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245+ G Words, Phrases, Sentences, and Reading Passages

As promised here are the words for your unlimited use .

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merry-go-round

Initial G by Syllables

game tokens

garden hose

gas station

Medial G by Syllables

chuck wagon

beginner's luck

investigate

magnificent

prolongation

significant

togetherness

egotistical

Final G by Syllables

clothes bag

deviled egg

garbage bag

laundry bag

plastic bag

prairie dog

punching bag

sandwich bag

sleeping bag

card catalog

carry-on bag

gift catalog

prescription drug

seeing-eye-dog

SEE ALSO:   The Best Free App for Speech Therapy

Initial G Phrases and Sentences

old garbage

white ghost

gold pieces

pet goldfish

golf course

pretty goose

play guitar

My favorite game is checkers.

Their house has two garage doors.

Take the garbage out today.

I work in my garden on Saturday.

I need to fill my car with gas.

The gate was shut.

Don't look, there's a ghost!

He is bringing a small gift.

The girl is sitting on the pink chair.

He is ready to go.

I kicked the ball and made a goal.

The baby goat stayed by it's mom.

There are many gold pieces.

I won the goldfish at the carnival.

They are all playing golf.

The goose has brown feathers.

Can I play your guitar?

I like blue gum.

Medial G Phrases and Sentences

weather in August

chinese dragon

soaring eagle

foggy street

juicy hamburger

jogging trail

juggle balls

heavy luggage

strong magnet

dirty pigpen

cute pigtail

noisy sea gull

sweet sugar

small tugboat

My birthday is on August 20th.

Mountain lion is another name for cougar.

The statue was of a dragon.

A soaring eagle was looking for food.

It was so foggy we couldn't see where we were going.

Let's get a hamburger for dinner.

They go jogging on Tuesdays.

She likes to juggle at the beach.

Someone left their luggage here.

The nails were stuck to the magnet.

The pigpen was full.

The pigtail looks cute on her.

The sea gull almost flew into me.

Don't put too much sugar in the lemonade.

We saw a tiger at the zoo.

The tugboat can pull large ships.

The dog is sitting in the wagon.

I do yoga to relax my mind.

Final G Phrases and Sentences

colorful bug

checkered flag

grilled hot dog

She only bought one bag of groceries.

I want the big egg.

The bug landed on my arm and I blew it off.

We need to dig a bigger hole for the post.

My dog is a German Shepherd and Black Lab mix.

Please cook the egg yolk.

He waved the checkered flag.

The frog caught the fly with its tongue.

I want mustard on my hot dog.

She gave him a tight hug.

He hoped his leg wouldn't cramp.

He made the seat out of a log.

My mug needs a refill.

The pig was laying in the mud.

Use the rag to clean the floor.

There is a big rug in my house.

She wore a black wig to the costume party.

G Reading Paragraphs

Gus gives a gift.

Once there was a goose named Gus. Gus liked to play games, chew gum, and give gifts. Everyone who knew Gus, knew that he gave great gifts.

Once he gave someone a guitar. Another time he gave his friend a new set of luggage. All of his friends agreed that the best gift that Gus ever gave was a year's supply of hamburgers.

One day, Gus was tugging around a wagon with a gigantic bag in it. He tugged on the wagon from Mr. Dog's farm all the way to Mrs. Frog's wig shop. Everyone in town saw the wagon with the gigantic bag in it, but no one knew who would get the bag.

Doug was a good friend of Gus. Doug was busy planting green beans, grapes, and gooseberries in his garden. He didn't see Gus coming toward his house and tugging the wagon behind him.

When Gus finally reached Doug in his garden, Doug said, "Why are you pulling that wagon Gus?"

Gus replied, "I came to give you a gift Doug."

Doug was very excited and felt like an important person. He knew that Gus gave good gifts.

When Doug took the bag off of the gift, he couldn't believe his eyes. It was a big stack of eggs! Doug was so happy that he ran over to Gus and gave him a big hug.

Doug loved to eat eggs every morning. He knew how to cook eggs in many different ways. Doug thanked Gus for the nice gift and said, "I will buy you a nice gift one day."

Then they both said goodbye and Gus went home.

Each year Gary would play golf in August. He would get his golf clubs from the garage and drive to the golf course.

On his way, he would pass Farmer Gil's goose and pig farm. When he got to the golf course he bought a hot dog, a bag of chips, and a big mug of hot chocolate.

He played his best game while chewing sugar free gum and using the mug with the green dragon on it. He wanted to do that again. He grabbed his golf bag and dragon mug and headed for the first hole.

Man with the Gold Guitar

When Gabe began learning to play the guitar, he thought it would be easier than chewing gum. After his third lesson, his head was foggy from everything he learned. Then he met the man with the gold guitar.

He said his name was "Golden" but Gabe thought it was something else. 

Golden taught Gabe to set goals while he learned how to play the guitar. Golden gave Gabe a small flag with the words "Set Goals" on it that he could keep with him as a reminder. Gabe kept it with his guitar and used it every time he learned a new lesson.

After that, he never saw Golden again. Some people say Golden was a nice ghost who liked to help people.

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with producing the "G" sound.

We encourage you to use this list when practicing at home.

Doing home practice will help your child make much faster progress toward correct production.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week.

This is not enough time  for your child to overcome an articulation disorder with the "G" sound. But with high caseloads...

...it's all SLPs can do.

There's  only so much time  in the day.

Every day that your child goes without practice  it becomes more and more difficult  to correct an "G" error because he/she continues to say it incorrectly. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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600+ G Words Lists for Speech Therapy Articulation

If you’re a parent or a speech therapist in need of word lists for the g sound then you’ve come to the right place! Below are over 600 g words for speech therapy.

Use the links below to help navigate this post:

• G Words Overview
• Flash Cards – Initial G (word, phrase, sentence, + question)
• Word Level – Initial G
• Word Level – Medial G
• Word Level – Final G
• Phrase Level – Initial G
• Phrase Level – Medial G
• Phrase Level – Final G
• Sentence Level – Initial G
• Sentence Level Medial G
• Sentence Level Final G
• Additional G Word Resources

Correct Production

The g sound is a back sound. It is made by placing the back of the tongue against the soft palate in the back of the mouth. 

If you’re wondering what the soft palate is, it is the little bit of soft roof area in the back of the mouth.

You can help your child practice by placing their tongue in the correct position against the soft palate using a tongue depressor. 

Once you’ve located the soft palate with the tongue depressor then place the back part of your tongue against the soft palate.

You can also have your child or student practice their tongue placement and tongue tip in front of a mirror.

The g sound is also a voiced sound so your voice box or vocal cords should vibrate. 

You can tell that their voice is turned on by touching your voice box on your neck and feeling it vibrate.

Another thing to keep in mind is that the g sound can be a hard g, such as before a consonant “glass” or before a back vowel (a, o, u) as in “goat” or at the end of a word like “log”. 

A soft g is when the “g” sound makes the /j/ sound when the g sound is followed by the vowels (e, i, or y) such as “giant” or a word of Greek origin that begins with the letters gy- such as the word “gymnastics”. 

Hard G and Soft G Free Posters by Make Take Teach – Want to learn more about the hard g and soft g? Be sure to grab these free posters to get you started. They are a perfect poster and have at your fingertips!

Speech Sound Visual Posters by A Perfect Blend – Wish you had a visual cue? Then be sure to print out these visual sound posters! Not only are they helpful, but they are super cute as well.

G Words Speech Therapy

If you’re a speech language pathologist or a parent of a child working on the g sound then you’ve come to the right place. Below are over 600 g word lists to practice the g sound. 

Not only is this list of g words perfect for at home practice, but speech-language pathologists can pull up this list anytime for a quick and easy speech therapy session.

Target Words

Here’s a list of g articulation sounds for you to use in therapy or at home practice to work on your student or child’s new skill.

• For Example: go, goat, goal, gate, gutter, gas, hedgehog, eagle, finger, kangaroo, wagon, magnet, bug, log, dog, rug, egg, tag

See the full list of words, phrases, and sentences below.

You can also grab my one page freebie of g sounds below. Simply scroll to the bottom of this post and grab your free copy!

Word Positions: G Words Speech Therapy 

Initial position of words.

The initial position of the g sound is at the beginning of a word. For example, “goat” or “got”.

Medial Position of Words

When the g sound is in the middle of a word it is in the medial position of a word, such as “hamburger”, “tiger”, and “dragon”.

Final Positions of Words

The final positions of words are when the target sound is at the end of a word. For example, “mug” or “dig”.

For your unlimited use, I’ve gone ahead and gathered over 600 g words to work on your student’s or child’s speech. 

Word Level: G Words Speech Therapy

One way to practice is to have your child or student practice their target sound at the word level.

Below is a list of initial g words, medial g words, and final g words. Although the list isn’t always in alphabetical order it can be fun to mix and match.

In addition, I’ve compiled an easy-to-download practice printable or digital pages of the g sound below. Simply scroll down to the bottom of this post and download your free copy.

Back to Top

Initial: G Words Speech Therapy

• 1 Syllable: go, gag, gold, gas, gap, gun, gum, gut, guy, gain, gale, game, gasp, gate, gawk, gaze, gear, geek, gig, girl, goat, give, goal, goes, good, gone, gown, golf, gush, geese, gift, gills, goose, gorge, gourd, guard, guest, gulf, guilt, gulls, gunk, gust, gauze, guide, gold, gob, guess, gust, guts, gasp, guest, gulp, gear, gunk, ghost, gab, Gail, gash, gale, guest, gulp, guy, Gus, gauge, gong
• 2 Syllable: gallop, gasses, gecko, giddy, gimpy, going, goofy, gooey, gumbo, gummy, gaggle, galore, garage, garlic, geyser, gibbon, giggle, girdle, goalie, goblet, goggle, gopher, gospel, gossip, govern, guitar, gallon, gamble, garbage, gargle, garden, garnish, gateway, gazelle, goodbye, gumball, gumdrop, guppies, gainless, garland, garment, goalpost, goatskin, goldfish, goodness, goodwill, gorgeous, gurgle, goldsmith, guestroom, guestbook, guidebook, given, golden, gator, girlfriend, gutter, guidance, giving, gobble, golf cart, gather, guppy, garfield, gallon, gourmet, gazette, guilty, galley, guideline, guzzle, go kart, gameboard, gadget, gala, Gilbert, gizzard, gimmick, goatee, Gordon, Gary, Gavin, goldfinch, gumption, guppy, gifted, Google
• 3 Syllable: galaxy, gallery, gazebo, gorilla, gourmet, goulash, galactic, gasoline, giveaway, gondola, governor, gullible, gardening, gathering, godfather, godmother, guardian, guitarist, godparents, goldilocks, gooseberry, government, guarantee, governess, goalkeeper, getaway, guardianship, gardener, Gabriel, gigantic
• 4 Syllable: gardenia, gazillion, gallivanted, guacamole, goldendoodle, guardianship

Practice in Flash Card Mode Right Here from Your Computer!

