What does deafening a voiced consonant mean? Voicing consonants: examples

What is sound? This is the minimum component of human speech. Depicted in letters. In written form, sounds are distinguished from letters by the presence of square brackets at the first, which are used in phonetic transcription. The letter is o, the sound is [o]. The transcription shows differences in spelling and pronunciation. Apostrophe [ ‘ ] indicates soft pronunciation.

In contact with

The sounds are divided into:

Vowels. They can be pulled easily. During their creation, the tongue does not take an active part, being fixed in one position. The sound is created due to changes in the position of the tongue, lips, various vibrations of the vocal cords and the force of air supply. Length of vowels – basis of vocal art(chanting, “singing smooth”).
Consonant sounds a are pronounced with the participation of the tongue, which, occupying a certain position and shape, creates an obstacle to the movement of air from the lungs. This leads to noise in the oral cavity. At the output they are converted into sound. Also, the free passage of air is hampered by the lips, which close and open during speech.

Consonants are divided into:

voiceless and voiced. Deafness and sonority of sound depend on the functioning of the speech apparatus;
hard and soft. The sound is determined by the position of the letter in the word.

Letters representing consonants

Deaf

Voiceless in Russian: [k], [p], [s], [t], [f], [x], [ts], [sh]. The easiest way to remember is a phrase, and not a set of letters, “Styopka, do you want a cheek? Fi!” containing them all.

An example in which all consonant sounds are unvoiced: rooster, honeycomb, pin.

Voiced

When they are formed, the shape of the tongue is close to the form that produces voiceless sounds, but vibrations are added. Voiced consonant sounds create active vibrations of the ligaments. Vibrations deform the sound wave, and not a pure stream of air enters the oral cavity, but sound. Subsequently, it is further transformed by the tongue and lips.

Voiced consonants include: b, c, g, d, g, z, j, l, m, n, r.

When they are pronounced, tension is clearly felt in the larynx area. In addition, it is almost impossible to speak them clearly in a whisper.

A word in which all consonants are voiced: Rome, pride, ash, estuary.

Summary table of consonants (voiceless and voiced).

It is due to the change in sound that Russian speech is enriched with various words that are similar in spelling and pronunciation, but completely different in meaning. For example: house - volume, court - itch, code - year.

Paired consonants

What does pairing mean? Two letters that are similar in sound and, when pronounced, take similar positions with the tongue, are called paired consonants. The pronunciation of consonants can be divided into one-stage (lips and tongues are involved in their creation) and two-stage - the ligaments are connected first, then the mouth. Those cases when, during pronunciation, mouth movements coincide and create pairs.

Summary table of paired consonants taking into account hardness and softness

In speech, it is common not to pronounce each letter, but to “eat” it. This is not an exception only for Russian speech. This is found in almost all languages of the world and is especially noticeable in English. In Russian, this effect is subject to the rule: paired consonant sounds replace (auditory) each other during speech. For example: love – [l’ u b o f’].

But not everyone has their own pair. There are some that are not similar in pronunciation to any others - these are unpaired consonants. The reproduction technique differs from the pronunciation of other sounds and combines them into groups.

Paired consonants

Unpaired consonants

The first group can be pronounced softly. The second has no analogues in pronunciation.

Unpaired consonants are divided into:

sonors – [th’], [l], [l’], [m], [m’], [n], [n’], [r], [r’]. When they are pronounced, a stream of air hits the upper sky, like a dome;
hissing – [x], [x’], [ts], [h’], [sch’].

The Russian language contains letters that are difficult to understand in context. Are the sounds [ch], [th], [ts], [n] voiced or unvoiced? Learn these 4 letters!

Important![h] - deaf! [th] - sonorous! [ts] is deaf! [n] – sonorous!

Unpaired consonants

Hard and soft

They are the same in spelling, but different in sound. Voiceless and voiced consonants, with the exception of hissing ones, can be pronounced hard or soft. For example: [b] was – [b`] beat; [t] current – [t`] flowed.

When pronouncing hard words, the tip of the tongue is pressed against the palate. Soft ones are formed by pressing to the upper palate of the middle part of the tongue.

In speech, the sound is determined by the letter following the consonant.

Vowels form pairs: a-ya, u-yu, e-e, y-i, o-yo.

