The Wealth of Words (WOW) program is aimed at students PreK-5 with speech sound disorders. It provides practice opportunities for speech sound production at the word, phrase, and sentence levels. The program is built on evidence-based practices that support varied and strategic practice to aid generalization of speech sounds into conversational speech.

Key Features

Preschool through Fifth Grade (PreK-5)
Extensive collection of over 2K words, organized by target sound and position
- Word, phrase, and sentence-level contexts

Paired with supportive visuals:

Photographs
Icons

Structure

Organization

WOW is a collection of articulation activities, organized predominantly by sound, position (i.e., initial, medial, final, or all), and context (i.e., words, phrases, sentences).

After traversing this transparent structure, the WOW unit (i.e., group of activities) contains 1 syllable, 2 syllable, and multisyllabic activities.

Stimuli

WOW stimuli is available in ‘Icons’, which are simple, somewhat abstract images, and ‘Photographs’, which are typically a photograph of a scene.

Stimulus Type	Emoji	Example
Icons
Photographs

Application

Goal Overview

WOW can be used to target all sounds and blends (e.g., r, s, str), positions (i.e., initial, medial, final, all positions) and contexts (i.e., word, phrase, sentence)

Methodology of Skill Instruction

There are a total of 9 sets of Skill Instruction across all activities, specifically one per sound group, totaling 9 Skill Instruction modules. Each skill instruction will have multiple sounds, and the same skill instruction will be used for both the icons and photograph sections across all sound contexts and positions.

Note: The same Skill Instruction is used across the articulation programs: WOW, ARROW, and HIPPOS.

Usage Scenarios

Therapy or MTSS Use: Individuals or Groups

Educators can use WOW to support either individual students or groups of students with speech sound disorders. The program's extensive collection of words allows educators to find the right stimuli for their student’s needs.

Home Practice

WOW can also be used at home to provide additional practice. Educators can assign word lists for students to practice outside of therapy, thus extending their ability to practice words, phrases or sentences outside of school hours.

Evidence

Evidence	Expression in Program
The multiple phonemic approach targets more than one sound each session as some sounds may require practice at the syllable level while other sounds may be practiced in phrases or sentences (McCabe & Bradley, 1975).	All sounds and positions are included, each containing multiple levels of contextual complexity (i.e., single words, phrases, and sentences).
The four-stage model of speech sound learning includes elicitation (producing the sound in isolation or in syllables), stabilization (producing the sound in syllables, words, or phrases), generalization (producing the sound in untrained words/contexts), and maintenance (retention over time) (Williams, A. Lynn, Sharynne McLeod, and Rebecca J. McCauley., 2010).	All targets have multiple levels of context - single word, phrase, and sentence.
It can take between 1,900 and 2,300 trials to reach the stabilization phase for a target sound (Preston et al., 2017).	Many words are included for each target sound, allowing for multiple trials during therapy.
Following the principles of motor learning for sounds that are minimally stimulable, frequent, immediate knowledge of performance feedback (e.g., detailed feedback about movements) contributes to acquisition and learning (Williams, A. Lynn, Sharynne McLeod, and Rebecca J. McCauley., 2010).	Feedback focuses on the motor movements needed to accurately produce target sounds.

Evidence-based Program Use

Target more than one speech sound or sound position per session as appropriate for your student.
Practice a wide variety of target words to reduce repetition while working toward sound stabilization
Aim for the student to produce as many trials with a target sound as possible to reach the stabilization phase