Speech therapy exercises letter c. Making the sound “C”: where to start, exercises

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Use tongue twisters, riddles, retellings (teaching retelling), stories, fairy tales to develop speech. Teach sound synthesis to children with pronunciation problems. Classes with a specialist and computer programs will help the child improve memory and attention. Correctional work with children involves overcoming speech and psychophysical disorders in children. Online speech therapy exercises () can serve as a useful tool for speech therapists working with preschoolers.

Sound production techniques S.

· Invite the baby to smile broadly, leaving a small space between the teeth, place the tongue on the lower teeth, and try to pronounce the song of flowing water: “S-s-s-s.”

· Take a light plastic ball and build a gate. Sit down at table. Let the baby smile, place the tip of his tongue on his lower lip and, pronouncing the letter “F”, try to score the ball. Make sure your baby doesn't bite his lip or puff out his cheeks. The sound should come out in the center of the tongue.

Setting sounds [С], [Сь], [З], [Зь].

1. WHAT CAN BE THE DEFECTS OF WHISTLING SOUNDS?

Whistling sound defects are especially common in children. Sigmatisms (distorted pronunciation of whistlers) and parasigmatisms (replacing whistling sounds with others: hissing, front-lingual, etc.) greatly spoil the child’s speech.

Sigmatisms can be:

- labiodental sigmatism: whistling [s], [s"] are replaced with sounds close to [f], [f"]: “fabaka” (dog), “funka” (sledge), “finiy” (blue), “pheno” ( hay); sounds [z], [z"] – to sounds reminiscent of [v], [v"]: “vaika” (bunny), “vuby” (teeth), “vebra” (zebra), “veleny” (green) ;

- interdental sigmatism: the tip of the tongue is placed between the teeth, causing words with whistling sounds to acquire a “lisp” sound;

- lateral sigmatism: the lateral edge of the tongue or the tip of the tongue, when pronouncing whistling sounds, appears between the molars on the right or left, while the tongue “falls” to the side, hence the name;

- nasal sigmatism: occurs when open rhinolalia(splitting of the hard and soft palate) and rhinophony(paresis, paralysis of the soft palate), when air goes into the nasal cavity when pronouncing sounds.

Parasigmatisms can be:

- parasigmatism: replacing the sounds [s] - [s"] with [t] - [t"] respectively: “tanki” (sledge), “tom” (catfish), “teno” (hay), “tiny” (blue) ; replacing the sounds [z] - [z"] with [d] - [d"]: “dvuk” (sound), “oak” (tooth), “Dina” (Zina), “dileny” (green);

- hissing parasigmatism: sounds [s] - [s"] are replaced with sounds [sh] or [sch]: “shanki”, “shanki” (sledges), “shushki”, “shushki” (drying); sounds [z] - [z" ] to the sounds [zh] or [zh"]: “zhuby”, “zhyuby” (teeth), “zhima” (winter), “zhaika”, “zhaika” (bunny).

- softening defects (substitutions for hardness - softness): this is when hard sounds [s] - [z] are pronounced accordingly, as paired [s"] - [z"]: “syup” (soup), “syanki” (sledge), “sin” (son), “son-in-law” (bunny), “zyuby” (teeth), “kozi” (goats). Or vice versa: “son” (blue), “seno” (hay), “Soma” (Syoma), “zyma” (winter), “zyleny” (green);

- substitutions for deafness - voicedness: the sound [z] is replaced by the sound [s], the sound [z"] is replaced by the sound [s"] and vice versa: “suba” (teeth), “sima” (winter), “zanki” (sledge), “zeno” ( hay).

Such violations of sound pronunciation can lead not only to dyslalia(violation of sound pronunciation), but also to dyslexia(reading disorder) and dysgraphia(writing disorder) .