Double vowels (I, ё, yu, e) are pronounced in one of two combinations: the sound [th] and a paired vowel from E, O, U, A, or a soft sign and a paired vowel. For example, the word cabin boy. It is pronounced [y] [y] [n] [g] [a]. Or the word mint. It is pronounced as: [m’] [a] [t] [a]. The vowels A, O, U, E, Y do not have a double sound, therefore do not affect the pronunciation of the preceding consonant.

Example difference:

A spoon is a hatch, honey is a sea, a house is a woodpecker.

Phonetic transcription:

[Spoon] – [L’ u k], [m’ o d] – [m o r’ e], [house] – [d’ a t e l].

Pronunciation rules:

solid ones are pronounced before A, O, U, E, Y. Abscess, side, beech, Bentley, former;
soft ones are pronounced before Ya, Yo, Yu, E, I. Revenge, honey, whale, mashed potatoes, mint;
hard ones are pronounced if they are followed by another consonant: death. After the consonant [s] there is a consonant [m]. Regardless of whether the M is soft, voiced or hard, the S is pronounced firmly;
hard ones are pronounced if the letter comes last in the word: class, house;
Consonants before the vowel [e] in borrowed words are pronounced firmly, as before [e]. For example: muffler – [k] [a] [w] [n] [e];
always soft before b: elk, pulp.
exceptions to the rules:
- always solid F, W, C: life, thorns, cyanide;
- always soft Y, H, Sh: white, black, pike.

Attention! A voiceless letter does not always represent the same sound. It depends on the position in the word.

Hard and soft sounds

Stun

The Russian language has a concept of stunning - some voiced ones sound like deaf ones consonant sounds from a pair.

This is not a speech defect, but, on the contrary, is considered a criterion for its purity and correctness. But this rule only works with paired consonants. For example, [g] in speech is often replaced by [x]. This refers to a defect, since [g], which is close to [x], is considered a distinctive feature of the Ukrainian language. Its use in Russian speech is incorrect. The exception is the word God.

Rules and examples:

the letter is the last in the word: tooth - [zup], ice hole - [p r o r u p’];
after the letter there is a voiceless consonant: russula - [raw cheese).

There is a reverse process - voicing. Means that in speech voiceless ones are pronounced as their counterparts to voiced ones. Voicing is justified when they come before voiced consonants: transaction - [z d' e l k a].

