Formation is normal correct pronunciation sound K occurs by the age of two (M.F. Fomicheva). When pronouncing the sound K, the lips are neutral and take the position of the next vowel. The tip of the tongue is lowered and touches the lower incisors. the front and middle part of the back of the tongue are lowered, the back part closes with the palate. The lateral edges of the tongue are pressed against the back teeth. The soft palate is raised and closes the passage to the nasal cavity. The vocal cords are open. The exhaled jet explodes the bond between the tongue and the palate, resulting in a characteristic noise. When articulating G, the participation of vocal folds is added. the force of exhalation and the tension of the organs of articulation are weakened in comparison with K. When articulating the sound X, unlike K, the back of the back of the tongue completely closes with the palate: a gap is created along the middle line of the tongue, passing through which the exhaled air makes noise. When pronouncing soft Kb, Gb, Xb, the tongue moves forward and makes a connection with the palate (and for Xb - a gap). The middle part of the back of the tongue approaches the hard palate. The front is omitted. The tip of the tongue is somewhat closer to the lower teeth, but does not touch them. The lips are somewhat stretched and open the teeth. Sound setting [k] By imitation: the child is invited to bend the tongue with a “slide”, press it against the sky and, without lowering it, blow off the cotton ball from the back of the hand brought to the mouth => [k]. If imitation fails, then mechanically mechanicallywith a finger or a spatula, based on the sound[T]. The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front of the back of the tongue, which results in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - an even deeper pressure on the tongue - gives a solid sound - ka. Sound setting is similar [g] from YES; [x] from SA. For staging posterior lingual sounds, it is recommended: - "cough" and, under visual control, focus the child's attention on a new sound (kh) Sound setting [g] Setting the sound /G’/ by imitation. The child is invited to put the pen on the neck and, "turning on" the voice, pronounce the sound / K Setting the sound /G/ with mechanical assistance. The child is invited to say "yes - yes - yes", while the speech therapist pushes the tongue back with a spatula until the sound combination is heard: "yes - yes - ha". Sound setting [x] Setting the sound /X/ by imitation. A). The sound /X/ is easily evoked by imitation using a game technique: “Open your mouth wide and breathe on your hands, “warm them up.” At the same time, the speech therapist makes sure that the tip of the child's tongue is at the bottom, and the back part rises steeply, but does not touch the palate. You can, for example, first invite the child to make a "low hill", and only then "let the breeze". b). You can offer your child funny picture or a toy to make him laugh, laugh with him, and then draw his attention to laughter: we laugh "ha-ha-ha." We fix the sound /X/ in combination with other vowels (O, E, Y). Setting the sound /X/ with mechanical assistance. If it is not possible to evoke a sound by imitation, it can be set with mechanical help, that is, with the help of a probe, move the tongue deep into the tongue. We ask the child to pronounce the syllable “sa”, with the correct position of the tongue, it will turn out “sa-sa-ha-ha”. Setting the sound /X/ from the correct /K/. The child is encouraged to pronounce the sound /K/ often and drawlingly. At this time, the combination "kh" is obtained. It is necessary to draw the child's attention to the fact that the sound /X/ is heard after the sound, after which we tear off /K/ from /X/. It turns out /X/. Articulatory gymnastics for posterior lingual sounds K, Kb; G, G; X, Xh; Y 1. Bite your tongue. Smile, open your mouth and bite your tongue. 2. "Punish a naughty tongue" Smile, open your mouth, put the wide front edge of the tongue on the lower lip and “slap” it with your lips, pronouncing “five-five-five.” (Alternate exercises #1 and #2) 3. Spatula Smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold it in this position by counting from 1 to 5-10. 4. "Gorka" Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth. 5. "Let's build a hill - we'll destroy a hill" Smile, open your mouth, the tip of the tongue rests on the lower teeth. Bend the tongue in a slide, resting the tip of the tongue on the lower teeth, then relax it. Perform these movements alternately. 6. "The breeze blows from the hill" Smile, open your mouth. Set the tongue to a "slide", and then calmly and smoothly blow in the middle of the tongue. The air must be cold.

The child does not get the sounds [K], [K "], [G], [G"], [X], [X"]

Cappacism - this is how speech therapy refers to the defective reproduction of sounds [K], [K "]. Gammacism is the incorrect pronunciation (replacement) of sounds [G], [G"], chitism is a distortion or replacement of sounds [X], [X"]. Recently, similar ... -cysms are found in children more and more often.

2. Causes of cappacism, gamacism and chitism

Sounds [K], [K "], [G], [G"], [X], [X"]suggest a high rise of the root of the tongue. That's what they're called: posterior lingual. What if there is no lift? Why does this happen? Perhaps the root of the tongue is weakly expressed, so its upward movement is limited. It is possible that at the root of the tongue there is hypotonicity (lethargy), or paresis (partial impairment of mobility due to birth trauma, intoxication, etc.).

Another reason for the absence or distortion of posterior lingual sounds is the palate. Its structure is different. If the hard palate is gothic, narrow or slit-like, the root of the tongue simply cannot reach it. At rhinolalia (splitting of the hard and soft palate: "cleft lip", "cleft palate") the correct pronunciation of sounds is generally difficult. But this is a separate discussion. In such cases, errors in sound pronunciation are a manifestation of mechanical (organic) dyslalia, or rhinolalia.

3. "Lazy" language

If there is nothing of the kind, the tongue of the child is simply lazy. He does not bother himself with hard work and chooses a lightweight version of the pronunciation of posterior lingual sounds: he replaces them with anterior lingual [t], [t "], [d], [d "], or omits them altogether. To pronounce sounds correctly[K], [K "] [G], [G "] you need to work hard: raise the back of the back of the tongue, rest it against the soft palate, touch the lateral edges of the tongue to the hard palate. And on the sounds[X], [X"] - to form a narrow gap between the highly elevated root of the tongue and the soft palate. Oh, how difficult! With the help of games and exercises, you can stir up the "lazy"!

4. Ways of setting the sound [K]

Exercise "Tongue wrestler":

An adult and a child sit in front of a mirror. The child's tongue turns into a wrestler who fights with ... an adult's index finger (the finger is pre-washed and rubbed with alcohol, you can wrap the finger with a clean handkerchief). The fight is going to be fun, so the child will certainly smile, his mouth is ajar. The adult rests his finger on the tip of the baby's tongue. Then - pushes the whole tongue back ... The kid (tongue wrestler) tries to push the opponent off the "carpet". In this case, the back of the tongue rises. But, alas... All efforts are in vain. The opponent won. And the adult, meanwhile, puts his finger on the front of the back of the tongue and pushes it even further. The tongue resists with all its might! No, it's still not a defeat. The child's tongue took the desired position, its root rose, and the baby himself felt a high rise - a "hill" of the back of the tongue. This is already a victory! Such a struggle is carried on until the child's tongue learns to independently make and hold a "hill". If the actions of an adult are incorrect (too sharp), you can cause a gag reflex in a child. Therefore, be careful and carefully observe the reaction of the baby.

Exercise "Riding from the mountain":

Before proceeding with its development, the child must already independently hold his tongue in the “hill” position. A cotton ball is placed on the child's palm. The baby opens his mouth, holds the root of the tongue in an elevated position (“hill”), at the same time, the tip of the tongue is lowered. Then, in a jerky manner ("like a shot"), he exhales air, blowing a cotton ball from his palm. When performing this exercise, you should get a sound[TO] . Perhaps the desired result will be obtained after several attempts.

Exercise "Spoon":

If you call a sound[TO] the previous exercise did not work, try another method. Take a teaspoon. Invite the baby to pronounce the syllables: TA-TA-TA ... Move the tongue away with the handle of the spoon, gently pressing on the front of its back. Pressing should be carried out at the moment when the baby makes a sound[T] . On the sound [A] the spoon is removed. One more clarification. The syllables TA-TA-TA ... the child pronounces slowly, opening his mouth wide enough "on a smile." Only in this case will an adult be able to successfully act with a spoon. Depending on the degree of advancement of the language, at first the syllable "TYA" may turn out, then - "KYA". Continue to evenly press on the tongue, catch the moment when the long-awaited “KA” sounds clearly. This position must be remembered by the child himself. Perhaps not the first time. Build on your success. The result is considered achieved when the child independently, without the help of a spoon, pronounces the syllable "KA".