Medial: G Words Speech Therapy

• 1 Syllable: clogged, wagged
• 2 Syllable: angle, sugar, tiger, Megan, anger, vegan, penguin, kingdom, Logan, eagle, organ, gagging, biggest, ego, wagon, baggage, roger, finger, goggles, bargain, eager, singing, trigger, hanging, bagel, argue, bugle, piggy, legal, angus, begging, Belgium, ringing, longing, banging, rugby, disgust, luggage, digging, cowgirl, forgive, longest, sagging, buggy, jogging, suggest, hugging, seagull, nagging, snuggling, juggler, logging, legging, foggy, magma, snuggle, soggy, lagging, frugal, wiggle, muggy, slugger, hangout, snagged, hexagon, pentagon, mortgage, begun, began, flagged, burger, target, lego, dragon, yogurt, nuggets, kangaroo, doghouse, August, magnet, begin, cougar, again, ignore, pigtail, yoga, eggplant, eggshell, bagpipe, bigge, jigsaw, juggle, mongoose, pigpen, regard, drugstore, dugout, tugboat, youngest, Peggy, giggle, agave
• 3 Syllable:  Abigail, elegant, bodyguard, caregiver, alongside, organic, recognize, raggedy, livingstone, designate, octagon, illegal, regular, polygon, meaningless, hamburger, navigate, negative, magazine, Oregon, Portugal, regardless, spaghetti, together, fingerprint, triangle, fingerpaint, kangaroo, marigold, megaphone, signature, Thanksgiving, Angela, Washington
• 4 Syllable: irregular, alligator, segregation, orangutan, photography, origami, oregano, aggregation, tobogganing, unforgiving, protagonist, easygoing, navigator, kindergartner, disorganize, disregard, delegated, categorize, elegantly, altogether, obligation, significant

Final: G Words Speech Therapy

• 1 Syllable: ring, king, sing, dog, long, spring, thing, big, strong, pig, egg, bag, young, log, bug, gag, song, frog, swing, bang, swag, flag, rug, wrong, zig, zag, string, blog, wig, wing, leg, hug, sting, lung, dig, Mustang, rag, beg, fog, hog, hang, mug, wag, lag, sag, dug, fig, pug, nag, tag, slug, sang, jog, flag, tug, hung, jug, brag, slang, twig, cling, chug, plug, stung, snug
• 2 Syllable: nothing, morning, ending, loving, dancing, being, building, going, cooking, along, walking, swimming, wedding, reading, feeling, missing, warning, clothing, meaning, burning, lightning, rising, drawing, camping, asking, turning, barking, Beijing coming, shopping, raining,,, fishing, changing, training, pudding, looking, breaking, setting, blowing, climbing, surfing, cuddling, sledding, Bulldog, searching, icing, landing, belong, talking, cleaning, sibling, painting, cooling, spelling, coating, among, growing, farming, hearing, saying, ticking, teaching, sitting, giving, sitting, sleeping, jumping, earring, greeting, Wyoming, coping, diving, streaming, lighting, boating, hiding, hotdog, parking, dumpling, shaking, drizzling, snuggling, Healing, combing, hurting, touching, poking, loading, spreading, during, boring, tying, Snoring, stopping, golfing, clapping, running, skipping, typing, racing, calling, dressing, texting
• 3 Syllable: everything, amazing, demanding, anything, Thanksgiving, beginning, recycling, gathering, ladybug, bookkeeping, approaching, offering, challenging, accepting, believing, boomerang, bullfighting, breathtaking, recording, suggesting, programming, avoiding, succeeding, fluttering, strengthening, weakening, daydreaming, outgoing, approving, awaiting, surviving, disgusting, exhausting, imaging, adjusting, answering, performing, applying, threatening, woodworking, measuring, commanding, surprising, traveling, scaffolding, exclaiming, respecting, brightening, scheduling, attending, delighting, annoying
• 4 Syllable: understanding, overwhelming, elevating, conditioning, hibernating, remodeling, operating, devastating, decomposing, condescending, housewarming, maneuvering, aggravating, finalizing, animating,, overeating, exercising, magnifying, peacekeeping, barbecuing, alternating, skyrocketing, disappearing, overturning, disappointing, developing
• 5 Syllable: misunderstanding, accelerating, exaggerating, procrastinating, accompanying, administering

SEE ALSO: 21 Best Reinforcement Games for Speech Therapy

Short Phrases

When working on g sound production, it’s important to work on short phrases once your child or student has mastered the sound at the word level at or near 80% or higher accuracy.

Here is a list of g word phrases to try:

Initial: G Words Speech Therapy in Phrases

Medial: G Words Speech Therapy in Phrases

Final: G Words Speech Therapy in Phrases

Sentence Level: G Words Speech Therapy

After working at the word and phrase levels next it’s time to work on the g sound at the sentence level.

You can work on the sentence level by having your child or student read from a list of sentences or you could give your child or student a picture with their g sound in them and then have them create a sentence about their picture.

Below is a list of sentences that you can use with your child or students.

Initial: G Words Speech Therapy in Sentences

Medial: G Words Speech Therapy in Sentences

Final: G Words Speech Therapy in Sentences

G Words Speech Therapy Ideas

Here is a list of ideas to work on the g sound!

Favorite Board Games

Do you enjoy using fun and engaging activities in your therapy sessions? 

Board games are a great way to reinforce practice while working on your students’ sounds. 

Some fan-favorite board games to try are Jenga , Connect Four , or Tic Tac Toe to name a few. 

Boom Cards can be another fun and engaging way to strengthen your child or student’s articulation skills.

Here are a few favorite boom cards to work on the g sound: 

• Free Articulation Boom Cards for /g/ – Speech Therapy by Teaching Talking – Use these digital articulation activities to practice the ‘g’ sound.
• FREE Boom Cards and Printable Coloring Activity: Spring Early Developing Sounds by Bluebird Speech – Use this freebie as a fun and ready to use interactive activity that students can use on any device.
• Boom Digital Cards Articulation K,G Sounds by Badger State Speechy – In this free set, you receive 1 set of Boom Cards for sorting k,g and t,d words by their beginning sounds. Students have the option of pressing the sound button to hear the words. This set is done in a fun apple-picking theme!
• Free Initial G Sound Digital Pet Accessory Articulation Activity by Lil Mae’s Speech – This is a fun, free and interactive articulation activity where students say the speech sound located at the bottom of the page. To reinforce the sounds, students get to pick a pet accessory once completed!
• FREE PREVIEW Hard G Initial Sound Digital BOOM Cards by ZenGee Classroom – Students use “Gary the Guinea Pig” to to practice the hard ‘g’ sound. This is perfect for pre-emergent and emergent readers who need targeted practice with an isolated sound to increase phonemic awareness.

SEE ALSO: Free Articulation Games for Speech Therapy

Velar fronting.

Velar fronting is when a back sound such as the /g/ sound is made in the front of the mouth, such as the /d/ sound.

For example, your child or student might say the word “date” for the word “gate”.

If your child or student is velar fronting or in other words using the /d/ sound in place of the /g/ sound a great way to work on reducing the velar fronting is to use minimal pairs. 

By using minimal pairs the child then practices the two sounds side by side and practices hearing and producing the different sounds. 

Typical and Atypical Phonological Processes and Age Ranges by Speech Therapy Store – If you want to learn more about phonological processes, such as velar fronting and what ages these processes are typical and what processes are atypical then be sure to check out my chart.

Here is a freebie to work on velar fronting:

• No Prep K & G Articulation Fronting Game Boards by No Prep Speech Mom – These are fun board games for students to practice velar fronting /d/ for /g/.

SEE ALSO: 279+ Free Speech Therapy Digital Materials

Minimal pairs.

If your child or student is velar fronting or replacing the g sound with the d sound these minimal pairs activities are perfect for you! 

Here are some different ways to work on velar fronting using minimal pairs.

• Phonological Process Freebie: Velar Fronting Minimal Pair Match Up by Speech in the Sand – Play this fun matching game to work on /g/ and /d/ velar fronting. The first pages are for the sound /k/ and /t/, but simply keep scrolling and you will find the /g/ and /d/ minimal pairs.
• Articulation Activity Go Fish D and G Minimal Pairs Speech Therapy by Speechies and Cream – Play a fun game of go fish using fun underwater characters to work on the g and d minimal pairs.
• Minimal Pairs for Fronting of K and G Sounds by The Speech Chicks – This freebie includes 8 /g/ and /d/ minimal pair words with pictures. 

Picture Cards

 If your child or student is working on a single sound using picture cards is a great way to get multiple practices and exposure to a single sound. 

Here are a few picture cards to get you started:

• Scroll to the bottom of this post and grab your free copy of printable and digital g practice picture cards. 
• Use our ready to go digital flash cards above to get started right from your computer!
• Fronting & Backing Minimal Pairs (/k/ /t/ and /g/ /d/) by Rachel’s Speech Goodies – Use these minimal pairs flashcards to target the phonological process of fronting/backing (/k/ and /t/ & /g/ and /d/ in both initial and final positions. There are 4 pages of kid-friendly picture cards and 1 page with the word lists.
• Articulation Practice Card /G/-FREE! Distance Learning by A Green and Gold Speech Therapist – This freebie includes practice sets of 30 pictures that include the /g/ sound in initial, medial and final positions. Included is a list of activities in varying levels of difficulty.
• Letter Sound Picture Cards by Just Ask Judy – This is a free set of letter/ sound picture cards, perfect for introductory lessons in preschool or kindergarten. Each card has a lowercase letter and a key picture representing the sound the letter stands for.

Language Skills

Do you have a group of students who need both language therapy and articulation for the g sound?

If so, here are a few ideas to do language skills alongside g articulation therapy.

• Speech Thera py Articulation Fortune Teller Origami by Speech Therapy Store – Not only can you work on the g sound as well as a ton of other sounds it’s fun! Have your language students work on following directions, requesting materials (scissors, paper, etc.), and practice taking turns.
• Free Speech Therapy Activities for Articulation & Language by Fun in Speech – Grab some shaving cream and have some fun! There are pages for the g sound as well as pages for synonyms, categories, and rhyming!
• Dough Articulation: K, G, F, S by Jenna Rayburn Kirk from Speech Room News – Have some students work on their G sound while others can play along while working on following directions, making requests (supplies, colors, etc.), as well as working on categories, such as what category are a dog, frog, and pig in?