Consonants, voiced and voiceless, hard and soft

Consonant sounds are voiced and unvoiced. Russian language lesson in 5th grade

When starting to study this topic, clearly understand that in the pronunciation of consonant sounds that have a voiced and a voiceless pair, defects in voicing and deafening are observed.
The sounds of each pair ([b] - [p], [d] - [t], [g] - [k], [v] - [f], [z] - [s], [zh] - [sh ] and their soft pairs; the sounds [ш] and [ж] do not have soft pairs) have the same articulatory structures and differ from each other in the participation of the voice and slightly less tension in the speech organs and the air stream for voiced sounds.
Defects in voicing and deafening can occur when:
decreased physical hearing;
immaturity of phonemic processes;
disturbances in the activity of the vocal folds caused by organic or functional disorders.
Types of voicing and deafening defects
1) Defects in voicing, i.e. replacing voiced consonants with their paired unvoiced ones (Daddy went to the lady - “Grandma went to the bathhouse”).
As a special case of this defect, let us consider the so-called insufficient voicing: for example, the voicing of only plosive sounds suffers, while fricative voiced sounds are preserved (My kolova and korlo began to cry - “I have a headache and throat”).
2) Deafening defect (There is a ribbon tied in the hair with a band of land - “There is a ribbon tied in a bow in the hair”), which is caused by a mixture of paired voiced and voiceless sounds.
Devoicing of voiced consonants is observed more often than voicing of deaf consonants.
When considering methods for correcting these pronunciation defects, pay attention to the sequence of work.
Correcting deficiencies in the pronunciation of voiced consonants should begin with fricative sounds, and with the simplest of them in terms of sound articulation [v]. After it, they move on to the sounds [z] and [z], and then to explosive sounds in the sequence [b] - [d] - [g].
Preparatory exercises:
alternating playback of either a silent inhalation and exhalation, or a groan on inhalation and exhalation;
comparison of loud and whispered pronunciation of vowel sounds, both abrupt and long.
All exercises should be performed while controlling the vibration of the larynx.
General techniques for producing voiced sounds
The speech therapist pronounces a ringing sound, and the child touches his larynx with his hand and feels a trembling in its area (to perceive the vibrations of the vocal folds, the back of the hand should be applied to the larynx). Then he pronounces this sound himself, simultaneously holding one hand on his larynx and the other on the speech therapist’s larynx. The result is often a ringing sound. It is useful to lightly shake the larynx with your fingers to cause vibration of the vocal folds.
Vowel sounds are pronounced sequentially, each one first in a whisper, and then loudly, after which they immediately proceed to a similar pronunciation of the desired consonant.
For example, voicing the sound [z]:
whisper - [a]; loud - [a];
whisper - [e]; loud - [uh];
whisper - [and]; loudly - [and];
whisper - [s]; loud - [z].
It is important that adjacent articulations of the vowel and consonant are similar: [i] - [s], [o] - [w], [y] - [v], [a] - [k].
To voice plosive consonants, sounds are pronounced abruptly on one exhalation: in a whisper - a. A. A. ah... loud - ah. A. A. and... in a whisper - oh. O. O. oh... loud - oh. O. O. oh... in a whisper - uh. e. e. uh... loud - uh. e. e. uh... whisper - t. t. t. t... loudly - d. d. d. d...
Frictional sounds are sometimes easy to voice in this way: the consonant is pronounced in a whisper, and then, without interruption, the voice is given.
You can achieve voicing of a sound by directly transitioning to it from one of the sonorants [m], [n], [l], [r] (for example, mmmba, nnnba) or by using a combination of a voiced sound that needs to be called with one of the sonors between vowels (for example, adma, adna, adra, etc.).
If these methods do not give the desired results, then specific techniques are used to produce each sound.
As noted, the work begins with fricative sounds [z] and [zh] as easier to learn. The initial sound is [v], which is usually pronounced correctly and loudly.
If the sound [v] is missing, then first they try to put it from [f] by turning on the voice (f - v). If this technique does not lead to success, then the child is asked to keep his lips loosely closed while exhaling powerfully, loudly, so that a buzzing sound is formed. When performing the exercise, you need to periodically open your mouth wide - you will get the sounds va-va-va (labial-labial [v]). In front of the mirror, the articulation of the sound [in] is clarified.
Mechanical assistance is possible: the speech therapist uses his finger while exhaling to bring the child’s lower lip closer to the upper incisors. The result is a long-lasting labial-dental [c]. Work on sound is necessarily supported by control over the vibration of the larynx.
The sound [s] when the voice is turned on is converted into a voiced [z] (s __ __ z __ __). If this technique does not produce results, then the following options are possible:
the sound [z] is placed from the supporting fricative [v] with mechanical assistance: when pronouncing [v] for a long time, the lower lip is pressed with a finger to the base of the lower incisors. It turns out: vvzzzz. Gradually, an isolated sound is achieved without mechanical assistance;
Having established the organs of speech in the articulatory pattern [s], the child, against the background of continuous vocal sound [e] ([s]), with one long exhalation, repeatedly moves the tip of the tongue forward, lightly touching the edges of the upper and lower incisors, but so that the air can pass through the interdental space. At the same time, a distinct s-z-z is heard.
The sound [zh] occurs when the voice is turned on at the moment of prolonged pronouncing [sh] (sh __ __ f __ __). The sound [zh], if necessary, can be placed from the voiced [z]. While pronouncing this sound, the tip of the tongue gradually, without losing its trembling, rises upward (mechanical assistance is possible), approaches the articulatory structure of the sound [zh] and is fixed in this position with subsequent exercises.
Significantly greater difficulties can arise when setting up voiced plosives [b], [d] and [g].
It is advisable to start with the sound [b]:
the sound [b] is first given as a sample in a number of syllables: ba-ba-ba. In this case, it is useful to somewhat lengthen the moment of pronouncing the sound, when the voice still sounds with closed lips, until the explosion. When moving from syllable to syllable, the voice should sound continuously. The child must be given the opportunity to perceive this series of syllables both auditorily and through tactile vibration of the larynx and cheeks. In some cases, it is advisable to first pronounce the sound [b] with some swelling of the cheeks. With such pronunciation it is easier to reproduce the delay at the closing moment;
another technique is based on the production of the sound [b] from the labial-labial [v] (see above). Having received a buzzing sound [v], articulated by two close lips, the speech therapist places an extended index finger horizontally between the child’s lower lip and chin, after which, with quick up and down movements of the finger, he alternately closes and opens the lips. It turns out multiple [b] (bbbb...). Gradually, the movement of the finger slows down, which leads to the appearance of a number of syllables with indefinite vowels, middle between [e] and [s] (bebebe... or bybyby...). The role of mechanical assistance is gradually decreasing, and soon it will be possible to carry out further automation of sound in speech and without it.
Mastering the sound [b] serves as the basis for setting [d]:
first of all, you should use an analogy by inviting the child, holding his hand on the larynx, to pronounce the following pairs of syllables: fa - va, sa - za, sha - zha, pa - ba, ta - yes;
if the first technique turns out to be ineffective, then you should try to evoke the sound [d] by pronouncing the word “yes” after a series of preceding syllables with the sound [b] (babadada...), controlling the vibration of the larynx. Often in such cases the sound [d] is produced as if by inertia;
if this technique does not give the desired effect, you should use a “workaround”, which consists of the following. The syllables ba-baba are pronounced... Then the same exercise is done with the tongue inserted between the teeth. The result should be an interlabial [d], sounding something between [d] and [b]. Such articulation should be fixed in syllables with vowels (yes, do, dy; ada, ado, ada).
Then you can move on to interdental [d]. To do this, when pronouncing the syllables yes-da-da with interlabial articulation, you need to lift your upper lip with your fingers. The tongue will automatically press against the upper incisors, and an interdental [d] will be obtained, which later, as a result of preliminary compression of the teeth, can easily be transformed into a normal, interdental one.
The presence of the sound [d] serves as a prerequisite for the production of the third plosive sound - [g]:
the sound [g] can be obtained by analogy as a result of comparing the following pairs of syllables: pa-ba, ta-da, ka-ga;
you can try to get the sound [g] by pronouncing a series of syllables (“badaga”, “badaga” or “dadaga”, “dadaga”).
if both methods turn out to be insufficient, then you should use the mechanical method of setting the posterior lingual [g] from the anterior lingual [d] using a spatula (see above).
Having achieved the reproduction of voiced sounds, it is necessary to consolidate them in speech through exercises on the material of various syllables, words and phrases and differentiate them from paired deaf ones. Deafening defects are usually caused by a mixture of voiced and voiceless paired sounds in speech. Checking the sufficiency of automation of mixed sounds and long-term systematic work on their differentiation can eliminate this drawback.