6. How to put the sound [G]?

Sound [G] put in a similar way, but from the syllable "YES". That is, the voice is connected (sound[G] - voiced ). If the child, in addition to defects in posterior lingual sounds, also hasstun defects(replacement ringing sounds- deaf: “tom” - house, “subs” - teeth, “shuk” - beetle, etc.), it will be problematic to do this. An adult will first have to tell a child such a fairy tale.

Fairy tale "House for voice"

Everyone has a throat, and so do you. A VOICE lives in the neck. When he sleeps, for example, on deaf sounds [K], [S], [W], [F], [P], the walls of his house-neck do not tremble. These sounds are deaf not because they do not hear anything. It's just not in their sound. voices. But on voiced sounds [G], [Z], [W], [V], [B] The VOICE wakes up and starts knocking on the walls, causing the neck to vibrate. Do you want to check?" Attach one hand of the child with the back to your throat. Make a dull sound, such as[T] . A very common mistake to avoid. You must only play isolated audio.[T] , not the name of the letter[Te], or [Ta] . Adding a vowel will cause the throat to vibrate (there is always a voice when pronouncing vowels) and disorientate the child. So you made a sound[T] : "You feel, baby, the VOICE is sleeping!". And now, -[D] : "The VOICE woke up!". Do the same with other paired consonants:[S] - [Z], [W] - [F], [F] - [V]etc. Now the child should put his hand to his neck, make a sound[T] and feel the absence of vibration. For sound to come[D] , you need to connect the voice. The baby is trying to call him. Finally succeeded. Now you can start setting the sound[G] from the syllable "YES".

Sound production X

1. From the sound SH mechanically, moving the spatula (probe) or the handle of a teaspoon along the back of the tongue deep into the oral cavity SH-SCH-XH-X or SA-SCHA-HYA-HA

2. From the sound K. Pronounce the sound K with aspiration, i.e. K is not sharp, explosive, but smooth with the opening of the bow and its transition into the gap KXXXX.

3. By imitation (if there is no sound). Imitation of hand warming by breathing.

9. Sounds [X], [X "]

Sounds left unset[X], [X" ]? Try to imitate them. It will not be difficult for you or your child to imagine a severe frost (memories of the January and February cold are still fresh!). What happens to hands on the street? That's right, they're cold. Hands need to be warm. Bring your palms up to your mouth and blow warm air on them. This will make a sound[X]. The kid does the same. Everything worked out? Handles warmed up, and the sound sounded? If the second did not succeed, take a spoon. You move the tongue, and the child pronounces the syllables: SA-SA-SA .... The sound production technology is the same as with[TO] . Here, too, there may be intermediate options: SA and XY. But in the end, HA! Fix what you have achieved on syllables (XA, XO, XY, XI, XE), words (tail, hut, cunning, sugar, poems, etc.)

It will not be superfluous to train the child in the selection of words with sound[X] : elephant - elephant, walrus - walrus, wild boar - boar, ostrich - ostrich, beaver - beaver, hedgehog - hedgehog, parrot - parrot, etc. (the second word of the pair must be chosen by the child himself, you only give a sample hint). The same, with pairs of words: swimmer - swimmer. watchman - watchman, coward - cowardly, tailor - dressmaker and so on.

Julia Kumakova
Individual speech therapy lesson on sound production [K]

Goals:

1. Correctional and educational:

Prepare the articulation apparatus for staging the sound K, fix pronunciations sound K in reverse syllables and words, introduce the letter K.

Correction-developing:

Develop articulation and fine motor skills, phonemic hearing; visual attention, memory, thinking.

Correctional and educational:

Cultivate an interest in speech therapy lesson , positive emotional attitude class.

Equipment: speech therapy Kolobok, pictures to perform articulation gymnastics: spatula, pussy angry, coil; pictures depicting chicken, cuckoo, plasticine, cotton ball, disposable spatula.

Lesson progress:

Organizing time.

Do you like traveling. I want to please you now we will go on a trip and we will stop at different stations. And here is our stop. We arrived in the forest. Look, someone is meeting us. And guess who it is. Speech therapist makes a riddle.

Mixed with sour cream.

It's cold on the window.

He left his grandfather

He left his grandmother round side, ruddy side

rolled (Kolobok)

Kolobok came to us. You and I will now, together with Kolobok, show the movements of our tongues.

1. Preparatory part. Warm up and exercises:

A) preparatory articulation exercises: For lips: alternation of movements

A-I, A-U, A-O and back;

for language:

"Spatula": mouth open, wide relaxed tongue resting on the lower lip (count up to 6);

"Pussy Angry": mouth open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. (5 times)

"Who is stronger?" competition between a child's tongue and a finger speech therapist pressing on the tip of the tongue and pushing the tongue deep into the mouth (mouth open, lips in a smile) (5 times)

"Coil": mouth open. The tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper molars. wide tongue "rolls out" forward and retracts into the mouth. (5 times)

"Slide" 1 : arching (climb) the back of the back of the tongue, pressing it against the soft palate, the tip of the tongue is somewhat pulled away from the lower teeth (mouth open, lips in a smile).

(5 times.)

"Slide" 2 : the same with blowing off a cotton ball. (5 times.)

"Gorka" 3: the same with a spatula or probe. (5 times)

Breathe through your nose with your mouth wide open.

B) warm-up for the hands and fingers + additional exercise “fist-ring (fingers of one hand are clenched into a fist, and the other alternately with the thumb form a ring).

Voice exercises: Gingerbread man heard how "The chicken teaches chickens speak: "Ko-ko-ko". chickens repeat: "Ko-ko-ko". And the smallest chicken speaks: "Ku-ku-ku." his mom corrects:"Not this way. cuckoo" says the cuckoo, and you say "ko-ko-ko" What do chickens say? How does the cuckoo say?

“Mom has a sore throat, and she coughs: "K-K-K-K"

2. The main part. Setting the sound K

1). By imitation. Let's teach Kolobok to raise the back of his tongue and knock on ceiling: “In the house he jumped and jumped. Knocking on the ceiling, Kolobok amuses: "K-K-K-K"»

-development of speech breathing: Speech therapist: What time of year is it? Child: Winter. Speech therapist: It snows in winter. A snowflake fell on Kolobok's mitten. Let's blow the snowflake off the mitten, saying sound K: "K-K-K-K"

mechanical method (is predominant)

Its basic principle is from explosive anterior lingual anterior palatal T to explosive posterior lingual posterior palatal K using a probe, spatula, finger speech therapist(then baby) pressing on the tip and front of the back of the tongue, gradually arching and pushing the tongue deep into the mouth, while pronouncing TA-TA- TA: TA-TA-TA-CHA-CHA-CHA - KYA-KYA-KYA - KA-KA-KA.

mechanical assistance is gradually weakening, then eliminated altogether.

2). Refinement of articulation way of life: how do we pronounce sound K? The back of the tongue strikes the palate deep in the mouth, and the tip of the tongue is behind the lower teeth. Say it sound K and try it feel: "K-K-K-K". pronounce sound repeatedly and abruptly.

Speech therapist: Tell me what it is sound: vowel or consonant and why? consonant (because there is an obstruction in the mouth and no sound is played, Let's blow - it's hard like a stone, or soft like grass (Sound K solid) . Sound K is denoted by a blue square. Is the throat sleeping or trembling? (Asleep, vocal cords do not vibrate). Means sound to what? (Deaf)

3. Consolidation of the correct pronunciation sound.

Speech therapist: Pronounce the syllables with a change in rhythmic pattern "Repeat"

AK-AK - AK-AK-AK AK-AK-AK - AK-AK

OK-OK-OK-OK-OK OK-OK-OK-OK-OK

UK-UK-UK-UK-UK UK-UK-UK-UK-UK

YK - YK - YK-YK-YK YK-YK-YK - YK-YK

IR - IR - IR-IR-IR IR-IR-IR - IR-IR

Introduction to the letter K

Listen to a poem about the letter K

Look at the letter K:

There is a leg and there is a hand.