Auditory Bombardment

Sometimes the first thing a language therapist or speech-language pathologist might do to work on a new sound for a child with an articulation disorder at the elementary school level would be to work on auditory bombardment. 

Auditory bombardment is when you say words with only speech sounds that the child or student is struggling with and provide correct production examples. 

For example, if the child is working on the g sound you might read a list of 20 g words to the child so they can hear the correct production of that sound repeatedly. 

See the list of g words above and start by saying 20 words to your child or student while producing the correct g sound to model and allow them to hear the correct production over and over again.

This is simply a listening activity for the child or student to give them the opportunity to hear the correct production of the sound they are struggling to produce themselves.

In Conclusion: G Words Speech Therapy

We hope you have found this article helpful for working on your child or student’s g sound. 

Be sure to grab your freebie of 20 words to start practicing 5 minutes a day!

Fill out the form below to grab your copy of the initial G words for speech therapy.

***Medial /g/ and Final /g/ currently NOT available. Don’t worry though it’s on my to-do list.

Grab our Initial G Words List!

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G Words for Speech Therapy (Word Lists and Activities)

If you’re a speech-language pathologist looking for a quick list of initial and final g target words to practice during therapy, this article provides the perfect starting place! You’ll also find excellent ideas for making speech therapy more fun with a variety of engaging games, resources, and articulation activities for teaching the g sound. This blog post provides a list of initial and final g words, and it also suggests a variety of strategies for teaching correct placement. If you’re interested, you may also want to check out this article on eliciting k sounds.

This post contains affiliate links, which means we could receive a commission if you click a link and purchase something that we have recommended.

Correct Position of the Tongue for the G Sound

The g sound is a lingua-velar stop sound. It is a voiced sound, meaning the vocal folds vibrate during production. The correct production of g involves the front of the tongue (the tongue tip) being placed behind the front lower teeth. The back part of your tongue is lifted, or raised, during g production. It makes contact with the soft palate. This forms a seal. Air pressure builds up behind the tongue. When the soft palate seal breaks, we hear an explosion of air as it is released into the oral cavity.

Reference: Peña-Brooks Adriana, and M. N. Hegde. Articulation and Phonological Disorders: Assessment and Treatment Resource Manual , PRO-ED, Austin, TX, 2007,

Common G Sound Errors

Sometimes, students with articulation disorders or phonological disorders have difficulty producing the g sound. The g sound is considered to be a “back sound”. Young children may substitute sounds made in the back of the mouth (like velar sounds, k and g), for sounds made in the front of the mouth (such or t or d). This is a phonological process called velar fronting .

A child might also completely leave off endings sounds, such as the g sound. An example would be saying “dah” for “dog”. This is a phonological process known as final consonant deletion . Read about more phonological processes , which can impact the intelligibility of a child’s speech.

How To Teach the G Sound in Speech Therapy

If you are a speech language pathologist working on this target sound with a student, there are many different ways to elicit production.

Articulation Tools for Teaching the G Sound

There are a few tools a speech therapist may like to have on hand when teaching the g sound to young children in speech and language therapy. Typically, these tools include a typodont, a mirror, and a tongue depressor.

A typodont is a helpful tool because it can be used to show lingual placement. I often tap behind the bottom front teeth on a typodont to remind my students to keep the tongue tip down.

A speech therapist might consider using a mirror in speech therapy in order to provide extra visual feedback.

A tongue depressor might be helpful to help assist with keeping the tongue in the correct position.

Strategies for Teaching the G Sound in Speech Therapy

A speech language therapist might find it beneficial to try giving this sound a silly name. It could be something like “your gulping sound”.

Need some ideas for tongue placement? Velars (k and g) can sometimes be elicited by having your student lay on his back. This can help get the tongue into the correct position.

I often have to place a lot of emphasis on inhibiting tongue tip elevation. Frequently, I give several reminders to my students when I see the tongue tip lifting. I will use descriptions like “this is your tongue DOWN sound”. I also often say things like “touch your bottom front teeth”.

Simple reminders such as, “Uh oh! Your tongue tip went up!”, paired with a hand motion are a great way to help students understand how to place and position the front of the tongue and the back of the tongue.

Many students find auditory bombardment helpful. This involves reading a story, or a list of words, to your student. The list includes the target sound. The student needs to listen to, but not repeat, the words.

SLPs may wish to use the word lists included in this post for auditory bombardment.

Finally, school SLPs may wish to incorporate minimal pairs into articulation therapy sessions.

Speech Sound Word Lists for the G Sound

The following word lists contain words with the initial g sound, medial g sound, and final g sound. These articulation word lists allow the SLP to easily work on a target sound in speech therapy. Quickly pull these word lists up during your speech therapy session and pair them with the game or activity of your choice. These lists are helpful for a student with an articulation disorder. To practice at the sentence level, have students combine words and generate sentences.

Initial G Word List for Speech Therapy

Here is a list of initial g words (g at the beginning of a word) to use in speech therapy:

Medial G Word List for Speech Therapy

Here is a list of medial g words (g in the middle of a word) to use in speech therapy:

Final G Word List for Speech Therapy

Here is a list of final g words (g in the final position of words) for speech-language pathologists to use in speech therapy:

Speech Therapy Activities for the G Sound

Speech-language pathologists need effective materials to target a variety of speech sounds. Here are articulation activities that a speech therapist can use to target the g sound in speech therapy.

G Words Speech Therapy Articulation Picture Cards

School SLPs will love these articulation speech sound mouth cards , which target a variety of specific speech sounds, including the g sound! For each speech sound, a mouth visual is provided. Target sounds are provided in initial, medial, and final word positions. This visual cue is very effective when trying to teach a new sound in speech therapy!

To assemble, simply print out the cards, laminate them, then cut them out. Assemble them together using a binder ring for easy storage. Print them out and send them for home practice to help a child practice with parents or caregivers. These cards offer a fun way to target articulation objectives in speech and language therapy.

Velar Fronting Minimal Pairs

Minimal pairs can be a fantastic way to target velar fronting in speech therapy! These minimal pairs are extremely easy for busy speech-language pathologists to use because every piece needed for a successful session is included on one organized page.

No more searching through endless cards, trying to find minimal pairs that fit your student’s needs! Auditory bombardment lists, an auditory discrimination activity, and minimal pair words are included on each page. This resource is also included in a Minimal Pairs Bundle .

Digital K and G Articulation Activity

This no print k and g articulation activity is perfect for teletherapy or in-person speech therapy sessions! Target k and g speech sounds at the word level while catching fireflies! After your student says a target word, tap the screen and the firefly will “move” into the jar. It is a simple, yet motivating articulation activity. This resource targets initial k, medial k, final k, initial g, medial g, and final g words. It is also available in a bundle .

Articulation Games for Speech Therapy

Want to try some fun games to make articulation drill more exciting?

Here are some of my favorite suggestions:

• Let’s Go Fishin’ – this game makes it easy to practice the word ‘go’ each time a child catches a fish!
• Gator Golf- practice the words ‘gator’ or ‘golf’ with each turn
• Gobble Monster Game – have your students practice the word ‘gobble’ before each turn

More Articulation Words for Speech-Language Pathologists

Are you in a hurry and need this article summed up? To see the g words, simply scroll up. Next, make sure to try out these best-selling g sound articulation resources:

• speech sound mouth cards
• velar fronting minimal pairs (also available as part of the Minimal Pairs Bundle )
• digital k and g articulation activity for teletherapy

Don’t miss these other articulation word lists!

• S Word Lists
• L Word Lists
• F Word Lists
• K Word Lists
• TH Word Lists
• R Words for Speech Therapy
• Z Word Lists
• V Words for Speech Therapy

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G Word List

If your child is having trouble saying the sound G, my G Word List can help!

If you are a speech therapist and you need some G speech therapy materials, you have come to the right place!

Below you will find lots of free materials!

• First, there is a FREE worksheet (for non-members) and link (for members) to access new articulation materials.
• Second, there is a word list for  quick viewing .
• Next, you can sign up for a FREE newsletter and receive  A LL THE WORD LISTS in one Folder in your Google Drive.
• After that, check out a brief explanation on how to say the target sound.
• Last, there are ideas for  articulation practice  that do not require flashcards or word lists. This is the most functional option and appropriate for children working on generalization.

Enjoy the FREE materials!!!

G Worksheets and More!

We have articulation worksheets for teaching, drill practice, generalization, and language-based articulation games! 

• If you are a member, simply log in , download, and you are ready to roll here. 
• If you want join,  sign up here. 

To access the free smashmat, just fill out the form below!

21 free smashmats.

Sign up below to receive your free materials.

Google Drive Word List

Sign up with your email address to receive all the word lists instantly! They will be yours now and forever!

I LOVE, LOVE, LOVE Google Drive. I can access my word lists from any device; laptop, desktop, or phone. 

If you want a copy, fill out the form above. I put all the word lists in one folder.  Once you receive your email with the materials, make a copy of the files and they are yours to use and tweak as needed.

• If you need help saving the word lists to your Google Drive, click here:  Save Google Document
• If you LOVE Google Drive as much as I do, check out our  Speech Therapy Documentation Page. 

Complete G Articulation Packet

This is MY FAVORITE NEW RESOURCE! I HONESTLY use it all the time for each articulation session and handouts for home practice.

The words chosen for speech therapy can make all the difference between a good therapy program and a great one! For the generalization phase, it is crucial to use high-frequency words!! It only makes sense to use words that the client will actually say outside of the therapy room. Right?!

For only $5, you will receive  35 pages  of materials including:

• Flashcards that can be used as Cariboo Cards too, yeah!
• Flashcard free games that can be used as home practice
• Dot sheets, smash-mats, and/or coloring pages
• Articulation warm-up sheets which can be used as a goal review sheet
• Flashcards which contain word, phrase, and sentence level practice
• Cut/paste sentence level worksheets
• Self-assessment sheets
• Parent handouts

Check it out here

How To Say G

We say "g" by putting the back of our tongue in the back of our mouth. Some tips to help your child....

• Cue your child to move their tongue to the back of their mouth
• Have your child cough and feel that their tongue is in the back of their mouth
• Lightly touch his/her throat as he/she says "g"

Articulation Games for G

G is an earlier developing sound. Therefore, the games listed below are for younger children. Feel free to tweak them to meet the needs of your child. Take turns with your child saying the desired words. It is important to practice  hearing  as well as  saying  the sound.