Phonemic And phonetic violations. Lead examples. When starting to study this topic, clearly understand that in the pronunciation of consonants sounds, having a voiced and a voiceless pair, are observed defects calls And stun.

Defects calls And stun sounds. Phonemic And phonetic violations. Lead examples.
Bad influence phonetic-phonemic underdevelopment on children's acquisition of reading and writing skills.

Defects calls And stun sounds. Phonemic And phonetic violations. Lead examples.
Development of attention and memory in children with phonetic-phonemic underdevelopment of speech.

Defects calls And stun sounds. Phonemic And phonetic violations.
When starting to study this topic, clearly understand that in the pronunciation of consonants sounds, having a call... more ».

Observed violations speech kinesthesia due to anatomical and motor defects speech organs.
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Depending on the character defect pronunciations highlight anthropophonic violations (phonetic) - distortion or absence sounds and phonological ( phonemic) - mixing sounds.

Reveal the differences in the concepts of “biological hearing”, “auditory attention”, “ phonemic hearing", " phonetic And phonemic speech deficiencies."
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2. Maintaining a certain sequence in working on sounds one phonetic groups.
violations. First, the one that is preserved is mastered, and then the less preserved paired one sound.

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Children with rhinolalia also have peculiarities of sound pronunciation, depending on the severity of the anatomical and physiological defect organs...

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Dissimilation(from Latin dissimilis - dissimilar) is the dissimilarity of two or more consonant sounds within one word according to some acoustic-articulatory characteristics. “If assimilation is characterized by the interaction of two neighboring sounds, then sounds that are not in immediate proximity to each other in one word are also dissimilated very often” 13 .