Kostya shouted to the cat: "Shoot!"

It's all on the K, baby.

What does the letter K look like? (on beetle antennae, beak) Which way is the letter K facing? (to the right) How many elements does the letter K have? Which?

Fizkultminutka.

And now we will try to depict the letter K. for this you need to raise your right hand slightly up, and tear your right leg off the floor (stand on one leg).

Let's make a letter for Kolobok and decorate it.

Outcome classes. Farewell to Kolobok, we give him a letter from plasticine.

Ways and effective techniques for setting different sounds

Starting work on editing sounds, you first need to determine the cause of their incorrect pronunciation. As a rule, violations can occur with dyslalia, dysarthria, rhinolalia. Each diagnosis has its own characteristics. However, whatever type of disorder is diagnosed, it is important to know what sounds are characterized by, what articulation should be, what exercises are best used for certain sounds.

Features of setting sounds

Work on editing sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are involved: vibrational, auditory, visual and tactile. In the first lessons, you should not create radically new patterns of articulatory movements and phonemes in order to evoke the desired sound. Initially, the work is based on the maximum use of models available to the child.

Children diagnosed with reduced kinesthesia or disorders phonemic hearing, it is recommended to learn intermediate articulations. Articulation itself can be improved by performing exhalation lengthening exercises and the necessary airflow pressure. Therefore, the production of sounds usually begins in the supine position, developing lower-diaphragmatic breathing. So the child learns to smoothly inhale air through the nose and exhale it measuredly through the mouth.

Performing work on the formation of articulatory praxis (the ability to pronounce a series of sounds mother tongue), you need to take into account how strong the relationship of the muscles of the organs of articulation is. It is useful to use such techniques, which should be based on visual control (the child should control the exercise in the mirror):

• to move the tongue in the mouth a little deeper, push the corners of the mouth forward mechanically (for example, with fingers);
• to move the tongue forward, the corners of the mouth are moved to the sides.

When correcting the pronunciation of sounds that the child distorts, you should not name them - this will cause their incorrect pronunciation.

Sounds are set up in the following ways:

1. By imitation: for example, invite the child to growl like a tiger (rrrr) or make a drill sound (drrr).
2. By reference sounds: for example, we study sounds in this order - V-Z-Zh, M-B, N-D, S-Sh-Z-Zh, F-V, F-S-Sh.
3. From the gymnastics of the tongue by sound, however, use the correct diction - T, D, N. If the child pronounces sounds interdentally, then you should teach them to pronounce them correctly, and then put defective sounds.
4. Mechanical method (using a spatula, fingers, nipples, probes).

If work is underway to correct sound pronunciation, we must not forget about the following features:

1. Parallel work on the correctness of breathing and articulation is required.
2. The child must consciously control his own pronunciation by ear.
3. The studied sounds must be designated with special signs-symbols.
4. For older preschoolers, the letter designation of sounds is introduced, which contributes to further learning to read and write.
5. Automation of sounds and their application in different conditions - in syllables, words and phrases, sentences.
6. Dysgraphia warning.

With the theory a little understood, let's get down to practice.

We put the sounds [L], [L ']

To set the sounds [L], [L ’] use the exercises “Needle”, “Malyar”, “Turkey”, “Steps”, “Ladle”, “Hunter”.

If there is no sound [L] in the child’s speech, it is put in 2 stages:

1. Interdental sound production, when the child is asked to say a combination of sounds “ya”. When pronouncing the sound “s”, you need to pronounce it briefly, straining the articulatory apparatus. Further, the pronunciation is transferred by squeezing the tongue between clenched teeth. Repeat the exercise until the clarity of the sound is established - you need to set the position of the jaw in which it turned out to reproduce the sound.
2. Tooth production of sound - the tongue is transferred to a position behind the teeth, firmly pressed against the alveoli, pronounce "ly-ly-ly".

It is important to develop the correct direction of the air stream. If a child has several sounds with interdental pronunciation, it is worth developing the motor skills of the tip of the tongue. You can help with this in any convenient mechanical way.

If the child replaces the sound [L] with the sound [Y], he is offered to put a round tube on the middle part of the side of the tongue, open his mouth, and remove the tip of the tongue by the upper incisors. The main difficulty lies in the fact that the child continues to hear the sound that he reproduced earlier. Therefore, it is important to connect the baby's auditory attention to the sound that he utters during his production.

We put the sounds [P], [P ']

Most frequently asked question, found in practice: “Why doesn’t he (she)“ say the sound “p”, are we worried?” And even if the baby is only 2 years old, parents begin to worry, not understanding the peculiarities of the formation of the sound range in children.

Getting the correct "R" sound is a laborious process. As practice shows, it is almost impossible to call it with the help of imitation. Usually, its appearance in speech is preceded by a long preparation of the articulatory organs, the development of the necessary movements of the tongue, and the learning to distinguish between correct and incorrect sounds.

The most suitable set of exercises is “Fast snake”, “Woodpecker”, “Balalaika”, “Turkey poult”, “Drummer”, “Dipper”, “Needle”. There are other equally effective exercises:

"Paint brush"

"Harmonic"

You need to smile and open your mouth, press your tongue to the sky, as if we are preparing to pronounce the lingering sound “n”. Holding the tongue in a set position, open the mouth wide to the maximum, then close it. Repeat exercise - 15-20 times.

"Komarik"

Open your mouth, remove the tip of your tongue behind your front teeth and try to pronounce the sound “z”. Then remove the tongue back, rest it against the upper palate at the growth line of the front teeth. Say the "z" sound again.

Such exercises perfectly develop articulation, stretch the bridle, strengthen the muscles of the face. But to put the sound [P], they also use special exercises:

1. The child should open his mouth, press the tip of the tongue to the base of the front teeth near the palate, while prompting him to quickly pronounce the sound “ddd”. After a few seconds, ask the baby to blow hard on the tip of the tongue, without stopping to pronounce the sound “d”. This exercise will help the child feel the right vibration and remember it.
2. The child opens his mouth wide and pronounces the sound “zhzhzh”, moving the tongue closer to the line of growth of the upper teeth. After a couple of seconds, insert a special spatula under the tongue of the child and rhythmically drive it to the sides, creating vibration. At the same time, the child must blow with force on the sound being pronounced, feeling the vibration and vibrations that result.
3. Ask the child to make the sound “z-z-za”, moving the tongue back as far as possible. Like the second exercise, insert the spatula under the tongue and move it left and right. If the workout is done correctly, you will eventually hear a clear “R” sound.
4. Similar to exercise number 3, ask the baby to make the sounds "z-zi" without closing his mouth. Make similar movements with a spatula. This exercise will allow you to put the sound "p", but softer.

If the baby is unable to keep the tongue up, and the sound itself turns out to be muffled, ask him to lengthen the sound - twang-twang (for example, start the car).

We put the sounds [W], [W], [H]

Setting the sound "Sh"

To put the child's articulatory organs in the correct position, in which he can pronounce the sound "Sh", you can use a mechanical technique. To do this, ask the child to say a long sound "C" or the syllable "CA". At this time, you need to gently lift the tip of the tongue by the upper row of teeth to the alveoli with a spatula or spoon. Thanks to such manipulations, the child will be able to pronounce the sound “Sh”. But it’s too early to finish this exercise: it is important to draw the child’s attention to the pronunciation of this sound. The task of an adult is to help the child understand and remember this position of the articulatory organs.

When the child managed to pronounce the sound "Sh", they begin to automate it. To do this, they work out the sound by combining it with vowels: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO, etc. Then they work out the sound in words, primarily using those where the sound “Sh” is at the beginning, and only then those in which it takes place in the middle or end.

Further sound processing occurs in sentences. To do this, tongue twisters or quatrains can be used, in most of the words of which there is a sound “Sh”. On last step setting the sound, you can invite the child to independently compose a story according to the key words.