• G o - Say "go" as you make a car move
• G one - Say "gone" as you hide a toy under a bucket
• G et - Say "get" as you pick up a toy
• Pi gg y - Put a pig in a bag and say "piggy" when you pull it out
• Wa g on - Drag a wagon around the house and put objects in it, say "wagon" with every object
• All  G one - Say "all gone" every time you are done with something, i.e., game, food, laundry
• Ba g  - Put ojects in a bag and say in "bag" as you do so
• Hu g  - Say "hug" as your child hugs you or his bears
• Le g  - Say "leg" as you color legs of people in a coloring book
• Di g  - Say "dig" as you dig in the sand or dirt

These games can be played at home or anywhere. Adapt any game your child is already playing to squeeze in some fun "G" practice. Have fun!

Membership Site

If you are a parent and your child

• has trouble saying multiple sounds 
• needs to work on vocabulary development
• is working on grammar skills
• needs to practice following directions
• is working on narrative language
• needs to work on social skills

AND you want

• a step-by-step guide on how to help your child 
• ideas on how to improve all language skills at home
• functional games

Then, our  member's site might be just what you need.

If you are a professional and you want: 

• Articulation Screening Tools
• Data tracking sheets
• Templates in Google Drive for easy data tracking and graphing
• Homework sheets/parent handouts on articulation therapy
• General flashcard games
• 36 flashcards for each sound: B, D, F, G, J, K, L, M, N, P, R, S, T, V, Z, SH, TH, CH
• 8-10 functional games for each sound
• Language-based worksheets to spice things up!
• Picture description tasks
• Short story stimuli

Our  membership might be just what you need.

Thanks For reading!

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Free SLP Initial G Materials, Games, Activities, Flashcards, and more!

Initial g virtual games and activities, freeslp offers tons of virtual slp materials for the s sound. to help target the g sound in the initial, medial, and final positions, we have created g tic-tac-toe, connect 4, virtual flashcards, virtual progression cards, battleship, spot-it, candy land, soccer, painting, and more to view our all free g sound virtual games and materials, click below:, initial g sound games and activities link.

Downloadable Initial G Materials

We also have tons of free no-prep downloadable g sound materials. g sound printables that we currently have include: g flashcards, qr code scavenger hunt, progression cards, spot-it, word finds, tic-tac-toe, bingo, candy land, connect 4, battleship and more if you're looking for more engaging ways to teach the g sound, hopefully you find these materials helpful to view our all free g sound virtual games and materials, click below:, initial g no-prep downloadables.

Initial G Sound Animated Videos

Animated videos for each sound teaching how to produce the sound as well as animated articulation adventures for each sound adventure across safaris, space, the world of minecraft, and more while teaching your child how to make awesome g sounds to view our all free g animated videos, click the link below:.

Initial G Artic Hierarchy Activities

Virtual materials to target g from the isolation level all the way up to the conversational level whether you're targeting sounds at the word, phrase, sentence, paragraph, story, or conversational levels, we have free and engaging speech therapy materials for each to view our all free g hierarchy activities, click below:.

Initial G Filterable Flashcards

Over 1,000+ flashcards that you can sort by target sound, position of sound, syllables, blends, and more add words to your custom word list and print out the flashcards to view our all free g sound virtual games and materials, click below:, initial g filterable flashcards.

Initial G sound overview page

What age should my kid be able to say the g sound.

Children typically are able to correctly produce the G sound around 3 years old.

Is the G sound a voiced sound?

Yes, the G sound is a voiced sound?

Is the G sound a Dorsal Velar sound?

Yes, the G sound is a dorsal velar sound.

Is the G sound a stop?

Yes, the G sound is a stop.

What is the difference between C / K and G?

The C / K and G sound are produced exactly the same with one exception.  The difference between C / K and G is that the C / K sound is voiceless and the G sound is a voiced sound.

50 Initial G Words

40 medial g words.

• Magnificent

35 Final G Words

How do i make the g sound, how  to make the “g” sound:.

• Tell the child to bring the back of their tongue(called the dorsum) up to the back part of the mouth(called the soft palate).  Lifting up the back part of our tongue stops the airflow from coming out of our mouths!
• Turn  on   your voice ( voice is the rumbling in your vocal folds.  Have your child/client place their hand on their/your neck during the production of “c/k” and “g”, and have them feel the difference between the two.  In the production of “c/k”, there should be no rumble or voicing.  While in the production of “g”, there should be a rumbling or voicing.)
• Next we lower our tongue and push air out explosively at the same time!

Tricks and Tips for producing the “g” sound:

• Tell the child we are going to trap the air from escaping using the back of our tongue.  We need to make a hump or a hill using the back of our tongue and bring it to the roof of our mouth.
• A fun and tasty way to teach the child where to put their tongue for a “g” production is to put some Nutella, peanut butter, sour candy gel, or any other spreadable food they enjoy on the soft middle portion of the back of the mouth(soft palate).  Once the child has felt the spot a few times, have them try to blow out air while lowering the tongue at the same time!
• If your child is replacing their “g” sounds with “d” sounds. (“dod” for dog”), try using a tongue depressor to hold down the tip of their tongue which should also help the back of their tongue bunch up.
• Place your hand where the child’s jaw and neck meet, and during “g” productions, lightly push up to help remind them to raise the back of their tongue.
• To visually show the child how we explosively release air from our mouths to produce the “g” sound, hold a piece of string in front of their mouths, and have them try to move the string with the release of air.  It is important to remind them to remember to use their voicing during this activity!
• If you have a board game that uses a spinner, have the child see if they can move the spinner using the explosions of air from their mouths.
• Have the child tilt their head back and look up at the ceiling.  By doing so, our tongues tend to fall into the back of our mouths into the position we need to make the “g” sounds
• Challenge the child to an imaginary water/juice/milk drinking contest.  See you can making the “g” gulping noise the most times in 10 or 30 seconds!

G Sound Overview

If you are looking for tips and tricks on how to produce the perfect G sounds; click the link below:

Virtual Materials for Each Level of Artic Practice:

Target the G sound at the isolation level with 3 different activities: Isolation Animation, Pop the Bubbles, and Click the Button!

Target G at the syllable level with our virtual flashcards!

We have three activities for targeting G at the word level: 1.) Classic flashcards with initial, medial, final, and mixed sets. 2.) Minimal Pair Sliders 3.) Name the Photos (Have the computer give you feedback on your sound productions!)

G phrase flashcards with sets targeting G in the initial, medial, final, and mixed positions!

Target G at the sentence level with our rotating sentences activity!

Our G story is full of G target sounds and tongue twisters! Read it yourself or play it out loud and then repeat it back!

We have two ways to target G at the conversation level: 1.) Silly story scenes full of G target words. 2.) Conversation starter questions.

G Virtual Materials

List of All the Free G Sound Virtual Activities and Games

G flashcards, g progression cards, g soccer shootout, g escape from dragon's dungeon, g fish's flight to freedom, g witch's brew, g summer sundae dash, g fall apple quest, g halloween candy chompers, g thanksgiving treats, g cupid's valentines candies, g marshmallows' mad dash, g unicorn artic derby, g train track dash, g space race, g flashlight finder, g feed the bear, g pumpkin carving, g build-a-snowman, g thanksgiving dinner, g tic-tac-toe, g candy land, g connect 4, g battleship, g artic ninja, g volt runner, g artic clicker, g pizza jumper, g artic cruiser, g space invaders, g spot the differences, g treasure hunt, g crossword, g word find 1, g word find 2.

G Boom Cards

List of All the Free G Sound Downloadable and Printable and Games

G artic qr scavenger hunt, g artic progression cards, g artic spot the match, initial artic g flashcards, medial artic g flashcard, final artic g flashcards, g articulation carrier phrases, g articulation word find, g articulationtic-tac-toe, g articulation coloring sheet, g cartoon character flashcards, g articulation dice, g articulation flipbook, g artic bingo, g artic candyland, g artic cariboo cards, g artic battleship, g articulation connect 4.

G Printables

Free no-prep, virtual, and downloadable options available!

Free SLP articulation word lists, flashcards with pictures, downloadable PDFs and more!

Materials target the G sound in the initial, medial, and final positions!

Whether you are looking for printable, no-prep, or virtual materials, FreeSLP offers free G sound activities for students of every level!

We hope these G articulation activities and exercises for speech therapy help your child / student learn how to make s sounds!

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Speech & Language Tips for Parents

G Words in Speech Therapy – G Word Lists, Activities & Teaching Tips

When you’re working on helping your child with their speech and articulation, it’s essential to focus on specific sounds to improve their skills. One of the critical sounds in speech therapy is the G sound. G words can be found in various positions within words: initial, medial, and final. Each position may require slightly different strategies in speech therapy. To address an articulation disorder, speech-language pathologists often use a variety of activities and tools, such as audio recordings, games, and books, to help clients practice the G sound in a fun and engaging way.

A good starting point for working on G words in speech therapy is identifying voice and voiceless pairs. These pairs can help you focus on the correct positioning and airflow needed for accurate G sound production. For example, the voiceless pair for the G sound is the K sound. By practicing words containing both G and K sounds, you can better understand the differences between them and improve your articulation.

Articulation activities play a crucial role in the development of the G sound. Speech-language pathologists often provide clients with word lists containing initial, medial, and final G words. These lists can serve as a foundation for various activities such as flashcards, sentence building, and reading passages. Client-specific activities can also be developed, keeping in mind their interests and preferences.

Constant practice is essential for improving articulation and mastering the G sound. As a client or a speech-language pathologist, incorporating G words into daily routines and communication can be highly beneficial. Encourage conversation, storytelling, and reading materials that focus on G words to reinforce practice and enhance overall progress.

Remember, working on G words in speech therapy is a dynamic and gradual process. As you continue to practice and engage in articulation activities, you’ll notice improvements in your speech and articulation abilities over time. Always approach the process with patience, persistence, and a friendly attitude to ensure success.

Importance of G Sound

Working on the G sound in speech therapy is essential as it helps improve your pronunciation and expands your vocabulary. This  voiced sound  is a common component in the English language and can be found in various words. Mastering the G sound can lead to a boost in confidence when speaking and communicating with others.

The G sound requires proper articulation, involving the use of your soft palate and vocal cords. When pronouncing the G sound, the back of your tongue should make contact with your  soft palate , while your vocal cords vibrate simultaneously. It’s crucial to be mindful of these processes as they play a significant role in producing a clear and accurate G sound.