Dissimilation can be progressive (for example, colloquial pronunciation ice blue instead of ice hole or modern literary February in place of the old one February 14 ). However, cases of regressive dissimilation are more common, when the first consonant is “pushed away” from the second, dissimilated with it on some basis, as, for example, in colloquial pronunciation bomb How bonba.

Consonants can be dissimilated according to different characteristics; according to this, the two most common types of dissimilation are distinguished.

A) Dissimilation by method of education. For example:

soft - my[hk]o, But soft – soft[gk].

The difficult-to-pronounce combination of two plosive consonants - [g] + [k] - is replaced by a combination of fricative [x] with plosive [k]. Or this example:

boring - boring.

Affricate [h], i.e. the occlusive fricative sound must be combined in this word with the occlusive fricative sound [n], i.e. There is a linkage in the articulation of both sounds. This combination is considered difficult to pronounce, so the stop-friction sound [h] is replaced by the fricative sound [w].

b) Dissimilation by place of education(found mainly in common parlance and represents a violation of the spelling norm, for example:

bomb - bo[nb]a.

The difficult-to-pronounce combination of two labiolabial consonants [m] and [b] is replaced by a combination of labiolabial [b] with a front-lingual consonant [n].

Stunning voiced consonants at the end of a word

Stun- this is the replacement of voiced paired consonants at the absolute end of a word with voiceless consonants. It should be noted that, unlike assimilation and dissimilation, deafening of paired voiced consonants at the end of a word is not caused by any objective reasons (for example, adaptation of the speech organs to pronounce two adjacent sounds). We know well that any Russian person, when studying foreign languages (for example, English), freely rearranges himself and stops deafening final consonants. This means that the process of deafening can be considered a traditional phonetic phenomenon for the Russian language. Examples of stun: pillar - table [p], meadow - onion [k], dirt - mud [s’ ].

Task No. 25. Divide the words into two groups: 1) words in which assimilation occurs according to voiced-voicelessness; 2) words in which there is no assimilation.

Malleable, rod, dissuade, beat off, referee, pleasant, laying, spoon, hubbub, knock down, life, brought, with a friend, quorum.

Task No. 26 . Determine in which words assimilation occurs by voicing, and in which by deafness. Transcribe these words.

Carving, mowing, fighting, traffic jam, request, cart, echo, plow, kindle, make noise, sign, beat off.

Task No. 27. Transcribe the sentences, underline the words in which assimilation occurs in terms of voicedness and deafness.

You are like the echo of a forgotten hymn in my black and wild fate (A. Blok).

And her elastic silks waft with ancient beliefs, And a hat with mourning feathers, And a narrow hand in rings (A. Blok).

Even if the Russian Tsar came here, we wouldn’t get up from our glasses. (N. Yazykov).

4. There is a crush outside the windows, foliage is crowding, and the fallen sky has not been picked up from the roads. Everything was quiet. But what happened first! Now the conversation is no longer kind. (B. Past.)

Task No. 28. Distribute the words into three groups, where a) assimilation by softness occurs regularly; b) is optional; c) does not happen. If you have any difficulties, please refer to the “Spelling Dictionary of the Russian Language”.

Bindweed, gossip, arrogant, crucifix, knitting, crossroads, dried, glittered, candles, piping, bath attendant, nest, clay, nails, brushes, branches, perhaps, make, boat, bear, bright, noon.

Task No. 29. Transcribe the words. Note the presence or absence of assimilation in softness (assimilation softening).

Stick, tip, thinnest, on top, cumin, under the lamp, shriveled, skittles, requiem, pity, fountain, mason, poor thing.

Task No. 30. Write down and transcribe words in which different types of assimilation occur (voiced-voiced, hard-soft, complete), as well as words with deafening of consonants at the end of the word.

The blind donkey lost his way (he was about to set off on a long journey), but by nightfall my madness had wandered into the thicket so much that he could not move either back or forward (Krylov).

Hello, my handsome prince! Why are you as quiet as a stormy day? (Pushkin).

Prince Guidon escapes from the tower and meets his dear guests. (Pushkin)

They walked silently around the house, no longer expecting anything.

They brought me to the patient, but I didn’t recognize him. (Ahm.)