For the formation of the sound "Sh" use the following techniques:

1. Imitation performance. Ask the child to raise the tongue to the upper lip, with force, but evenly, let him exhale the air, controlling the flow of air with the back of his hand. As soon as warm air is felt, suggest moving the tongue behind the upper teeth, touching the sky. The mouth should be slightly open, the lips slightly extended, the teeth should be at a distance of a couple of millimeters. Invite the baby to exhale a stream of air - you get the sound “Sh”.
2. Setting the sound "T" on the base. Ask the child to say the sound "T" with a frequency of 2 seconds. Then ask him to make his tongue knock not on the teeth, but on the alveoli. Gradually, the sonorous “T” will turn into a more hissing sound. Next, ask the child to round the lips and pull them forward, and lift the tongue up to the sky (to the front). The sides of the tongue should be pressed against the molars. Now, pronouncing the sound "T", the child will be able to smoothly move on to the pronunciation of the sound "Sh".
3. Based on the "S" sound. Offer to remove the tongue by the lower teeth and pronounce the sound "C". At the same time, with a spatula, lift the tongue up, let the child continue to pronounce the sound "C". With your fingers, lightly press on the cheeks so that the lips move forward. A hiss should be heard. To consolidate the result, ask the baby to pronounce the syllables “SA”, “SI”, “SO”, “SY”, “SU”, “AS”, etc.

In the classroom, do not forget to use exercises that contribute to the overall strengthening and development of the articulatory apparatus.

Setting the sound "Zh"

The sound "Ж" is set by analogy with the production of the sound "Ш". The only difference is that in this case we add voice sounding. Articulation during staging should be as follows:

• the lips are rounded, slightly pushed forward;
• teeth close together, but not closed;
• the wide tip of the tongue is brought closer to the upper palate or alveoli, forming a gap between them; lower the middle of the tongue, while pressing its edges to the side teeth; raise the back of the tongue and pull back;
• a warm stream of air should pass through the middle of the tongue, which can be felt with the palm of your hand;
• the soft palate is raised, pressing against the pharynx, against its back wall, closing the passage to the nasopharynx, the air stream exits through the mouth;
• vocal folds need to be strained and make a voice.

As exercises, you can use imitation games (“Tell me how a bee says”, “... how an airplane flies”, “... how a bug buzzes”, etc.), tongue twisters, definition of sound in words, and others.

Setting the sound "Ch"

When pronouncing the sound “H”, the child is offered to slightly round the lips, making a tube, and push them forward a little. The teeth do not need to be closed, but they should be close to each other. The back and tip of the tongue should connect with the alveoli or upper teeth, forming a gap. When trying to pronounce the sound "Ch", the child should feel a short stream of air passing through the middle of the tongue. The soft palate remains elevated and pressed against the back of the pharynx. The vocal cords should not be tense.

The sound "H" is set on the basis of "TH" and "SH". Therefore, speech therapists use 2 methods of setting "H":

1. Ask the baby to say the sound “TH” often and quickly (the tip of the tongue should touch the base of the upper teeth). Then the baby should gradually take the tongue back, touching the upper alveoli with it. In the process, the lips should stretch in a smile.
2. Ask the child to first slowly, and then quickly pronounce the sounds "TH" and "SH" so that in the end it comes out TH. Make sure that the child has a wide smile during the pronunciation.

Sound automation is performed in game form interesting for the child. Be sure to take into account the age of the baby, choosing activities and exercises. Do not neglect bright visual material.

We put the sounds [K], [G], [X]

The sound "K" is put mechanically using a spatula. Articulation looks like this:

• lips should take the position of the next vowel sound;
• teeth cannot be closed;
• lower the tip of the tongue and touch it to the incisors of the lower dentition;
• the lateral parts of the tongue adjoin the upper lateral teeth;
• the back of the tongue should form a link with the palate;
• the soft palate rises at this time, blocking the passage to the nasopharynx;
• vocal cords do not need to be strained, they are open;
• during exhalation, the resulting air stream should explode the bow, which causes a characteristic sound.

The first version of the production is from the sound "T". It is used if the child pronounces the sound “T” clearly, cleanly, without unnecessary overtones.

Invite the child to play the sound "TA". At the same time, press the spatula on the front of the back of the tongue, as a result of which the sound "TJ" will be heard. Next, you need to move the spatula a little further inward, which will provoke the pronunciation of the sound "Ka". Even deeper pressure on the tongue gives a clear pronunciation of the sound "KA". The use of the mechanical method is stopped when the child remembers the location of the articulation organs for the pronunciation of the sound being studied.

The sound "K" can be put on the breath. Such an exercise resembles an imitation of snoring - silent or whispered. Invite your child to snore to your heart's content. After the exercise, you can hear a sound reminiscent of "K". Invite your child to say "KA" as you inhale and exhale. After that, perform the sound automation in the traditional way: “KA-KO-KU-KI-KE-KYO”.

The articulation of the sound "G" is similar to the articulation of the sound "K". However, the voice is involved in this process - the vocal cords during exercises should close and vibrate.

The sound "G" can be put from "Y". To do this, invite the child to tilt his head back and say “YYYY” with a strong exhalation, simultaneously pushing the lower jaw forward, raising it and lowering it. By analogy with setting the sound “K” from “TA”, you can put the sound “G” from “YES”.

The articulation of the sound "X" differs from "K" in that the back of the back of the tongue should not form a bridge with the palate, but a gap along the midline. The sound “X” can be set as follows: invite the child to slightly open his mouth to the width of two fingers and blow warm air on his palms. If the sound does not work, you can try to tilt your head up in the process. The sound "X" can be set from "C" and "Sh". A mechanical method is used: when the child pronounces these sounds, the tongue should be pushed deep into the mouth with a spatula.

We put the sound [Y]

Most often, the sound “Y” can be put by imitation, supplementing the exercises with showing the correct articulation and tactile sensation of the expiratory stream when pronouncing “YYYY” for a long time.

They put the sound from pronouncing the sounds "AIA" or "IA". The exhalation must be strengthened when the sound “I” is pronounced, and a short “A” must be pronounced without interruption. Sometimes it is effective to put the sound "Y" in words where it is in the first place.

From the syllable "ZYA" the sound is set by a mechanical method: the child pronounces the syllable, and the adult, using a spatula, presses on the front of the back of the tongue, gradually pushing it back until the desired sound is obtained.

We put the sound [C]

The articulation is as follows:

• lips are in a neutral position;
• teeth are brought closer by 1-2 mm;
• the tip of the tongue is lowered, touching the lower incisors; initially, the back of the tongue is strongly arched, forming a bow with the incisors, then its front part quickly passes into the position of the “C” sound, forming a groove in the middle;
• the air stream should be strong, uneven.

The production of the sound “C” is performed if the child clearly pronounces the sounds “C” and “T”. The baby is asked to quickly pronounce "TS", as a result of which the desired sound appears.

Use 3 ways of setting the sound "C":

1. Reception of imitation, using game techniques (“The locomotive, stopping, says - tsss-ts-ts”, “The mouse is sleeping, do not make noise - tss-ts-ts!”).
2. Reception of reference sounds (in this case, these are “T” and “C”).
3. Reception of the features of articulation. Invite the child to open his mouth, rest the tip of his tongue against the incisors of the lower row of teeth, lift the tongue and stretch it so that its front part is pressed against the sky. In this position, the back of the tongue should touch the upper incisors. Without turning on the voice, invite the baby to pronounce the sound “T”, tearing off the tip of the tongue with the pressure of a jet of air from the front teeth of the lower row. Lips should be tense, located in the position of a smile. Such an exercise helps to remember the position of the organs of articulation when the sound "C" is pronounced.

Sound setting [C]

The articulation of "C" is as follows:

• lips need to be stretched in a weak smile;
• bring teeth closer, but do not close;
• lean the tip of the tongue against the front teeth of the lower row, bend the tongue, resting its sides on the molars;
• create a strong and narrow air jet.

Before starting to set the sound, you should make sure that the child's articulatory apparatus is ready to make whistling sounds. For preparation, a set of special speech therapy exercises is used to improve the articulatory apparatus.

