ACQ Vol 11 no 2 2009

61 / 68

ACQ Volume 11, Number 2 2009 123
used by preparatory and year 1 teachers/teacher aides and
childcare workers for language stimulation tasks.
Crosbie, S., & Wandschneider, S. (2008). Sea words:
Vocabulary. Springwood, Qld: Grow Words; pp. 104;
A$60.
Katherine Osborne
This black-and-white reproducible resource book contains
pictures and activities for building vocabulary related to the
sea and the beach. It is intended for use with children,
although no age range is specifically stated. The activities
target both receptive and expressive language skills, and
range in difficulty from simple bingo games, to
classification card games, to making Venn
diagrams. The vocabulary complexity also
progresses from easy to difficult. For example,
there is relatively straightforward classification
vocabulary (e.g., zoo, farm, sea) suitable for
prep level; more sophisticated classification
vocabulary (e.g., vertebrates and
invertebrates) suitable for mid primary; and
quite complex classification vocabulary that
extends to upper primary level (e.g.,
ectothermic reptiles). With this type of
topic-specific vocabulary, the resource would
be most helpful for school project work.
Teachers, teacher aides and school-based
speech pathologists would find this resource
very useful.
The activities are based on developing two types of
relationships – intrinsic (shared features such as colour,
category) and associative. Other semantic relationships,
such as sequential, spatial are not developed and there is
no reference to the theoretical underpinning for developing
the two relationships chosen. Nevertheless, semantic linking
is comprehensively achieved through the provision of a
wide variety of activities for developing vocabulary related
to synonyms, classification, parts/whole, similarities and
differences.
The resource has four types of record forms for monitoring
progress of individuals, groups or whole classes. There are
no record-form examples. Should the activity game sheets
be used in a school setting by people other than speech
pathologists, there is no explicit labelling on each activity as
to which relationship is being targeted e.g., receptive ability-
habitat classification. Activities are labelled in the contents
page only.
The positive features of this resource include the
clear, unambiguous black-and-white pictures, extensive
semantic linking through a wide variety of activities, activity
directions being clearly explained, and all activities being
photocopiable. It represents good value for money and is
priced well compared with similar vocabulary resources that
are currently available. Those working in a school setting
could recommend that the school purchase this resource
as a source of activities for developing vocabulary related
to the sea/beach. Activities are suitable for whole class
learning, small group and individual sessions with a teacher
aide or parent helper. Record forms ensure progress can be
monitored. For a sole therapist, this resource may be too
specific in terms of the sea/beach theme, but most of the
activities could be easily used for other purposes, such as
articulation therapy for /s/ and /ch/, or for developing level 2
language skills (Marion Blank).
write sentences, etc., it seems amiss to have examples
that contain such errors. This is of particular concern if
children were encouraged to use the book independently
(as suggested by the authors) as it introduces the risk of
incorrect practices being accepted as correct because that’s
“what the book says”. I would encourage the authors to
undertake a revision and to return The Story Maker to the
market as soon as possible as it has the potential to be a
very valuable clinical resource.
Reilly, S. & Love, E. (2008). FLIPS: Fun language
interactions to prepare for school success. Camberwell,
Victoria: Love and Reilly Speech and Language
Products; $36.50;
Nicole Watts Pappas
As the name of this resource
cleverly indicates, FLIPS is a
flip book of 100 language
activities and tips that target
oral language skills required
for school. Each page
incorporates a different
language stimulation activity.
Activities can be randomly flipped to, or used in order. The
A5-size book has a built in stand to allow it to be propped
up for easy viewing. The activities vary in focus and include
key language areas entitled: “active listening”, “vocabulary”,
“questions”, “extended turns to talk”, “thinking”,
“imagination”, “talking about language”, “developing memory
skills” and “what do I know?”. For example, one flip page
suggests holding a “B” day in which the child listens for and
practises saying “b” words, makes a mobile of items starting
with the “b” sound and has a snack of food starting with “b”.
The activity suggests using the sound “buh” rather than the
letter name during these activities. Another activity is focused
around the concept of “floating” and suggests gathering
household items and investigating whether they will float in
the bath. The activity page provides ideas for questions that
could be used to stimulate the child’s thinking and language
around this topic – for example “Which do you think would
sink first, the soap or the brush?”. An occasional page also
contains a “Flip Tip” which gives general ideas for language
stimulation (for example, tips for questions to ask when
reading a story to a child).
The activities are explained in a simple, easy-to-
understand fashion, and contain ideas to extend learning.
Some of the pages contain a short explanation outlining
the importance of the skill targeted to school readiness. A
strength of the resource is the large variety of ideas provided
and the number of language skills which are included.
However, the incorporation of ideas to vary the difficulty level
of each activity according to the child’s age and language
abilities would have been useful. Colour printing and the
inclusion of more pictures may also have made this resource
more appealing to parents.
This resource would be useful for parents to use at home
to prepare their child for school or to use with their school-
aged child who is struggling with language. The fun and
hands-on nature of the activities means that parents and
children may be more likely to engage in them then in a
more formal home program. SLPs may wish to purchase this
resource to provide ideas to parents for fun home activities
to engage in with their children. The ideas could also be