In addition to the G sound, it’s essential to differentiate it from the /k/ sound in speech therapy. Both the  k and g sounds  are produced in the same location in the mouth, but with a critical difference: the G sound is voiced, while the /k/ sound is voiceless. Being able to distinguish between these paired sounds can enhance your overall speech clarity and articulation skills.

There are also soft g sounds and hard g sounds. The rule to remember which is which, is as follows:  When g meets a, o, or u, its sound is hard.   When g meets e, i, or y, its sound is soft .

To sum up, incorporating G sound practice in your speech therapy sessions can greatly benefit your pronunciation, vocabulary, and articulation. Remember to pay close attention to the role of your soft palate and vocal cords, and be aware of the differences between the G sound and its voiceless counterpart, the /k/ sound. Keep up the good work, and your efforts will surely lead to improved speech proficiency.

Teaching Methods for G Words

When it comes to speech therapy, teaching the G sound can be quite an adventure. As a parent of a child who is having speech therapy or is waiting to receive it, there are numerous techniques you can employ to help children master this sound. The key to success is practicing often and incorporating a variety of strategies.

First and foremost, your resources are your best friends. Books, games, and picture cards all offer fantastic ways to engage young learners. A favorite activity among speech therapists is using  G Word Lists and Activity Ideas . These lists include initial, medial, and final G word suggestions, along with appropriate games and book recommendations tailored to the G sound.

Since children tend to learn better through play, incorporating games into speech practise sessions at home can be a game-changer. Utilize age-appropriate games that involve the G sound, such as guessing games or picture card matching activities. You may also create your own G-themed games, such as a scavenger hunt where children must find objects that start with the G sound.

While working on the pronunciation of G words, provide your child with ample opportunities to observe their mouth movements. One useful tool for this purpose is a mirror. Encourage them to focus on their tongue placement and the way it feels when they correctly produce the G sound. By allowing children to see and feel the differences in their mouth, they can better understand the necessary actions to produce the G sound.

Flashcards are another excellent resource to use outside of speech therapy sessions. You can create or purchase sets of flashcards featuring G words at various positions within words (initial, medial, and final). These visual aids can help children associate the sound with its spelling and encourage them to practice the G sound in various contexts.

Remember, patience and encouragement are essential when helping children develop their speech skills. By utilizing these various teaching methods for G words in speech therapy, you’ll be well on your way to helping them master the G sound in a friendly and engaging manner. 

Role of Word Lists in Therapy

When it comes to speech therapy, word lists play a crucial role in helping your child or yourself develop and practice correct pronunciation of specific sounds. Among these, G words are quite common in language and working on them can significantly improve your articulation skills. So, let’s delve into the benefits of using word lists and explore some essential G word categories.

One of the significant reasons to use word lists in therapy is their ability to provide a structured approach to practicing particular sounds. In the case of G words, there are different types of lists, such as  initial G words , medial G words, and  final G words . By breaking down the words into groups based on their positions, it becomes easier for you to focus on and master the specific sound within different contexts.

Another advantage of using word lists is their potential to incorporate common vocabularies or  target words  you’ll encounter regularly in daily communication. This makes your child’s practice more functional, ensuring that they’re not only working on improving sound pronunciation but also enhancing their overall language skills.

Articulation Practice with G Words

Friendly and consistent practice is essential in mastering speech sounds like the /g/ sound. As you begin your articulation practice, remember that the  g  sound is a back sound, produced when the back of the tongue touches the soft palate in the back of the mouth. To help you understand the right tongue placement, consider checking out some  articulation worksheets . 

When practicing G words, it’s crucial to have a variety of initial, medial, and final G words to work with. Start with simple words like  gum, goat, and dog , progressing to more complex words and phrases as you become more comfortable with the sound. You can find comprehensive  G word lists for speech therapy  that cater to different speech requirements.

Incorporate various activities into your child’s practice to make it engaging and fun. For example, you could play games, read  books focusing on G words , or even create a word treasure hunt challenge. Aim for a minimum of 100 trials in each practice session, focusing on functional words that you regularly use in your everyday conversations.

As you practice, it’s important to remain patient and maintain a positive, friendly attitude. Encourage yourself by celebrating small achievements along the way. Make sure to practice regularly and consistently to reinforce learning and improve your G word articulation in everyday speech.

Remember, mastering the G sound takes time, persistence, and dedication. Keep practicing, use various G words and activities, ensuring proper tongue placement and speech sound production. With consistent effort, you’ll notice improvements in your child’s G word articulation over time. 

Specific G Words for Therapy

Incorporating a variety of G words into speech therapy sessions can help clients practice and improve their articulation of the G sound. In this section, you’ll find a selection of G words that may be used in various activities and games during therapy sessions. These words are organized based on their position within the word (initial, medial, or final) and also include compound words and multisyllabic examples.

Initial G Words

Medial G Words

Final G Words

Compound Words

Multisyllabic Words

Additional G Words

Combating Phonological Processes

Phonological processes are simplifications that young children use while learning to talk. They’re a normal part of language development but can become problematic if they persist beyond a certain age. Two common phonological processes we’ll discuss are  fronting  and  context-sensitive voicing .

Fronting : Fronting occurs when a child replaces a sound that should be produced in the back of the mouth, like “g” (as in “goat”) or “k” (as in “cat”) with a sound produced in the front of the mouth, like “t” or “d.” To address fronting, try these strategies:

• Encourage your child to pay attention to the placement of their tongue when they say words with “g” or “k.”
• Use visual cues, such as a mirror, to help your child see where their tongue should be when producing these sounds.
• Practice with minimal pairs, which are pairs of words that differ by only one sound, such as “goat” and “toat” or “cat” and “tat.”

Context-sensitive voicing : This process involves replacing a voiceless sound with a voiced sound. For example, when “pig” is pronounced as “big” or “car” is pronounced as “gar.” To help your child work on context-sensitive voicing, consider these tips:

• Teach them the difference between voiced and voiceless sounds, and practice each sound in isolation.
• Focus on pairs of sounds that have the same place and manner of articulation but differ in voicing, such as /p/ and /b/ or /t/ and /d/.
• Use auditory and visual feedback methods, like listening to recordings of your child’s speech, to help them hear and see the difference between voiced and voiceless sounds.

Remember to be patient and supportive as your child works on these skills. With consistent practice and encouragement, you’ll see progress in combating phonological processes. Good luck!

Therapy Resources and Materials

As a speech therapist or a parent looking for  G word resources , there are a variety of helpful materials available to support your speech therapy sessions. Here, we will explore some of the resources and tools that can enhance your therapy sessions and make them more engaging and effective.

To start, consider finding online resources with plenty of  articulation activities  to keep your sessions diverse, and keep your clients motivated. Websites like  Speech and Language at Home  or  Speech Therapy Talk  can be great starting points for finding G word lists and speech therapy activities.

As a member of various professional speech therapy websites and organizations, you can access additional resources, tips, and support from your peers. Make sure to take advantage of professional memberships that offer exclusive content and materials catered towards speech therapists.

Flashcards  can be a very useful tool when practicing G words, as they allow the visual representation of the word, as well as the auditory component when spoken out loud. You can find  600+ G Words Lists for Speech Therapy Articulation or create your own set of flashcards, such as boom cards, tailored to your child’s needs.

For more hands-on activities, consider incorporating books into your therapy session that emphasize G words. Reading these books together can provide a fun and engaging way to practice G word pronunciation and improve overall articulation.

Picture cards  are another effective way to work on G words in speech therapy. By providing a visual representation of the word, you can help clients associate sounds with their corresponding images. Try using resources like  K and G Words, Lists, Materials, and Everything You Need!  for picture cards and other helpful tools to supplement your speech therapy activities.

Remember to keep your tone friendly and adapt to the needs of your clients as you explore these resources and materials. Your dedication to enriching their therapy experience can go a long way in promoting progress in their speech and communication development.

By Michelle

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What is Echolalia? Understanding the Repetitive Speech Phenomenon

How many words by 18 months a guide to your toddler’s language development.

How to Teach K Sound: Articulation Activities, and Word Lists for Effective Speech Therapy

How to teach ng sound: articulation activities, and word lists for effective speech therapy, how to teach g sound: articulation activities, and word lists for effective speech therapy.

The “g” sound is a voiced velar plosive, which means that it is produced by briefly stopping the airflow from the lungs using the back of the tongue (velar) and then releasing it in a sudden burst (plosive). The vocal cords vibrate during the production of this sound, which creates a buzzing or humming sensation in the throat.

To produce the “g” sound, you need to raise the back of your tongue towards the soft palate or velum, which is located at the back of your mouth, and then release it while simultaneously pushing air out of your lungs. This creates a sudden burst of sound that is characterized by a low-pitched, vibrating noise. You can try producing this sound by saying the word “go” or “get” and paying attention to the way your tongue and vocal cords work together to create the sound. In phonetics, this sound is represented by the symbol /g/. It is also sometimes referred to as the “voiced velar plosive.”

Here are few tips you can follow to teach the “g” sound:

Demonstrate the sound : Start by demonstrating the “G” sound for your child. Make the sound and have your child watch your lips and mouth movements. Explain that the sound is made by pressing the back of the tongue against the soft palate and releasing it with a voiced sound.

Visual Cue : Show the child how to place the back of their tongue against the soft palate at the back of their mouth, and then release the air with a voiced sound. You can use a mirror to help the child see how their tongue is positioned. You can also use a visual cue such as a picture or flashcard of a “G” to help your child remember the sound.

Understand the sound: Help your child understand that the “G” sound is a voiced consonant made by pressing the back of the tongue against the soft palate and releasing it with a voiced sound.

Practice Blowing: Help your child get used to the sensation of releasing air with their tongue by having them practice blowing out candles, blowing bubbles, or blowing feathers across a table.

Practice Tongue Placement: Show your child how to keep the back of their tongue flat and relaxed while making the “G” sound. You can make it more fun by having them imitate animal sounds, such as a growling dog or a grunting pig, while using the “G” sound.

Practice in Isolation : Once your child has mastered the correct tongue and mouth position, have them practice making the “G” sound on its own without any other sounds.

Add Syllables: After your child has mastered the “G” sound in isolation, have them practice using it in different syllables, such as “ga,” “ge,” and “go.” You can make it more fun by having them say words like “giraffe,” “gum,” and “goofy.”

Practice in Words: Once your child has mastered the “G” sound in syllables, have them practice using it in different words such as “girl,” “goat,” and “green.”

Practice in Phrases: After your child has mastered the “G” sound in words, have them practice using it in phrases like “big girl,” “my goat,” and “green grass.”

Practice in Sentences: Finally, have your child practice using the “G” sound in different sentences such as “I have a big girl bike,” “The goat ate the grass,” and “Green is my favorite color.”