The sound "C" is put in several ways:

1. By imitation. While sitting with your child in front of a mirror, show how to pronounce the sound "C".
2. By imitation with game moments. For this method, visibility and bright objects are used, with which you can imitate the sound "C". For example, the balloon is blown away - "CCCC".
3. By reference sounds. To learn how to pronounce the sound "C", the child must be able to pronounce the sounds "I" and "F", which are basic for him.
4. Mechanical setting. With a spatula, the speech therapist sets the child's tongue in the desired position, asks to blow out the air smoothly, but strongly enough.

The main thing is to give the child the opportunity to remember the position of the articulatory organs when playing the sound “C”, only then it can be automated in syllables, words and sentences.

We put the sound [Z]

Articulation when playing the sound "З" is similar to "С", only the sound "З" is more sonorous, therefore, when pronouncing it, you need to use your voice. The sound "Z" is put after the successful automation of "C".

Setting "Z" is similar to working with the sound "C", only you need to make sure that the child connects his voice, feels the vibration of the ligaments. It is very important to be able to convey to the child that these sounds differ in their sound. To do this, invite the baby to put a pen on his throat and say both sounds in turn. By vibration, the child will understand this difference. When the sound "Z" is heard clearly, invite the child to pronounce it louder and clearer. After that, automate the sound through exercises for pronouncing syllables, words, sentences.

How to properly set sounds in a child: general recommendations

The efforts of the child should be natural - this is very important in staging sounds. The sequence of setting is determined by the physiological course of the formation of the pronunciation of sounds. Changes and adjustments to this sequence can be made if the individual characteristics of the child are taken into account and there is confidence in their effectiveness.

The standard sequence for working on sounds looks like this:

1. First they put the whistling "C" and "CL", "C", "Z" and "Zb".
2. They put "Sh" - a hissing sound.
3. Sonor "L".
4. Disassemble "Zh" - hissing.
5. Sonora "P" and "Pb".
6. They finish with the staging of hissing "H" and "Sch".

The optimal age for correcting sound pronunciation is considered to be 4-5 years old, for the sound "P" - 6 years old. Work usually begins on hissing sounds, since they do not require a clear focusing of the air stream.

To put hard sounds, the vowel "A" is used for the syllable (for "L" - "Y"), for soft ones - "I". Automation of the sound that has been corrected begins with the pronunciation of direct and reverse syllables, only then with a confluence of consonants.

In general, work on the production of sounds should be carried out by a speech therapist. He will also determine if the child has deviations in sound pronunciation, what methods to use for setting sounds, how often to practice, he will draw up a lesson plan that will include various, the most effective in this case, techniques. Remember that self-activity in correcting violations of sound pronunciation in children can be harmful. Only a speech therapist knows how to properly and effectively organize work.

1. Possible by imitation from TO with the inclusion of voice and mandatory tactile-vibration control (linked and reflected).

2. In difficult cases, a mechanical method is used from the sound D with a probe, spatula or finger (speech therapist, child):

YES-YES-YES - DYA-DYA-DYA - GYA-GYA-GYA - GA-GA-GA

SOUND AUTOMATION G

1. Direct syllables:

A) ha-ha- ha-ha-ha b) ha-go-goo-gee

th- go-go-go-go-go-go-go

goo-goo- goo-goo-goo-goo-goo

gee-gee- gee-gee-gee gee-ha-go-gu

2. Words with direct syllables:

a) eider paper b) year wagon

harbor blizzard a year old pasture

divination guess godok claw

viper arc fit nail

nut book peer beef

hammock lamprey goga fire

gamma navaga oboe light

cackle revolver cackle wait

Ganya leg hubbub weather

fortune telling parrot gong weather

divination taiga gon shoulder straps

Gang scare chasing chasing

jung's agate race theft

Agata whip hopak please

Agathon answer ready bassoon

Agafya Yaga cook berry

V) lips, sponge, beep, buzz.

3. Syllables with a confluence of consonants:

where-where-where-where gva-gvd-gvu-gva

where-where-where-where gwo-gwu-gwu-gwa

where-where-where-where gwu-gwy-gwah-gwo

where-where-where-where gwu-gwa-gwo-gwu

gna-gno-gnu-gny agn-fire-ugn-ygn

gno-gnu-gny-gn fire-ugn-vygn-agn

gnu-gny-gna-gno gn-ygn-agn-fire

gny-gna-gno-gnu ygn-agn-fire-ugn

gma-gmo-gmu-gma mga-mgo-mgu-mgy

gmo-gmu-gmy-gma mgo-mgu-mgy-mga

gmu-gmy-gma-gmo mgy-mgy-mga-mgo

gmy-gma-gmo-gmu mgy-mga-mgo-mgo

4. Words with consonants:

drive the pus wildebeest where

expel the abscess bend when

hijack festering bent guinea

overtake the dwarf bend Guidon

drive away the gnome bend the penguin

dumbbell anger* city* city*

anger tapestry* road* game*

angry golfs* people* thunderstorm*

bay cart* pie* thunder*

rot jar* rainbow* pear*

5. After practicing the pronunciation of syllables and words, lexical, grammatical and exercises in sound-syllabic analysis are carried out in the same way as for sound TO .

6. Exercises with a split alphabet - the game "Guess the words from these letters":

OMGN - (gnome) AANNG - (revolver)

GNOA - (leg) GBMAAU - (paper)

AAGMK -. (hammock) GPDOAA - (weather)

OAGPK - (hopak) OGD - (year, dog)

VNGOA - (car) IAKNG - (book)

LOOGN - (fire) DAGOYA - (berry)

GNUO - (hijacking) KGYAA - (nut)

GNUA - (junga) DAGOK - (when)

BGAU - (lip) IIVNGPN - (penguin)

GDUA - (arc) WOGBL - (pigeon *)

Phrases (pronunciation, selective conjugation):

bend the arc to catch up with the runners

overtake the gnome overtake the runner

drive away the viper run to the pasture

scare the penguins drive away the wagons

drive the cart * drive with a whip

cook beef scare with a whip

guess the book to scare with a revolver

run to the taiga for berries to scare the parrots

guess the weather to please Agathon

honk the oboe prepare the wagon

catch up with the penguins cackle in the harbor

8. Working with the phrase:

a) ending sentences with words G:

The fishermen caught (perch, bream, lamprey, navaga).

Goga plays the piano (study, song, gamma).

All night in the taiga raged (blizzard, snowstorm).

Agathon twists (screw, screw).

Beats are heard in the distance (bell, tambourine, gong).

Igor opens the garage door (knee, hand, leg).

Raging on the seashore (water, fire).

From the room you can hear a child's (laughter, hubbub).

Children dance merrily (spring, square dance, hopak).

Dad hung on two oak trees (swing, hammock).

Galya was presented with an ornament made of (turquoise, agate, ruby).

Two funny people live in a cage (goldfinch, parrot).

Ganya reads an interesting (fairy tale, book, story).

Inga hurts (ear, tooth, leg).

Inga and Ganya- (neighbours, peers).

b) transformation of the deformed phrase:

penguin at the penguin- The penguin has a baby penguin.

taiga no in parrots-

whip Agafya drive geese *-

Agathon's berries by the taiga is coming-

horn in honking harbor-

Ganya beef cutlets from cook*-

Inga paper fingernail bend-

Igor dead end wagons to drive away in *-

Ganya year one-

Inga two years old-

Agatha book buy new -

compote mom cook berry-

penguin penguins drive water in-

gnomes scare kids -

Inga gang go walk on-

Goga in relaxing hammock-

haven the kids run -

9. Purely and tongue twisters, stories.

I'm running, running, running

resting on the run.

One year running, two running ~

I can't catch up with years.

Me and Goga, we are together

we go to the taiga for berries.

Mom, my legs

They run like two horses.

Ha-ha-ha- give Ghana a pie,

Give Ghana a pie

Cottage cheese pie.

Goo-goo-goo- a dwarf sits on the shore,

Sits quietly- no boo*.

In the sky, thunder, thunder,

Close your eyes

There is no thunder, the grass is shining,

A rainbow is burning in the sky.

In the garden, the geese pinched Lucy,

and her leg hurt for a long time.