2. HOW TO PRONECT WHISTLING SOUNDS CORRECTLY: [С], [С"], [З], [З"]

For whistling sounds, the shape of the tongue and its position in the oral cavity are very important. Normally, on [С], [Сь, [З], [Зь], the wide tongue with its tip rests against the base of the lower front teeth. In this case, the lateral edges of the tongue are pressed against the upper molars. It turns out to be a mound with a hollow in the middle.

Some children (especially those who were close friends with the pacifier!) have a flat tongue, with a weakly defined hollow. But it is the groove that directs the stream of exhaled air during whistling sounds in the right direction: strictly in the middle of the tongue. There is no well-defined groove - and a trickle of air spreads out in all directions. In addition, the child’s tongue sometimes cannot rest its tip against the base of the lower incisors: it keeps slipping. The child doesn’t even feel it: for some reason, sensitivity in the tip of the tongue is lost.

3. INITIAL STAGE OF PRODUCING WHISTLING SOUNDS [S], [S"], [Z], [Z"] WITH INTERDENTAL Sigmaticism and Predental Parasigmatism

Start working on whistling sounds with the sound [C]. Try, sitting with your child in front of a mirror, to “construct” a “peacock” in your mouth (exercise “Mountain Hill”). It’s good if you succeed, but if not, you’ll have to call on articulation gymnastics and all kinds of fairy tales for help (articulation exercises, “Fairy tale stories from the life of Tongue” are presented on our website).

It's time to remember the gnome Tongue. This time he will play the role of a climber. (Exercise “Climber”: the tip of the tongue “clings” to the lower incisors, the back of the tongue arches). So, the lower teeth are a rock ledge on which you must stay on at all costs! After all, it’s scary to think what will happen if a climber loses support under his feet! (An adult counts how many seconds the “climber” can stay on the ledge: the longer, the better). Of course, you will have to control the accuracy of your movements using a mirror. The child will try very hard: the gnome Tongue must not fall off the cliff!

To prevent the tip of the child’s tongue from sticking out behind the teeth (in case of interdental sigmatism), teach the child to squeeze them together by telling a story called “A Brook” (Articulation exercise “A Brook”). “Once upon a time there was a stream. Very restless and talkative. He brought down a whole waterfall of sounds. Only, here’s the problem, the sounds weren’t quite right, they were kind of lisping and splashed in all directions. No one could understand what the stream was talking about. To make the stream's voice clear, a dam had to be built. Clench your teeth. Like this. Amazing! Smile. The stream was left with a small crack between the front teeth, and it began to flow down in a cold, even stream.” Say “S________” for a long time, demonstrating to the child the correct articulation of the sound [s]. Let the baby place his hand under his chin and make sure that the stream of air is cold and narrow. Now ask your child to organize his own “stream”. This will not happen right away. The most important thing is that the tongue does not stick out between the teeth and does not interfere with the pronunciation of the sound [C]. If this time nothing succeeds, a match (without the head of sulfur) and the continuation of the story about the talkative brook will help. “One day the passage of the stream was blocked by a log. (Place a match with one end between the baby’s incisors and ask to hold it in this position. The tongue is at the bottom of the oral cavity and does not protrude!). The stream had to try very hard to remove the obstacle!” And now the child must forcefully pronounce the sound [C], directing a stream of air directly at the match. It should fly out like a cork from a bottle. The exercise is done under the strictest supervision of adults, God forbid if a match ends up in the baby’s respiratory tract!

Another exercise that will help cope with interdental sigmatism. It's fabulous and very funny. It's time to remember with your child about the gnome's friend Tongue - Kitten. He loves to play with reels. Knowing this, the tongue itself often turns into a funny reel.

Exercise " Reel" Take the mirror again. The tip of the tongue, as in previous exercises (“ Gorochka», « Climber», « Brook"), pressed against the lower incisors from the inside. The middle part of the tongue curves sharply and becomes wide, with a hollow in the middle. The “coil” tongue either rolls forward or moves back. And so - several times. The most important thing is that the tip of the tongue is securely attached to the teeth.