Shaking the karbovanets and slowly blowing smoke, Solemn strangers we go to our native city (Tsvetaeva)

In vain, in the days of the great council, Where places are given to the highest passion, The vacancy of the poet is left: It is dangerous, if not empty. (Past.)

And instantly everyday life will sink, as if into a dark abyss without a bottom... And silence will slowly rise over the abyss like a seven-colored arc. (Block)

Everyone will put on a coat today And they will touch the droplets, But none of them will notice that I again washed down with bad weather. (B. Past.)

Task No. 31.

Establish what laws in force in modern language led to the appearance of the following homophones:

The mouth is the family, the congress will eat, from the fairy tale - and the fairy tale, from the shackles - and so, the cart is wax, I will illuminate - I will sanctify, I will bring - to bring, the elm - to the elms, and the grandfather is dressed. Lesson notes

Subject: “Stunning of voiced consonants.”

Target: teach children not to rely on hearing when writing words with a combination of consonants

Equipment

: subject pictures.

Progress of the lesson

Children are asked to look at two object pictures. Name them, highlight the third sound in each word.

cup spoon Then the inscriptions are opened, the third letter in each word is highlighted. It turns out that in both words the sound is pronounced and heard Then the inscriptions are opened, the third letter in each word is highlighted. w, and is written in the first case

in the second - and. Speech therapist. Why the ringing sound and. and

pretended to be deaf? Look what sound comes after in the word spoon. Students. Sound

To in the word spoon.. He's deaf. and. Speech therapist. So it's a dull sound

, standing next to the sonorous and., influenced him. Sound. also sounded dull, turning into sound

For comparison, two more words are taken:

branch boat A similar comparison is provided.

Conclusion.

If in the middle of a word a voiced consonant stands next to a deaf consonant, then under the influence of the deaf it is also deafened. For example: eyes - eyes consonant

beard - beard consonant d sounds like t

nail - nails consonant g sounds like in the word spoon.

skirt-skirt consonant b sounds like P

book-book consonant sounds like Sound

sleeves - consonant sleeve V sounds like f

Under the influence of a voiceless consonant, only paired voiced consonants can be deafened.

Speech therapist. Please note, guys, how unusual such a pronunciation would sound for us (Voiced sounds z, d, d, b, c, g The speech therapist pronounces without deafening): eyes, beard, nails, skirt, head, piece of paper.

Tell me, guys, what happens if two unvoiced sounds meet in the middle of a word? For example, in the word cat (kitty) w And To - deaf. Nothing changed from the meeting of these two deaf consonants. Both still sound hollow. How can we distinguish and reflect it in writing when in the middle of a word the sound itself is dull? (cat), and when he only pretends to be deaf, imitating the neighboring dull sound (spoon)?

Vowel sounds help us out here. They break off this friendship between the voiced and the deaf, stand between them and separate them, which is why the voiced sound becomes itself, that is, it sounds ringing: spoon-spoon. A if a word contains a real unvoiced sound, this is also clarified using a vowel: cat - kitty. So, if two consonant sounds occur in the middle of a word, this word needs to be checked by changing it so that any vowel sound appears between the consonants.

Exercise. Check the consonant in the middle of a word (orally).

branch - boat - fish - paw -

shop - fur coat - herring - fairy tale -

notebook - strip - matryoshka - cover -

Exercise. Copy sentences by inserting the missing consonant in the middle of the word. Choose a test word.

There was rainwater in the ka-ka. The dog is sleeping in the box. The hut stands on chicken legs. The plane was not flying. The young birch trees have turned green. There are a lot of raspberries on the market. Cucumbers are ripening in the gardens. Take care of your tetras.

Exercise. Insert the missing letters. Check the spelling of words.

Shka cup, tower

Shka stick,...

Shka reel,...

Tire shka,...

Leg,...

Good stitch...

Bad haircut...

Russula,...

… … dka boat, …

... ... ... dka garden bed, ...

... ... ... ... dka herring, ...

... ... ... ... ... notebook, ...

... ... weaving branch, ...

... ... ... weaving tiles, ...

... ... ... ... cloth cap, ...

... ... ... ... ... weave tablet, ...

... ... ... ... … … fabric stool, …

Exercise. Copy by inserting the missing letters.

The fish is small and tastes sweet.

The berry is red, but the taste is bitter.

Bro, they live like crazy.