-I am to you, evil geese!-

threatened Lucy.

And they answered her: “Ha-ha-ha!” *.

grandma guesser,

guess the clue.

geese

Ganya is small. Ganya was scared by the geese. The geese cackled: “Gaga-ha!”. Don't be afraid Gan. Drive the geese. Ganya is chasing geese. The geese are running from Ghani. Ganya is satisfied.

Setting sounds [L], [L]

A set of exercises for the sounds L, L: “needle”, “fast snake”, “poults”, “ladle”, “horse”, “painter”, “woodpecker”, “steps”, “steamboat”, “hunter”.

Methods and techniques for staging sounds L, L..

In the absence of sound, the setting is carried out in 2 stages:

1. Setting [l] interdental. The child is invited to pronounce the combination ya. At the same time, [s] is pronounced briefly, with tension of the organs of articulation, then pronounce the combination with the tongue stuck between the teeth. When the sound becomes clear, it is necessary to slow down the movement of the lower jaw. In children with erased form dysarthria, it is recommended to fix such a sound in syllables and words.
2. Next, move the tongue to a toothed position, firmly pressing the tongue to the alveoli to pronounce ly-ly-ly.

With nasal pronunciation, the staging is carried out in the same way as in the absence of sound. First of all, it is necessary to develop the correct direction of the air jet.

Setting the sound [L] during interdental pronunciation. If a child pronounces several groups of sounds like this, special attention is paid to the development of motor skills of the tip of the tongue. The setting is carried out as in his absence. You can use mechanical assistance - with a spatula, lift the tongue by the upper incisors and hold it until this position is fixed in the child.

Setting the sound [L] when replacing [l] with the sound [th].

When replacing [l] with the sound [th], with the mouth open, put a round plastic tube on the middle part of the back of the tongue, and lift the tip of the tongue by the upper incisors.

When replacing the sound [L] soft sound[l] can be used probe #4. Ask the child to repeat the syllable [la] several times, then insert the probe so that it is between the hard palate and the middle part of the back of the tongue. Press the probe down on the tongue (to the right or left). To lower the middle part of the back of the tongue, you can perform the following exercise: rest your tongue against the upper incisors with force and pronounce the syllables ky several times. Then sharply open your mouth (you can help by pressing on the chin). This technique is not suitable for children with lateral pronunciation.

While pronouncing [a], you need to “knock” the tongue on the upper incisors. The exhalation should be hot, even and continuous.

In some cases, the sound is faster and clearer in the reverse syllable. Pronounce [a] for a long time, then “bite” the tip of the protruding relaxed tongue: [aaall-aaal-aallaallaaa].

From the sound [v] is put in a mixed way. Ask the child to pronounce the syllable you with the tongue stuck between the lips, then you should move the lower lip with your finger.

A similar technique can be used from the combination [bl] ("turkey"). While pronouncing the blblbl combinations, gradually move the lips to the sides, and the tongue deep into the mouth (first along the lips - [blblbl], then along the upper teeth and then along the alveoli).

Invite the child to give the fullest possible tension in the area of ​​​​the shoulder girdle, for which you need to bend your head forward and in this position pull the sound [l] at the lowest possible tone.

With two fingers - index and ring - hold a light pressure on the outside of the neck so that each finger is at a point at the inner edge of the posterior third of the left and right branches of the lower jaw.

With the lateral pronunciation of the sound, you must first achieve the correct air jet and direct position language. The child should be switched from incorrect articulation. Methods No. 1, 8.9 are suitable for this.

The main difficulty in staging the sound [L] is that while pronouncing the sound correctly, the child continues to hear his former sound. Therefore, it is necessary to attract the child's auditory attention to the sound that is obtained at the time of its production.

Setting sounds [P], [Pb]

A set of exercises for the sounds P, Pb:

• "needle"
• "fast snake"
• "turkeys",
• "dipper",
• "horse"
• "painter",
• "woodpecker",
• "steps"
• "drummer",
• "balalaika".

Methods and techniques for staging sounds [P], [Pb].

By imitation.

The child is asked to perform the "fungus" exercise. At the moment of suction, they are asked to blow with force on the tip of the tongue. A voice is added to the resulting dull vibration.

With the upper raising of the tongue set, the child is asked to pronounce the combinations: zhzhzh, zhzhzh, or d-d-d-d. At this point, with a spatula, ball probe or clean finger, make quick side-to-side movements along the bottom of the tongue closer to the tip.

With spasticity of the root of the tongue, this technique is used lying down.

In a similar way, you can call [P] from [Z] the top lift. The child is asked to hold the tongue at the base of the upper teeth and draw the sound [З] for a long time. During its pronunciation, the tip of the tongue is in a more tense state and the air stream is more forced. In this case, the resulting sound is not clear, but rather noisy. From the resulting sound, a trembling [R] is mechanically caused.

With the throat pronunciation [R], the staging takes place in 2 stages.

Setting a single-hit [P] from the sound [Ж]. With its drawling pronunciation without rounding the lips with the tongue moving slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with a significant air pressure and a minimal gap between the front edge of the tongue and gums. Then the setting is carried out using a probe as in other cases.

The most common technique is the setting from [D], repeated on one exhalation, followed by a more forced pronunciation of the latter.

With repeated pronunciation of the combination [tdtdtdtd], with a slightly open mouth and when the tongue closes with the gums, vibration occurs. However, this method is not suitable for correcting backlingual or velar [P].

At closed mouth with tightly clenched teeth, sometimes in combination [tr] a deaf [p] (toothed) is heard. You can make a sound from it if, while pronouncing this combination, gradually open your mouth, sticking a spatula between your teeth.

To hold the upper lift of the tongue, use the exercise " turkey poults". During the quick pronunciation of the combination [blblbl], the lower lip is first lowered (the tongue moves along the upper one), then the movements are transferred to the upper incisors, and then to the alveoli. Such a sound is slightly burry. To eliminate this defect, you should ask the child to fix a strong exhalation on the sound e.

If the child does not hold the upper position of the tongue, and the sound comes out muffled and not booming, you can ask the child to “prolong” the sound - drn - drn (“start the car”).

Setting sounds [W], [W], [H]

A set of exercises for setting the sounds W, W, H:

• "bowl",
• "delicious jam"
• "fungus",
• "harmonic",
• "horse"
• "focus",
• "punish a naughty tongue."

Methods and techniques for staging sounds [W], [W], [H].

By imitation.

Sound [Sh]. Ask the child to lift the tongue with a bucket by the upper teeth. While holding this position, pronounce the sound [s], paying attention to the fact that the sound [sh] is heard.

The child pronounces the syllable [sa] several times, and the speech therapist gently lifts the tip of the tongue towards the alveoli with a spatula or probe. Then you need to strongly blow on the tip of the tongue, adding the sound [a] to the exhalation.

With an undisturbed sound p, the child pronounces the syllable [ra], and at this moment the speech therapist touches the lower surface of the tongue with a spatula or probe to slow down the vibration. Or they are asked to pronounce the sound [p] as quietly as possible.

When pronouncing the sound x, which gives a strong air stream, the child is asked to raise a wide tongue to the alveoli. However, in order for the resulting sound not to remain backlingual, it is necessary to focus on the tip of the tongue.

If, with the tongue raised, its lateral edges do not adjoin the upper molars, then with the thumbs of both hands they press it from both sides. Or, standing behind the child, insert the index and middle fingers under the tongue and ask to blow on the tip of the tongue.

The child pronounces the sound [t] for as long as possible ([d] for the sound [g]), holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist with a spatula slightly shifts the tongue to the alveoli. The same technique can be used if the child pronounces the sound [h].

Sound [w] put similarly, but with the inclusion of voice.

The sound [h] is easier to put in reverse syllables. To do this, ask the child to pronounce the syllable [at] with a strong exhalation on [t], while slightly stretching the lips forward, control the exhalation with the palm of your hand.

If the child has a sound [u], then [h] can be put from it if the child begins to pronounce the combination [u] at a fast pace.

From the sound [ts] at the moment of its pronunciation, ask the child to raise the tip of the tongue up, stretch the lips forward.