Practice Everywhere: Encourage your child to practice using the “G” sound in different contexts, such as during playtime, mealtime, or while reading books. You can also make it more fun by having them use the “G” sound in different accents or dialects.

Free G interactive audio flashcards featuring words with the “G” sound words can be a useful tool for improving pronunciation and vocabulary.

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/g/ Word List

Description

/g/ in the initial, medial, and final positions

Strategies and techniques

Utilize this word list during structured therapy sessions and/or send home for extra practice. Incorporates Dolch Words.

No License (NL)

Additional information

Breann Mitchell about 3 years ago

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Resource details, focus areas.

• ST -> Phonology -> Fronting
• ST -> Phonology -> Phonological Awareness

Evidence based practice citations

• Phonological Awareness Intervention: Beyond the Basics Author(s): Schuele, C. & Boudrea, D.
• Incidence of Fronting In Preschool Children Author(s): Rowe, L., Knutson, P., & Manson, M.

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Grades PK - 3

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G Word List

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Multiple types of wh- questions, why and how questions, labeling exercises, multiple choice, and drag and drop categorizations   are included throughout this bundle to encourage an in depth understanding of each executive functioning skill.

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Each deck includes a teaching slide and visual to help your students better understand executive function skills before practicing! 

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Wh- Questions & Short Stories

15 short stories to target wh- questions, auditory comprehension, reading comprehension, recall, and more!

Multiple levels of difficulty, including both shorter and longer paragraphs for a variety of length and detail in the stories.

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⭐ Wh- Questions in Short Stories

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*This product contains the same activities as the PDF version. If you would like the PDF version, view   Wh- Questions & Short Stories, Auditory Comprehension .

To use Boom Cards, you   must   be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for modern Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with "Fast Pins," (a form of play that gives instant feedback to students for self-grading Boom Cards). For assignment options that report student progress back to you, you will need to purchase a premium account.   If you are new to Boom Learning, you will be offered a free trial of our premium account.   Read here for details:   http://bit.ly/BoomTrial .

Sentence Comprehension & Language Comprehension

Improve sentence comprehension, language and reading comprehension, and picture comprehension with 4 activities and over 125 prompts for speech therapy or classrooms! Target comprehending, receptive language, and more.

This resource includes   4 different ways to practice sentence comprehension , including wh questions, pictures, fill in the blanks, and more. Real photos are included in this resource.

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Improve creative writing with these narrative and short story prompts! This set of   70 short story builders   comes with character, location, event and time learning targets.

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Your students will have all the tools they need to create unique and imaginative stories!

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Perfect for SLPs, teachers, or parents looking to expand language or writing in a fun and creative way!

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Free G Sound Articulation Words Flashcards

Free G sound articulation words flashcards for autism and speech therapy. Initial, medial and final word lists download printable PDF worksheets. G sound articulation picture flashcards are a valuable in helping autistic children learn the “g” sound. The “g” sound, known as a voiced velar stop, is produced by briefly stopping the airflow with the back of the tongue against the soft part of the roof of the mouth (the velum) and then releasing it with a burst of sound. Targeting different word positions through flashcards helps proper production of the sound and improves speech development.

Initial G Words

Download Printable PDF

Medial G Words

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Interactive g words audio flashcards.

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Pope Francis Appoints Father Dennis Walsh as Bishop of Davenport

WASHINGTON - Pope Francis has appointed Reverend Dennis G. Walsh, as Bishop of Davenport. Bishop-elect Walsh is a priest of the Diocese of Toledo, and currently serves as pastor of Saint John the Evangelist Church in Delphos, Ohio. The appointment was publicized in Washington, D.C. on June 25, 2024, by Cardinal Christophe Pierre, apostolic nuncio to the United States.

The following biographical information for Bishop-elect Walsh was drawn from preliminary materials provided to the U.S. Conference of Catholic Bishops:

Father Walsh was born on July 16, 1965, in Lima, Ohio. He graduated from Saint Alphonsus College in Connecticut with a bachelor’s degree in philosophy and a master’s of divinity in theology from Washington Theological College in Washington, D.C. Bishop-elect Walsh entered the Congregation of the Most Holy Redeemer (C.S.s.R), a religious order, on May 9, 1992. He was ordained to the priesthood on May 27, 2000, and incardinated into the Diocese of Toledo on July 19, 2000.

Bishop-elect Walsh’s assignments while he was with the Redemptorist religious order includes: parochial vicar at Saint Michael parish in Baltimore, Maryland (1992-1994) and Immaculate Conception parish in Bronx, New York (1994-1998); and secretariat of finance for the Baltimore Redemptorist Province (1995). His parish assignments after incardination into the Diocese of Toledo includes: associate pastor at Saint Mary parish in Sandusky (1998-2002); pastor at Saint John parish in Defiance (2002-2007); and pastor of Saint Patrick of Heatherdowns parish in Toledo (2007-2015). He has served as pastor of Saint John the Evangelist Church in Delphos, and Saint John the Baptist parish in Landeck since 2015, and he has also served as pastor of Saint Patrick parish in Spencerville since 2016. Father Walsh’s ministry also includes serving as a member of the Catholic Foundation Board (2008-2011, 2017-2019); member of the Diocese of Toledo’s Priests’ Retirement Fund Board (2010-2022); member of the diocesan Presbyteral Council (2015-2022); dean of the Saint Junipero Serra Deanery (2015-2021); trustee of the Diocese of Toledo Health Benefits Trust (2016-2022); trustee of the Diocese of Toledo Property and Casualty Trust (2016-2022); member of the College of Consultors of the Diocese of Toledo (2006-2016, 2017-present); and a member of the Diocesan Catholic Investment Trust Committee (2019-present).

The Diocese of Davenport is comprised of 11,438 square miles in the state of Iowa and has a total population of 787,159 of which 85,437, are Catholic.

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Comparative accuracy of ChatGPT-4, Microsoft Copilot and Google Gemini in the Italian entrance test for healthcare sciences degrees: a cross-sectional study

• Giacomo Rossettini   ORCID: orcid.org/0000-0002-1623-7681 1 , 2 ,
• Lia Rodeghiero 3 ,
• Federica Corradi 4 ,
• Chad Cook   ORCID: orcid.org/0000-0001-8622-8361 5 , 6 , 7 ,
• Paolo Pillastrini   ORCID: orcid.org/0000-0002-8396-2250 8 , 9 ,
• Andrea Turolla   ORCID: orcid.org/0000-0002-1609-8060 8 , 9 ,
• Greta Castellini   ORCID: orcid.org/0000-0002-3345-8187 10 ,
• Stefania Chiappinotto   ORCID: orcid.org/0000-0003-4829-1831 11 ,
• Silvia Gianola   ORCID: orcid.org/0000-0003-3770-0011 10   na1 &
• Alvisa Palese   ORCID: orcid.org/0000-0002-3508-844X 11   na1  

BMC Medical Education volume  24 , Article number:  694 ( 2024 ) Cite this article

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Metrics details

Artificial intelligence (AI) chatbots are emerging educational tools for students in healthcare science. However, assessing their accuracy is essential prior to adoption in educational settings. This study aimed to assess the accuracy of predicting the correct answers from three AI chatbots (ChatGPT-4, Microsoft Copilot and Google Gemini) in the Italian entrance standardized examination test of healthcare science degrees (CINECA test). Secondarily, we assessed the narrative coherence of the AI chatbots’ responses (i.e., text output) based on three qualitative metrics: the logical rationale behind the chosen answer, the presence of information internal to the question, and presence of information external to the question.

An observational cross-sectional design was performed in September of 2023. Accuracy of the three chatbots was evaluated for the CINECA test, where questions were formatted using a multiple-choice structure with a single best answer. The outcome is binary (correct or incorrect). Chi-squared test and a post hoc analysis with Bonferroni correction assessed differences among chatbots performance in accuracy. A p -value of < 0.05 was considered statistically significant. A sensitivity analysis was performed, excluding answers that were not applicable (e.g., images). Narrative coherence was analyzed by absolute and relative frequencies of correct answers and errors.

Overall, of the 820 CINECA multiple-choice questions inputted into all chatbots, 20 questions were not imported in ChatGPT-4 ( n  = 808) and Google Gemini ( n  = 808) due to technical limitations. We found statistically significant differences in the ChatGPT-4 vs Google Gemini and Microsoft Copilot vs Google Gemini comparisons ( p -value < 0.001). The narrative coherence of AI chatbots revealed “Logical reasoning” as the prevalent correct answer ( n  = 622, 81.5%) and “Logical error” as the prevalent incorrect answer ( n  = 40, 88.9%).

Conclusions

Our main findings reveal that: (A) AI chatbots performed well; (B) ChatGPT-4 and Microsoft Copilot performed better than Google Gemini; and (C) their narrative coherence is primarily logical. Although AI chatbots showed promising accuracy in predicting the correct answer in the Italian entrance university standardized examination test, we encourage candidates to cautiously incorporate this new technology to supplement their learning rather than a primary resource.

Trial registration

Not required.

Peer Review reports

Being enrolled in a healthcare science degree in Italy requires a university examination, which is a highly competitive and selective process that demands intensive preparation worldwide [ 1 ]. Conventional preparation methods involve attending classes, studying textbooks, and completing practical exercises [ 2 ]. However, with the emergence of artificial intelligence (AI), digital tools like AI chatbots to assist in exam preparation are becoming more prevalent, presenting novel opportunities for candidates [ 2 ].

AI chatbots such as ChatGPT, Microsoft Bing, and Google Bard are advanced language models that can produce responses similar to humans through a user-friendly interface [ 3 ]. These chatbots are trained using vast amounts of data and deep learning algorithms, which enable them to generate coherent responses and predict text by identifying the relationships between words [ 3 ]. Since their introduction, AI chatbots have gained considerable attention and sparked discussions in medical and health science education and clinical practice [ 4 , 5 , 6 , 7 ]. AI chatbots can provide simulations with digital patients, personalized feedback, and help eliminate language barriers; they also present biases, ethical and legal concerns, and content quality issues [ 8 , 9 ]. As such, the scientific community recommends evaluating the AI chatbot’s accuracy of predicting the correct answer (e.g., passing examination tests) to inform students and academics of their value [ 10 , 11 ].