Na we-ku and ko-ka beast.

What from the box, carrots,

Are you sticking out your tail?

Apparently you want to become a rogue

A snow woman's nose?

Boards and feet are running along the road. (Skis.)

Under the le-kom, le-kom there is a cup with a bag. (Egg.)

Guess what,

Whose fluff is on the sweatshirts,

na sha-ki, percha-ki

Does it suit you guys? (A rabbit.)

I'm standing on a thick toe,

I'm standing on the butt of my eye,

Under a brown hat

With velvet lining. (Porcini.)

Looked into our eye

Sunny on a thin leg. (Sunflower.)

The size of a fist, red side.

If you touch your finger, it's smooth,

And if you take a bite, it’s sweet. (Apple.)

Cucumbers in our garden

They play hide and seek all day long.

We came with buckets

And they found cucumbers.

Exercise. Give a test word to clarify the questionable consonant sound.

Speech therapist. Ice. Students. Ice. (d)

Soup, volley, ripple, crab, stupid, tooth, snowdrift, hawk, ice hole.

Garden, factory, hail, honey, vegetable garden, pilot, labor, mole, blackbird, nail, seine, people, sweat, departure.

Hut, rye, baby, lily of the valley, swift, ruff, win, brooch, knife, mouse, reeds, playpen.

Frost, belt, watermelon, story, cargo, nose, eye, cart, coward, skid, bus, convoy, gas, taste, order.

Carrot, wardrobe, blood, shoes, eyebrow, beak, cliff, polite, body, explosion, sowing, scarf.

Iron, knock, boot, ravine, castle, flag, bank, poppy, step, friend, plow, apron, stream.

Exercise. Insert the missing letter. Check the spelling of words.

z-b s- -g m-d s- -d

l-v d- -g r-z v- -g

s-d G- -b g-d g- -z

Exercise. Insert the missing letters in proverbs, sayings and riddles.

People honor those who love work.

On the tongue me-, and under the tongue le-.

It will rain in May and there will be rain.

Drink, eat, and tell the truth.

Thank you, Moro, for bringing snow.

What is the root, what is the root, and what is the fruit.

Floating, steaming, then back and forth, then forward. (Iron.)

Without ru-, without no-, but he can draw. (Freezing.)

Black, agile,

Shouts “krak”, the worms are harmed. (Rook.)

Summer sleep-!

Just laughter.

Snow flies around the city.

Why doesn't he melt? (The fluff of poplars.)

No boards, no axes

The bridge across the river is ready. (Ice.)

He sits, wearing a fur coat.

Who undresses him?

He sheds tears. (Onion.)

Meadow - onion, pond - twig, fruit - raft, milk mushroom - sadness, young - hammer, ice - flight.

Exercise. After checking the doubtful consonants, write down the data below the word in two columns: one - words with a letter Then the inscriptions are opened, the third letter in each word is highlighted. to another, sir and..

Cha-ka, lo-ka, pu-ka, kry-ka, book-ka, ko-ka, peck-ka, bum-ka, boots-ka, katu-ka, raw-ka, mo-ka, straight ka, tele-ka, oblo-ka, po-kry-ka.

Exercise. Write down the words from dictation in two columns in which:

a) a voiceless consonant is written in the middle of the word; b) a voiced consonant is written in the middle of the word.

Pattern: flat sharp

putter cover

Stroller, bast shoes, bandage, narrow, hill, box, cork, locker, pin, cow, spikelets, sled, booth, day, boat, skeins, correction, buttons.

Irina Shaeva
Prevention of writing disorders. Defect in devoicing of voiced consonants

Consultation for parents

« Prevention of writing disorders. Defect in devoicing of voiced consonants».

Novokuznetsk

MBDOU "Kindergarten No. 279"

Teacher - speech therapist: Shaeva I. N.

The reasons are the underdevelopment of phonemic hearing (a person’s ability to analyze and synthesize speech sounds, i.e. hearing, providing perception sounds of a given language, insufficient coordination in the work of the vocal and articulatory apparatus, hearing loss, pareticity of the vocal folds, etc. In some cases, the vocal cords may seem to be delayed in turning on or, conversely, turning off.

Is it possible to help such a child? Undoubtedly. And the sooner the better. Therefore, special attention must be paid to correcting sound pronunciations at as early an age as possible. If stun defect is not eliminated in a timely manner, it appears later in writing, which leads to new problems and decreased performance at school.