In some cases, it is possible to set [h] from the combination [ts]. To do this, fix the lips in the “mouthpiece” position and pronounce the combination “like a shot” with a strong exhalation. If the tongue does not rise, use mechanical assistance - a spatula, a probe.

Sound [w] is put in imitation from the sound [h] - stretching it out, or from [w], moving the tongue to the base of the upper teeth.

From the sound [zh], pronouncing it in a whisper.

From the sound [s] mechanically, raising the tongue up or along the show.

Statement of sounds С, СЬ, З, ЗЬ, Ц.

A set of exercises: “spatula”, “punish a naughty tongue”, “brush your teeth”, “the engine whistles”, “strong tongue”, “swing”, “angry cat”, “groove”.

Methods and techniques for setting sounds [C], [Cs], [Z], [Zb], [C]

In cases of dental sigmatism, it is enough to lower the tip of the tongue to the lower teeth with mechanical help and thus get a gap instead of a bow.

With lip-tooth pronunciation - it is necessary to slow down the participation of the lips, for which preparatory articulation exercises. Or slow down the movement of the lips with your finger.

In other cases, the child is asked to smile, pulling back the corners of the mouth so that the teeth are visible, and blowing on the tip of the tongue to produce a whistling sound.

The child is asked to repeatedly pronounce the syllable ta, the speech therapist introduces probe #2 or ball between the alveoli and the tip of the tongue (as well as the front of the back of the tongue) and slightly presses down.

With interdental sigmatism, you need to pronounce the syllable [sa] with clenched teeth at the beginning of its pronunciation, or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel a.

With lateral sigmatism, a two-stage staging technique is used: an interdental pronunciation is called to get rid of the squelching noise, and then the tongue is transferred to the tooth position.

In some cases, with isolated nasal sigmatism, the sound is set from the sound [Ф]. By pushing the tongue between the teeth and pushing the lips back with mechanical assistance.

The pronunciation of the combination [s] or [s] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similarly from the sound [x]. Lips in a smile, teeth in the form of a regular bite (slightly closed). Ask the child to pronounce the sound [x] “in the teeth”, feel the cool air stream with the palm of your hand.

The child is asked to pronounce the sound [T] with a strong forced exhalation. The resulting noisy sound (close to [C]) should be stretched as long as possible. It is necessary to monitor the position of the lips in a smile and control the force of the air jet with the palm of your hand.

Equivalent reception of the production from the sound [c]. By lengthening and adjusting the power of pronouncing the sound, they achieve a clear [s]: TSSSSSSSSSSSSS.

Very rare inhalation staging. Place a wide tongue at the bottom of the mouth so that it is in contact around the entire perimeter with the lower teeth. Stretch lips into a smile, teeth slightly closed in the form of a regular bite. In this position, after exhaling (shoulders should be lowered), the child should “suck in” very little air into himself, so little that it hits the very tip of the tongue. Next, "drive" a trickle of air into the mouth and out of the mouth. At first, the exercise is performed at a fast pace, then, if the sound is clear, slow down the pace.

From the sound [w] by imitation or mechanically, slowly moving the tongue forward to the upper teeth, then down. The teeth must be closed.

Sound [S] can be put from [C] in combination [isi] at the highest possible sound [ii] at a fast pace.

Similar to setting [s] from the sound [Xh].

Sound [З] (зь) put in the same way as [s] (s), but with the connection of the voice. In cases where the sound [h] still turns out to be deaf, it is pronounced between two consonants - [mzm]. The sound [m] is pulled as long as possible, and the sound [h] (s) is pronounced quickly.

Sound [C] is put from a combination of [t] and [s] or from [t] at a fast pace with forced exhalation to [t]. However, the sound in the reverse syllable - [ats] is better.

[C] from the sound [h] by imitation, stretching his lips as much as possible in a smile.

Sound setting [Y]

A set of exercises:

• "brush your teeth"
• "needle"
• "slide",
• "coil",
• "strong language".

Methods and techniques for setting the sound [Y].

Often it is possible to put the sound by imitation. It is useful to add the display of articulation and the tactile sensation of the expiratory stream during prolonged pronunciation [yyy].

The child pronounces the combination [aia] or [ia] several times. The exhalation intensifies somewhat at the moment of pronouncing [and], and immediately without interruption [a] is pronounced. You can put the sound immediately in words, where the sound [th] is the first.

The child pronounces the syllable [zy], repeating it several times. During pronunciation, the speech therapist presses the front of the back of the tongue with a spatula, pushing it back a little until the desired sound is obtained.

Pronouncing the sound [xh] for a long time, pay attention to a very thin gap between the teeth and an increased exhalation.

If the sound [th] is replaced by the sound [l], differentiation should be made, lower the tip of the tongue down with a spatula or by showing.

Setting sounds [K], [G], [X]

A set of exercises:

• "slide",
• "coil",
• "painter",
• gargling,
• coughing.

Methods and techniques for staging sounds k, g, x.

Sound [X] put in imitation of the exercise “warm up the hands”. Open your mouth by 2 fingers, blow warm air on the palm of your hand. In some cases, tilting the head up helps.

Sound [K](k) is placed from the sound [t] (t) with mechanical help. The child pronounces the syllable [ta] (cha) several times, at the moment of pronunciation, the speech therapist with a spatula or probe moves the tongue deep into the mouth by pressing on the front of the back of the tongue. At first, [ta] is heard, then [tya - kya - ka].

Sound [G]. Sometimes it's easier to first put the sound [g] from [s]. The child throws his head back and pronounces [yyy] with a strong exhalation, while slightly pushing the lower jaw forward, lowering and raising it - “the bear growls.”

If the sound is South Russian.

It happens that even the sound [x] is pronounced without lifting the back of the tongue and part of the air passes into the nose, so the air stream should be controlled by slightly pinching the nose.

Sound [X] it is put from sounds with and w mechanically - at the moment of their pronunciation, move the tongue deep into the mouth. The sound r is put from the sound d in the same way as k.

Setting up other sounds

Setting the sound [U].

Stretching your lips forward, pronounce the sound [u], then close and open your lips with your fingers. Or do the “balalaika” exercise at a faster pace with your fingers on the lips. The sound can be immediately entered into words: paper, Pinocchio etc.

When replacing [B] with [P], you should initially teach: to distinguish sounds, to distinguish incorrect pronunciation from the correct one, to teach to turn on the voice at the stage of preparing the articulatory position.

Sound setting [B].

Stretching the lips forward, pronounce the sound y, then mechanically press the lower lip to the teeth.

Bite the edge of the lower lip, slightly stretch your lips into a smile and hum, then sharply open your mouth, say [A]. Particular attention should be paid to the duration and force of exhalation on the lower lip.

Setting the sound [D].

1. Pronounce the sound [B] with your tongue stuck between your teeth, then spread your lips with your fingers.
2. From the sound [З] or [Ж]. At the moment of pronunciation, with sharp movements of the spatula, press the tip of the tongue to the alveoli.

Recommendations for staging sounds for various speech disorders

Phonetic-phonemic underdevelopment of speech (FFNR).

The production of sounds during FFNR is carried out with the maximum use of all analyzers. Children's attention is drawn to the main elements of sound articulation during its evoking.

The following is taken into account:

• for the initial production, sounds belonging to various phonetic groups are selected;
• the sounds mixed in the speech of children are gradually worked out delayed in time;
• the final consolidation of the studied sounds is achieved in the process of differentiation of acoustically close sounds.

From the very beginning of learning, it is necessary to rely on a conscious analysis and synthesis of the sound composition of the word.

Hearing impairment.

With impaired hearing, there is a defect in voicing. If the voicing is completely broken, the work begins with slotted sounds, moreover, from the simplest of them in terms of articulation - [B]. After it, they move on to the sounds [З] and [Ж], and then to the explosive ones in the sequence: [B], [D], [G].

