity sheets can be included as work samples in a student's portfolio to serve as documentation of progress. Overall, this product is easy to use and the activity pages are designed in a way that will stimulate a child's interest.