More than anything defects deafness manifests itself when pronouncing paired words sounds. Most often observed devoicing of voiced consonants, i.e. voicing defect. Stunning of voiced consonants: consonants B, V, G, D, ZH, Z are pronounced dullly, without voice, like P, F, K, T, Sh, S (pulka, kolofa, sheleso, etc.)

These deficiencies are most often found in children with late speech development and in children with hearing loss. It is necessary to distinguish them from rarer cases when all sounds pronounced in a whisper due to a sore throat or severe fright.

A specific defect characteristic of the pronunciation of all ringing sounds regardless of the method and place of formation, hardness and softness, is to reproduce them in the form of corresponding paired deaf sounds("females", "pike" instead of a castle, a beetle; "terev", "bite",

"pulka" instead of a tree, geese, bun)

Preparatory exercises for correction deafening of voiced consonants:

Alternately playing a silent inhalation and exhalation, or a groan while inhaling and exhaling.

Comparison of loud and whispered pronunciation of vowels sounds, both abrupt and long.

All exercises should be performed while controlling the vibration of the larynx.

As mentioned above, the reasons violations of the pronunciation of voiced and voiceless consonants are underdevelopment of phonemic hearing.

Phonemic hearing is a very important concept for mastering speech and then literacy letters. It assumes the accuracy of auditory perception, sound discrimination, audio speech analysis. The period of greatest sensitivity to the development of phonemic hearing occurs at the age of 4–5 years. How can I help with this? Playfully, of course!

"Living ABC"

Cards with the image of letter pairs are laid out in front of the child on the table, face up.: F - W, B - P, V-F, G-K, D-T, Z-S. Other cards depict objects. At the command of the leading player, objects whose names include one or another letter are selected and placed in piles. The one who picks up the most cards wins. The game continues until they are all taken apart. At the second stage "heaps" sorted according to the letter of the pair. Having mastered "card" a set of objects, you can move on to a more complicated version: look indoors (in an apartment, in a house) what is included in the title given by the presenter sound.

"We transport goods"

Toy trucks (or cartoon ones, each marked with the same letter) can only carry things starting with the same letter. The destination must also be named with the same letter. For example, "M" transports soap or flour and takes them to the store.

"Confusion"

The presenter names humorous slips in the lines of poetry, and the child guesses how to correct them. For example:

The Russian beauty is famous for her goat.

A mouse is dragging a huge pile of bread into a hole.

The poet finished the line and put his daughter at the end.

It rained last night, and it filled my kidney with water.

The most important thing is not to turn games into educational activities, let them be fun and interesting! Start with simple ones, gradually moving on to more complex ones, do not overload the child and complete the game on time. And then, in addition to developing phonemic awareness, you will help develop attention, memory and imagination.

Good luck, success and pleasure in your shared leisure time with your children!

Publications on the topic:

Frontal lesson in preparation for learning to read and write “Differentiation of hard and soft consonants” Goal: To consolidate the skill of distinguishing between hard and soft consonant sounds. Repeat the basic ways of depicting the softness of consonants in writing.

Summary of an individual lesson on sound automation [L’] with a confluence of consonants Goals: automation of the sound L with a combination of consonant sounds in syllables, words, phrases, sentences, formation of grammatical structure.

Summary of a physical education lesson in the senior group: “Pilots - pilots” (prevention of poor posture and flat feet). Goal: prevention of poor posture and flat feet in children through the use of gymnastic balls (fitballs) and gymnastic sticks.

Notes for exercise therapy classes. Prevention and disorders of flat feet “Feet stomp along the path” Summary of a lesson on exercise therapy, prevention and disorders of flat feet “Feet are stomping along the path.” Physical education instructor: Children's preschool educational institution.

Lesson summary for the preparatory group “Journey to the land of vowels and consonants” Lexical topic: “Autumn.” Objectives of the lesson: 1. Development of skills in syllabic and phonemic analysis, phonemic representations. 2. Expansion and clarification of the dictionary.

Consultation for parents. Prevention of poor posture for preschool children. Consultation for parents. Prevention of postural disorders in preschool children. Physical education instructor at MBDOU "Kindergarten No. 3" Avdeeva.