You can achieve voicing of the sound due to the direct transition to it from one of the sonors - [M], [N], [L], [R] ( mmmba, nnnba). At the beginning, the speech therapist fixes the child's attention on the clarity of the correct pronunciation in general, i.e. the clarity and correctness of the pronounced sounds and the correct stress, then he is engaged in the production of sounds (usually C, W, F, R, B, D, D) and their automation in the child's dictionary. The main thing in working with hearing-impaired children is visual and tactile control.

Stuttering.

Corrective work on sound pronunciation is carried out in parallel with the correction of stuttering. The evoking of sounds begins with the lightest and safest. Of particular importance is detailed analysis defect. The process of working on sounds is similar to working with dysarthria. Ways and methods of setting sounds in stuttering are used as in dyslalia.

Dysarthria.

Corrective work for dysarthria is complex nature and includes work on:

• normalization of muscle tone;
• increased perception of articulation patterns and movements through the development of visual-kinesthetic sensations;
• development of conditional connections between movement, voice and breathing.

Speech therapy work is carried out against the background of drug exposure, physiotherapy, physiotherapy exercises and massage, if necessary, a reflex-prohibiting position is applied.

Working on sounds with dysarthria has its own characteristics:

• It is not necessary to immediately achieve complete purity of sound, the polishing of each sound should be carried out for a long time, against the backdrop of ever developing, more complex work on other sounds.
• It is necessary to work simultaneously on several sounds belonging to different ones.
• The sequence of work on sounds is dictated by the gradual complication of articulatory settings and the structure of the defect.
• First of all, phonemes with the simplest articulation or more preserved in pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation turn out to be less disturbed.
• Before evoking sounds, it is necessary to distinguish the phoneme by ear. Also, the child must learn to catch the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish interanalyzer connections between the movement of the articulatory muscles and their sensation, between the perception of sound by ear, the visual image of the articulation pattern of this sound and the motor sensation when it is pronounced. The most common method is phonetic localization. When a speech therapist passively gives the child's tongue and lips the necessary position for a particular sound. Many exercises are performed without visual control, drawing the child's attention to proprioceptive sensations. Special attention should be given to the pronunciation of vowels that contribute to the activation of the soft palate and the movement of the jaw.

Alalia (ONR).

efficient speech therapy work can only be if it is carried out in a complex against the background of active medical and physiotherapeutic treatment carried out by a neuropsychiatrist.

Speech therapy work on sound pronunciation is closely related to the development of children's vocabulary. When expanding the dictionary or when working on a phrase, children's speech appears individual sounds. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants.

When setting up and fixing great importance has a sequence of assimilation of sounds in a certain position in a word. The sound is most successfully fixed at the end of a word, then at the beginning of a word, a sound in a position between two vowels, a sound in a confluence before a consonant, a sound in a confluence after a consonant.

Work on sounds with alalia or ONR is carried out in stages:

1. development of an oral image of a pronounced sound;
2. development of kinesthetic sensations of the speech-motor analyzer.

Exercises aimed at compensating for apraxic disorders.

1. Development of differentiated movements of the tongue and lips.
2. The development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) for closing with different parts of the sky.
3. Development of differentiated movements of the lips and tongue with various methods of sound formation (differentiation of the bow and friction).
4. Development of conscious differentiated movements of the tongue (tip and back) for the formation of friction.
5. Development of differentiated movements of the lips and tongue for the formation of palatoglossal and labial-labial friction.

As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase, elements of lip reading are also used. The absence of some sounds in a child is not a serious obstacle to memorizing letters and mastering the technique of sound fusion. The child gradually develops the connection of the phoneme, grapheme and article.

Aphasia.

With afferent motor aphasia, the call of sounds begins with the imitation of labial and front-lingual, as well as contrasting vowel phonemes A and U. The speech therapist calls out sounds by imitation, and then adds the sounds m and v.

When working on sound pronunciation in aphasia, a number of features should be taken into account:

• it is impossible to call the sounds of one articulatory group;
• sounds should be introduced not into nouns in nominative case, but in the words and phrases necessary for communication (well, I will, tomorrow, today, etc.).

The relationship of two processes - the formation of the syllabic structure of the word and the pronunciation of the sounds included in the word, causes the pronunciation of a new difficult sound.

Rhinolalia.

Planning work to correct pronunciation in rhinolalia is recommended in the following sequence:

• Vowels A, E, O, U, Y. Consonants П, Ф, В, Т, К, Х, С, Г, Л, Б and their soft variants.
• Sounds: I, D, Z, W, R.
• Sounds: Zh, Ch, C.

In the process of setting phonemes, it is necessary to involve visual, auditory and kinesthetic analyzers. Relying on kinesthetic and visual control helps to get acquainted with the feeling of the tongue moving forward, the degree of tension of the organs of articulation.

Particular importance is given to the ability to feel directed exhalation. The production of sounds is started only after the correct speech breathing has been formed. The evoking and automation of the sound occurs on a very calm exhalation with the concentration of attention not on the sound, but on the correct exhalation. The mechanical method of clamping the nose should be performed with one finger, while pressing the wing of the nose to the face, and not to the nasal septum.

Given the degree of activation of the soft palate, fricative voiceless consonants are put first in the sequence: Ф, С, Ш, Ш, Х.

They start with the sound [Ф], since it is the lightest, accessible by articulation. The child is asked to put the lower lip to the upper teeth and exhale through the middle of the mouth. Turning on the voice, we get the sound [B]. Explosive sounds in the work are more complex due to their short duration, so the production is carried out later. To obtain the sound [P], you can invite the child to exhale strongly with tightly compressed lips, at this time, with the index finger, alternately close and open the lower and upper lip.

The sound [T] can be caused from the interdental pronunciation of the sound [P] or [S].

The pronunciation of vowels is formed on a solid attack, loudly, without shouting and tension (“into a mask”). Practicing vowels A, E, O, S,
U prepares the articulatory apparatus for the production of hard consonants, and the sound [I] - soft.

Correction of posterior palate sounds is not possible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of the sound should not be inhibited, since it differs slightly from the normal sound. Children with reduced kinesthesia and phonemic hearing disorders have to use analogue sounds at first.

If there is a protor [Р], we put [Ш] from the whispered form Р with close teeth and rounded lips. If the lower articulation [Ш] is easier for the child, then we introduce it into speech.

When staging sounds Povalyaeva M.A. recommends the use of mechanical assistance in extreme cases, as mechanical assistance makes it difficult to introduce sound into speech. It is important to consider that the evoking of sound through interdental articulation delays the pace of work. With rhinolalia, it is not recommended to pronounce consonant sounds in a drawn-out, exaggerated way, since tension and exhalation increase and the time of the bow lengthens.

When staging, one should take into account the economy and strength of the formation of sounds, the processes of assimilation. The child's efforts to achieve articulation should be as natural as possible.

The production of sounds is carried out in a sequence determined by the physiological course of the formation of sound pronunciation in children in the norm. This sequence corresponds to the program for teaching children in the preparatory speech therapy group.

However, changes are quite acceptable if they are dictated individual characteristics individual children and contribute to their successful promotion.

How to work on sounds(Konovalenko V.V., Konovalenko S.V.):

1. Whistling C, Z, Z, C, C.
2. Sizzling Sh.
3. Sonor L.
4. Sizzling J.
5. Sonora R, R.
6. Hissing Ch, Shch.

Optimal age for correcting sounds. Bogomolova A.I. considers the optimal age for correcting sound pronunciation to be 4-5 years, and for the sound [p] - 6 years and recommends starting work with hissing sounds, since they have a less focused, therefore, less weak air jet.

Relying on this or that sound as the basic one, the speech therapist must proceed from the fact that only a syllable is the minimum unit in which it is realized. Therefore, one can talk about the production of a sound only if it appears as part of a syllable.

Initial for setting solid sounds you should choose sounds in a syllable with a vowel A (S for L), for soft ones you should take syllables with a vowel I.

Automation of the corrected sound begins with direct, then reverse syllables and in last turn- in syllables with a confluence of consonants. The sounds Ts, Ch, U, L are easier to fix in reverse syllables, and then in direct ones. The sounds P, Pb can be automated from the protor analogue and generate vibration in parallel. In some difficult cases, for example, with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: protoric p, hissing.

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