These four exercises (“Mountain”, “Climber”, “Rivek”, “Coil”) must be performed for at least a month. The muscles of the tongue should become stronger, and movements should gain precision and confidence. They will help get rid of interdental sigmatism.

4. PRODUCTION OF WHISTLING SOUNDS [С], [С"], [З], [З"] WITH LABIODENTAL Sigmaticism

What if the child’s problem is not in the tongue, but in the lower lip, which tries to connect with the upper teeth due to whistling sounds? And then “dog” turns into “fabaka”, “soup” into “foop”, “bunny” into “vaika”, “fence” into “vabor”. In this case, as you remember, they talk about labiodental sigmatism. But you can deal with it too. One has only to call the lower lip to obedience. Take a mirror, demonstrate a Hollywood smile and, holding the baby’s lower lip with your finger, ask the child with an equally dazzling smile to pronounce the sounds [С______], [С"______] for a long time. Did it work? Now remove the support and let the child repeat these sounds again. What- then it’s not so? You’ll have to repeat it all over again... Over and over again until it works. If this doesn’t help, you need to teach the child for some time to voluntarily lower his lower lip. He should control it easily! Perform the same articulation exercises (“Gorochka” , “Climber”, “Stream”, “Reel”), which is used in the fight against interdental sigmatism (see above).

Finally everything is ok. To reinforce the correct pronunciation, use the syllables: S___A, S___I, S___Y, S___E, S___U, S___I, S___E, S___E, (Whistling sounds [S], [S"] are pronounced for a long time!) Here the lower lip can again play against the rules! It's okay, you'll have to hold it for a while longer.

5. TECHNIQUES FOR CORRECTIONAL WORK IN INTERDENTAL SYSMATISM OF WHISTLING SOUNDS [S], [S"], [Z], [Z"]

If, when pronouncing [S] - [S"] and [Z] - [Z"], some kind of squelching is heard, we can confidently talk about lateral sigmatism. Now the problem lies both in the tongue itself and in the direction of the air stream. With lateral sigmatism, it does not go in the middle of the tongue, but slides either to the left or to the right, and maybe in both directions... Such deviations from the course are easy to detect if you put your palms on the child’s cheeks.

Very often, lateral sigmatism indicates serious disorders: paralysis or paresis in the muscles of the tongue. Eliminating this defect is not so easy. You will probably need massage and articulation gymnastics (exercises “Mountain Hill”, “Climber”, “River”, “Coil”, etc.). The most important thing is to strengthen the side edges of the tongue, make them rise, and direct the air stream in the middle of the tongue. It's unlikely to succeed the first time. Start the work of correction with... punishment. No, not a child, but a tongue.

Tell your child that the gnome Tongue is not distinguished by exemplary behavior. And therefore, he also has to be punished by spanking with his lips: “five-five-five-...” (Exercise “ Let's punish the naughty tongue"). The wide, relaxed tongue should be between the lips, not moving or moving to the side! Oddly enough, the child will do this exercise with great pleasure! After educational work, the tongue will probably become obedient. It's time to use the reward and play something interesting with him, for example, football. Make an improvised goal on the table from two cubes, place a cotton ball in front of the child, and let the gnome Tongue score goals into the goal (“exercise “Let’s score a goal into the goal”). The more goals, the better. Make sure that your tongue lies flat on your lower lip when performing the exercise, and that your cheeks do not swell in any way! Don't forget to remind your child that the game is fun, so your lips should smile.

Soccer ball.

There's a soccer ball in the yard

He ran around at a gallop all day.

He played with us

But I didn’t see the bitch.

I ran into him:

WITH_______________.

We feel so sorry for him!

(E.G. Karelskaya)

The child must show what sound the ball deflated with: “S_________.”