Several studies have assessed the accuracy of AI chatbots to pass medical education tests and exams. A recent meta-analysis found that ChatGPT-3.5 correctly answered most multiple-choice questions across various medical educational fields [ 12 ]. Further research has shown that newer versions of AI chatbots, such as ChatGPT-4, have surpassed their predecessors in passing Specialty Certificate Examinations in dermatology [ 13 , 14 ], neurology [ 15 ], ophthalmology [ 16 ], rheumatology [ 17 ], general medicine [ 18 , 19 , 20 , 21 ], and nursing [ 22 ]. Others have reported mixed results when comparing the accuracy of multiple AI chatbots (e.g., ChatGPT-4 vs Microsoft Bing, ChatGPT-4 vs Google Bard) in several medical examinations tests [ 23 , 24 , 25 , 26 , 27 , 28 , 29 ]. Recently, two studies observed the superiority of ChatGPT-3.5 over Microsoft Copilot and Google Bard in hematology [ 30 ] and physiology [ 31 ] case solving. Recent work has also observed that ChatGPT-4 outperformed other AI Chatbots in clinical dentistry-related questions [ 32 ], whereas another revealed that ChatGPT-4 and Microsoft Bing outperformed Google Bard and Claude in the Peruvian National Medical Licensing Examination [ 33 ].

These findings suggest a potential hierarchy in accuracy of AI chatbots, although continued study in medical education is certainly warranted [ 3 ]. Further, current studies are limited by predominantly investigating: (A) a single AI chatbot rather than multiple ones; (B) examination tests for students and professionals already in training rather than newcomers to the university; and (C) examination tests for medical specialities rather than for healthcare science (e.g., rehabilitation and nursing). Only two studies [ 34 , 35 ] have attempted to address these limitations, identifying ChatGPT-3.5 as a promising, supplementary tool to pass several standardised admission tests in universities in the UK [ 34 ] and in France [ 35 ]. To our knowledge, no study has been performed on admission tests for admissions to a healthcare science degree program. Healthcare Science is a profession that includes over 40 areas of applied science that support the diagnosis, rehabilitation and treatment of several clinical conditions [ 36 ]. Moreover, the only studies conducted in Italy concerned ChatGPT's accuracy in passing the Italian Residency Admission National Exam for medical graduates [ 37 , 38 ] offering opportunities for further research setting.

Accordingly, to overcome existing knowledge gaps, this study aimed to assess the comparative accuracy of predicting the correct answer of three updated AI chatbots (ChatGPT-4, Microsoft Copilot and Google Gemini) in the Italian entrance university standardized examination test of healthcare science. The secondary aim was to assess the narrative coherence of the text responses offered by the AI chatbots. Narrative coherence was defined as the internally consistency and sensibility of the internal or external explanation provided by the chatbot.

Study design and ethics

We conducted an observational cross-sectional study following the Strengthening of Reporting of Observational Studies in Epidemiology (STROBE) high-quality reporting standards [ 39 ]. Because no human subjects were included, ethical approval was not required [ 40 ].

This study was developed by an Italian multidisciplinary group of healthcare science educators. The group included professors, lecturers, and educators actively involved in university education in different healthcare disciplines (e.g., rehabilitation, physiotherapy, speech therapy, nursing).

In Italy, the university’s process of accessing the healthcare professions is regulated by the laws according to short- and long-term workforce needs [ 41 ]. Consequently, the placements available for each degree are established in advance; to be enrolled in an academic year, candidates should take a standardized examination test occurring on the same day for all universities. This process, in most Italian universities, is annually managed by the CINECA (Consorzio Interuniversitario per il Calcolo Automatico dell'Italia Nord Orientale), a governmental organization composed of 70 Italian universities, 45 national public research centers, the Italian Ministry of University and Research, and the Italian Ministry of Education [ 42 ]. CINECA prepares the standardized test common to all healthcare disciplines (e.g., nursing and midwifery, rehabilitation, diagnostics and technical, and prevention) for entrance to University [ 43 ]. The test assesses basic knowledge useful as a prerequisite for their future education [ 44 ], in line with the expected knowledge possessed by candidates that encompass students at the end of secondary school, including those from high schools, technical, and professional institutes [ 45 ].

For this study, we adopted the official CINECA Tests from the past 13 years (2011–2023) obtained from freely available public repositories [ 46 , 47 ]. The CINECA Test provided 60–80 range of independent questions per year for a total of 820 multiple-choice questions considered for the analysis. Every question presents five multiple-choice options, with only one being the correct answer and the remaining four being incorrect [ 44 ]. According to the law, over the years, the CINECA test consisted of multiple-choice questions covering four areas: (1) logical reasoning and general culture, (2) biology, (3) chemistry, and (4) physics and mathematics. The accuracy of each AI chatbot was evaluated as the sum of the proportion of correct answers provided among all possible responses for each area and for the total test. In Additional file 1, we reported all the standardized examination tests used in the Italian language and an example of the question stem that was exactly replicated.

Variable and measurements

We assessed the accuracy of three AI chatbots in providing accurate responses for the Italian entrance university standardized examination test for healthcare disciplines. We utilized the latest versions of ChatGPT-4 (OpenAI Incorporated, Mission District, San Francisco, United States) [ 48 ], Microsoft Copilot (Microsoft Corporation, WA, US) [ 49 ] and Google Gemini (Alphabet Inc., CA, US) [ 50 ] that were updated in September 2023. We considered the following variables: (A) the accuracy of predicting the correct answer of the three AI chatbots in the CINECA Test and (B) the narrative coherence and errors of the three AI chatbots responses.

The accuracy of three AI chatbots was assessed by comparing their responses to the correct answers from the CINECA Test. AI Chatbots’ answers were entered into an Excel sheet and categorized as correct or incorrect. Ambiguous or multiple responses were marked as incorrect [ 51 ]. Since none of the three chatbots has integrated multimodal input at this point, questions containing imaging data were evaluated based solely on the text portion of the question stem. However, technical limitations can be present, and a sensitivity analysis was performed, excluding answers that were not applicable (e.g., images).

The narrative coherence and errors [ 52 ] of AI chatbot answers for each question were assessed using a standardized system for categorization [ 53 ]. Correct answers were classified as [ 53 ]: (A) “Logical reasoning”, if they clearly demonstrated the logic presented in the response; (B) “Internal information”, if they included information from the question itself; and (C) “External information”, if they referenced information external to the question.

On the other side, incorrect answers were categorized as [ 53 ]: (A) “Logical error”, when they correctly identify the relevant information but fail to convert it into an appropriate answer; (B) “Information error”, if AI chatbots fail to recognize a key piece of information, whether present in the question stem or through external information; and (C) “Statistical error”, for arithmetic mistakes. An example of categorisation is displayed in Additional file 2. Two authors (L.R., F.C.) independently analyzed the narrative coherence, with a third (G.R.) resolving uncertainties. Inter-rater agreement was measured using Cohen’s Kappa, according to the scale offered by Landis and Koch: < 0.00 “poor”, 0–0.20 “slight”; 0.21–0.40 “fair”, 0.41–0.60 “moderate”, 0.61–0.80 “substantial”, 0.81–1.00 “almost perfect” [ 54 ].

We used each multiple-choice question of the CINECA Test, formatted for proper structure and readability. Because prompt engineering significantly affects generative output, we standardized the input formats of the questions following the Prompt-Engineering-Guide [ 55 , 56 ]. First, we manually entered each question in a Word file, left one line of space and then inserted the five answer options one below the other on different lines. If the questions presented text-based answers, they were directly inputted into the 3 AI chatbots. If the questions were presented as images containing tables or mathematical formulae, they were faithfully rewritten for AI chatbot processing [ 57 ]. If the answers had images with graphs or drawings, they were imported only into Microsoft Copilot because ChatGPT-4 and Google Gemini only accept textual input in their current form and could not process and interpret the meaning of complex images, as present in the CINECA Test, at the time of our study [ 58 ].

On 26th of September 2023, the research group copied and pasted each question onto each of the 3 AI chatbots in the same order in which it was presented in the CINECA Test [ 59 ] and without translating it from the original Italian language to English because the AIs are language-enabled [ 60 ]. To avoid learning bias and that the AI chatbots could learn or be influenced by conversations that existed before the start of the study, we: (A) created and used a new account [ 2 , 51 ], (B) always asked each question only once [ 61 , 62 ], (C) did not provide positive or negative feedback on the answer given [ 60 ], and (D) deleted conversations with the AI chatbots before entering each new question into a new chat (with no previous conversations). We presented an example of a question and answer in Additional file 3.

Statistical analyses

Categorical variables are presented as the absolute frequency with percent and continuous variables as mean with confidence interval (CI, 95%) or median with interquartile range (IQR). The answers were collected as binomial outcomes for each AI chatbot respect to the reference (CINECA Tests). A chi-square test was used to ascertain whether the CINECA Test percentage of correct answers differed among the three AI chatbots according to different taxonomic subcategories (logical reasoning and general culture, biology, chemistry, and physics and mathematics). A sensitivity analysis was performed, excluding answers that were not applicable (e.g., if the answers had images with graphs or drawings). A p -value of < 0.05 was considered significant. Since we are comparing three groups/chatbots, Bonferroni adjustment, Familywise adjustment for multiple measures, for multiple comparisons was applied. Regarding narrative coherence and errors, we calculated the overall correct answers as the relative proportion of correct answers provided among the overall test answers of each AI chatbot accuracy. A descriptive analysis of reasons for logical argumentation of correct answers and categorization of type error was reported by percentage in tables. Statistical analyses were performed with STATA/MP 16.1 software.

AI chatbots’ multiple-choice questions

From our original sample, we inputted all the multiple-choice questions in Microsoft Copilot ( n  = 820). Twelve multiple-choice questions were not imported in ChatGPT-4 ( n  = 808) and Google Gemini ( n  = 808) since they were images with graphs or drawings. The flowchart of the study is shown in Fig.  1 .

The study flow chart

AI chatbots’ accuracy

Overall, we found a statistically significant difference in accuracy between the answers of the three chatbots ( p  < 0.001). The results of the Bonferroni adjustment, as a Familywise adjustment for multiple measures and tests between couples, are presented in Table  1 . We found a statistically significant difference in the ChatGPT-4 vs Google Gemini ( p  < 0.001) and Microsoft Copilot vs Google Gemini ( p  < 0.001) comparisons, which indicate a better ChatGPT-4 and Microsoft Copilot accuracy than Google Gemini (Table  1 ). A sensitivity analysis excluding answers that were not applicable (e.g., if the answers had images with graphs or drawings) showed similar results reported in Additional file 4.

AI chatbots’ narrative coherence: correct answers and errors

The Inter-rater agreement regarding AI chatbots’ narrative coherence was “almost perfect” ranging from 0.84–0.88 kappa for internal and logical answers (Additional file 5). The narrative coherence of AI chatbots is reported in Tables 2 and 3 . We excluded from these analyses all not applicable answers (ChatGPT-4: n  = 12, Microsoft Copilot: n  = 0, Google Gemini: n  = 12).

