This is THREE page for teaching the R sound in initial position of words. s: 1 blank coloring sheet, 1 colored-in version and a checklist of words for data collection. Good for speech therapy, teachers and parents to give their students and children these engaging drawing to color, while they learn their speech sounds! In the therapy room, I pass out a coloring sheet to each student, specific to their specific need. For example, a th coloring sheet to one, an r coloring sheet to another and an sh sheet for the last. As each student takes his or her turn and work hard producing one or several of the words on their sheet, they are rewarded by coloring it in. They can see their progress as it comes to life with color they created, all the while mastering their sound! After several sessions, they have a sheet than can be proud of and take home to their parents! Convenient digital download so you can print and have this resource available for use within minutes of purchase. Keep copies handy for quick speech and phonology needs. Rationale: It is typical for children to use phonological processes for various sounds while learning to speak. According to Poole’s Norms* 90 % of children develop the voiced alveolar liquid approximant /r/ (the car, dog or pirate sound) by the age of 7. Misarticulation of /r/ by this age is categorized as a phonological disorder at which time it is considered ethical and advisable to begin assessment by a Speech and Language Pathologist leading to early intervention for optimal outcome. (*Poole, Sander, Hena, Fudala, Templin & Wellman) This /r/ initial (prevocalic r) “Search & Find” coloring page, poster and checklist contain 58 target words with the /r/ in the initial position of words and 6 “foils” with multiple /r/ sounds in the words. The extra /r/ sounds can be ignored or used as built in screening devices for your students' progress toward generalization. It is recommended for, but not limited to, students who have mastered unprompted production of the sound in isolation or in the medial position of a syllable (or between 2 vowels) of words by 80% or more. Procedure: Instruct your student to choose a word or tell them to find a word you would like them to work on. If they produce the target sound correctly they can color the corresponding image. Suggested prompts for the correct placement of articulators and airflow: e.g. mouth smiling or pursed, lips open, tongue back, voice on. Use the provided target word checklist to track your student’s progress by filling in the squares, for example, with: + for correct, - for incorrect, ⊕ correct with a prompt, etc. Once completed keep this page in the student’s folder or hang on your speech room wall, so the student has something to connect with to help recall the learning sessions when they return to your therapy room. Use the colored-in version similarly or as a visual to point out target words. Use: Although this resource is intended for use with Speech and Language Therapy students, it can also be used to facilitate accent reduction in children and adults, in English for Second Language (ESL) learners, for stroke patients, as screening or testing tools, for individual or group therapy, for home work or vacation packages, homeschool, distance learning, general education teachers, Special Education teachers and other Communication Disorders specialists.