About the category of correct answer (Table  2 ), in ChatGPT-4 (tot = 763), the most frequent feature was “Logical reasoning” ( n  = 622, 81.5%) followed by “Internal information” ( n  = 141, 18.5%). In Microsoft Copilot (tot = 737), the main frequent feature was “Logical reasoning” ( n  = 405, 55%), followed by “External information” ( n  = 195, 26.4%) and “Internal information” ( n  = 137, 18.6%). In Google Gemini (tot = 574), the most frequent feature was “Logical reasoning” ( n  = 567, 98.8%), followed by a few cases of “Internal information” ( n  = 7, 1.2%).

With respect to category of errors (Table  3 ), in ChatGPT-4 (tot = 45), the main frequent reason was “Logical error” ( n  = 40, 88.9%), followed by a few cases of “Information error” ( n  = 4, 8.9%) and statistic ( n  = 1, 2.2%) errors. In Microsoft Copilot (tot = 83), the main frequent reason was “Logical error” ( n  = 66, 79.1%), followed by a few cases of “Information error” ( n  = 9, 11.1%) and “Statistical error” ( n  = 8, 9.8%) errors. In Google Gemini (tot = 234), the main frequent reason was “Logical error” ( n  = 233, 99.6%), followed by a few cases of “Information error” ( n  = 1, 0.4%).

Main findings

The main findings reveal that: (A) AI chatbots reported an overall high accuracy in predicting the correct answer; (B) ChatGPT-4 and Microsoft Copilot performed better than Google Gemini; and (C) considering the narrative coherence of AI chatbots, the most prevalent modality to present correct and incorrect answers were “Logical” (“Logical reasoning” and “Logical error”, respectively).

Comparing our study with existing literature poses a challenge due to the limited number of research that have examined the accuracy of multiple AI chatbots [ 30 , 31 , 32 , 33 ]. Our research shows that AI chatbots can accurately answer questions from the CINECA Test, regardless of the topics (logical reasoning and general culture, biology, chemistry, physics and mathematics). This differs from the fluctuating accuracy found in other studies [ 34 , 35 ]. Our findings support Torres-Zegarra et al.'s observations that the previous version of ChatGPT-4 and Microsoft Bing were superior to Google Bard [ 33 ], while other research groups did not confirm it [ 30 , 31 , 32 ]. This discrepancy may be due to differences in the tests used (e.g., medical specialties vs university entrance), the types of questions targeted at different stakeholders (e.g. professionals vs students), and the version of AI chatbots used (e.g., ChatGPT-3.5 vs 4).

The accuracy ranking of AI chatbots in our study might be due to differences in their neural network architecture. ChatGPT-4 and Microsoft Copilot AI use the GPT (Generative Pre-trained Transformer) architecture, while Google Gemini adopts LaMDA (Language Model for Dialogue Application) and later PaLM 2 (Pathways Language Model) in combination with web search [ 32 ]. The differences in the quality, variety, and quantity of data used for training, the optimization strategies adopted (e.g., fine-tuning), and the techniques applied to create the model could also account for the accuracy differences between AI chatbots [ 63 ]. Therefore, the variations mentioned above could lead to different responses to the same questions, affecting their overall accuracy.

In our study, the narrative coherence shows that AI chatbots mainly offer a broader perspective on the discussed topic using logical processes rather than just providing a simple answer [ 53 ]. This can be explained by the computational abilities of AI chatbots and their capacity to understand and analyze text by recognizing word connections and predicting future words in a sentence [ 63 ]. However, it is important to note that our findings are preliminary, and more research is needed to investigate how narrative coherence changes with advancements in AI chatbot technology and updates.

Implications and future perspective

Our study identifies two contrasting implications of using AI chatbots in education. The positive implication regards AI chatbots as a valuable resource, while the negative implication perceives them as a potential threat. First, our study sheds light on the potential role of AI chatbots as supportive tools to assist candidates in preparation for the Italian entrance university standardized examination test of healthcare science. They can complement the traditional learning methods such as textbooks or in-person courses [ 10 ]. AI chatbots can facilitate self-directed learning, provide explanations and insights on the topics studied, select and filter materials and can be personalized to meet the needs of individual students [ 10 ]. In addition to the knowledge components, these instruments contribute to developing competencies, as defined by the World Health Organization [ 64 ]. Virtual simulation scenarios could facilitate the development of targeted skills and attitudes where students have a virtual interlocutor with a dynamic and human-like approach driven by AI. However, we should highlight that they cannot replace the value of reflection and discussion with peers and teachers, which are crucial for developing meta-competencies of today's students and tomorrow's healthcare professionals [ 10 ]. Conversely, candidates must be protected from simply attempting to use these tools to answer questions while administering exams. Encouraging honesty by avoiding placing and using devices (e.g., mobile phones, tablets) in classrooms is important. Candidates must be encouraged to respond with their preparation and knowledge, given that they are mostly applying for professions where honesty and ethical principles are imperative.

Strengths and limitations

As a strength, we evaluated the comparative accuracy of three AI chatbots in the Italian health sciences university admissions test over the past 13 years on a large sample of questions, considering the narrative consistency of their responses. This enriches the international debate on this topic and provides valuable insights into the strengths and limitations of AI chatbots in the context of university education [ 2 , 3 , 8 , 9 , 11 ].

However, limitations exist and offer opportunities for future study. Firstly, we only used the CINECA Test, while other universities in Italy adopted different tests (e.g., CASPUR and SELECTA). Secondly, we studied three AI Chatbots without considering others presented in the market (e.g., Cloude, Perplexity) [ 31 ]. Thirdly, we adopted both paid (ChatGPT-4) and free (Microsoft Copilot and Google Gemini) versions of AI Chatbots. Although this choice may be a limitation, we aimed to use the most up-to-date and recent versions of the AI Chatbots available when the study was performed. Fourthly, although we inputted all queries into AI chatbots, we processed only some of them as only Microsoft Copilot was able to analyse complex images, as reported in the CINECA Tests, at the time of our study [ 65 , 66 , 67 ]. Fifthly, we inputted the test questions only once to simulate the test execution conditions in real educational contexts [ 32 ], although previous studies have prompted the test questions multiple times in AI chatbots to obtain better results [ 68 ]. However, an AI language model operates differently from regular, deterministic software. These models are probabilistic in nature, forming responses by estimating the probability of the next word according to statistical patterns in their training data [ 69 ]. Consequently, posing the same question twice may not always yield identical answers. Sixthly, we did not calculate the response time of the AI chatbots since this variable is affected by the speed of the internet connection and data traffic [ 51 ]. Seventhly, we assessed the accuracy of AI chatbots in a single country by prompting questions in Italian, which may limit the generalizability of our findings to other contexts and languages [ 70 , 71 ]. Finally, we did not compare the responses of AI chatbots with those of human students since there is no national ranking for admission in Italy, and each university draws up its ranking on its own.

AI chatbots have shown promising accuracy in quickly predicting correct answers, producing writing that is grammatically correct and coherent in a conversation for the Italian entrance university standardized examination test of healthcare science degrees. However, the study provides data regarding the overall performances of different AI Chatbots with regard to the standardized examinations provided in the last 13 years to all candidates willing to enter a healthcare science degree in Italy. Therefore, findings should be placed in the context of a research exercise and may support the current debate regarding the use of AI chatbots in the academic context. Further research is needed to explore the potential of AI chatbots in other educational contexts and to address their limitations as an innovative tool for education and test preparation.

Availability of data and materials

The datasets generated and/or analysed during the current study are available in the Open Science Framework (OSF) repository, https://osf.io/ue5wf/ .

Abbreviations

• Artificial intelligence

Confidence interval

Consorzio Interuniversitario per il Calcolo Automatico dell'Italia Nord Orientale

Generative pre-trained transformer

Interquartile range

Language model for dialogue application

Pathways language model

Strengthening of Reporting of Observational Studies in Epidemiology

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Acknowledgements

The authors thanks Sanitätsbetrieb der Autonomen Provinz Bozen/Azienda Sanitaria della Provincia Autonoma di Bolzano for covering the open access publication costs.

The authors declare that they receive fundings from the Department of Innovation, Research, University and Museums of the Autonomous Province of Bozen/Bolzano for covering the open access publication costs of this study.

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Silvia Gianola and Alvisa Palese both authors have contributed equally.

Authors and Affiliations

School of Physiotherapy, University of Verona, Verona, Italy

Giacomo Rossettini

Department of Physiotherapy, Faculty of Sport Sciences, Universidad Europea de Madrid, Villaviciosa de Odón, 28670, Spain

Department of Rehabilitation, Hospital of Merano (SABES-ASDAA), Teaching Hospital of Paracelsus Medical University (PMU), Merano-Meran, Italy

Lia Rodeghiero

School of Speech Therapy, University of Verona, Verona, Italy

Federica Corradi

Department of Orthopaedics, Duke University, Durham, NC, USA

Duke Clinical Research Institute, Duke University, Durham, NC, USA

Department of Population Health Sciences, Duke University, Durham, NC, USA

Department of Biomedical and Neuromotor Sciences (DIBINEM), Alma Mater University of Bologna, Bologna, Italy

Paolo Pillastrini & Andrea Turolla

Unit of Occupational Medicine, IRCCS Azienda Ospedaliero-Universitaria Di Bologna, Bologna, Italy

Unit of Clinical Epidemiology, IRCCS Istituto Ortopedico Galeazzi, Milan, Italy

Greta Castellini & Silvia Gianola

Department of Medical Sciences, University of Udine, Udine, Italy

Stefania Chiappinotto & Alvisa Palese

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GR, SG, AP conceived and designed the research and wrote the first draft. LR, FC, managed the acquisition of data. SG, GC, SC, CC, PP, AT managed the analysis and interpretation of data. GR, SG, AP wrote the first draft. All authors read, revised, wrote and approved the final version of manuscript.

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A multidisciplinary group of healthcare science educators promoted and developed this study in Italy. The group consisted of professors, lecturers, and tutors actively involved in university education in different healthcare science disciplines (e.g., rehabilitation, physiotherapy, speech therapy, nursing).

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Rossettini, G., Rodeghiero, L., Corradi, F. et al. Comparative accuracy of ChatGPT-4, Microsoft Copilot and Google Gemini in the Italian entrance test for healthcare sciences degrees: a cross-sectional study. BMC Med Educ 24 , 694 (2024). https://doi.org/10.1186/s12909-024-05630-9

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