The ball has been sealed, and now it needs to be pumped up. Show how the gnome Tongue inflates the ball using a pump. True, without the help of a child, he is unlikely to cope! The child demonstrates the operation of the pump, and at the same time trains in correctly pronouncing the sound [C] (exercise “ Pump"). Articulation should be clear: the lips are smiling, the tip of the tongue is securely attached to the lower incisors, the air is pushed out abruptly: s-s-s-s... The tongue must be absolutely symmetrical (do not move to the side!). By doing all this, the child will learn to direct the air stream in the middle of the tongue.

6. WHAT TO DO IF A CHILD PRONOUNCES THE SOUNDS [S] and [Z] SOFTLY, OR REPLACES THEM WITH SISSING SOUNDS (hissing parasigmatism)?

Apparently, the child has hypertonicity in the muscles of the tongue, the tip of the tongue does not rest against the lower teeth, but is pulled back, deep into the mouth, the tongue is excessively raised. Hypertonicity is relieved with the help of a relaxing massage and articulation exercises (“Pancake”, “Let’s punish the naughty tongue”, “Let’s score a goal”). Then the production of whistling sounds proceeds in the same way as with interdental sigmatism (third section of this article).

7. AUTOMATION OF SOUNDS [С] [С"]

a) in isolated utterance:

Following the advice of the previous sections, you and your child have already begun to automate isolated sound [C].

Now the child will perform the “Water Song” (pronounce the sound [С_____] for a long time), listening to this poem. (You read the lines, the child pronounces the sound [C]):

Little sisters

A wave splashes in the sea.

Can you hear how she sings?

"WITH_______________".

This song of water

Drops, friendly sisters,

Humming in silence

Wind, fish and moon.

“S_______” - they rustle the sand,

A pebble at the bottom of the sea.

“S________” - crushed against a rock,

“S_________” - flow down the glass.

“S________” - and hid in a shell.

We will put it to your ear...

And you will hear again

The sound of the surf, the splash of the wave:

"WITH_____________".

(E.G. Karelskaya)

(We hope you haven’t forgotten that the baby’s tongue should not stick out between the teeth or move to the side at the sound [С__]?)

b) in syllables, words and phrases

When the isolated sound [С___] comes out perfectly, consolidate your success on the material of syllables, words, phrases and phrases:

SA-SO-SU-SY-SE

SA: himself, garden, salad, Sanya, boot, cod, samovar, plane, saury, net, lard, saber

SO: catfish, sleep, soda, juice, salt, Sonya, owls, litter, hundred, honeycomb, solo, juicy, variety

SU: soup, bag, knot, knot, court, Saturday. marmot, pike perch, drying, knot, sum, essence

SY: son, cheese, damp, full, satisfying, owl, son, cheese, etc.

AS: us, pineapple, kvass, breaststroke, now, hour, class, palace, Karabas Barabas, atlas

US-US: mousse, minus, bus, crocus, focus, bite, vinegar, plus, gumboil

IS: rice, miss, cypress, daffodil, Paris, Boris

SA-SA-SA: A fox is running in the forest. A wasp is flying in the garden. Light braid.

SO-SO-SO: The fox has a wheel. In the cinema Sophie Marceau.

SU-SU-SU: We are not afraid of the fox. It's snowing in the forest. Father sharpened his braid.

SY-SY-SY: The fox has a fluffy tail. It’s bad for Sonya without a braid.

Sa-sa-sa, sa-sa-sa, - there is a wasp on our table.

Sy-sy-sy, sy-sy-sy, - we are not afraid of wasps.

Su-su-su, su-su-su, we won’t drive away the wasp.

AS-AS-AS: Sonya has pineapple. Let's go to class today. We have a free hour.

OS-OS-OS: The dog hurt his nose. Senya has a question. Senya was carrying hay into the canopy.

US-US-US: This is a string of beads. Let's put a plus sign. From a wasp - a bite.

IS-IS-IS: Cook rice in a bowl. Boris entered the class. Narcissus blooms in the garden.

SI-SI-SI SE-SE-SE SE-SE-SE

XYU-XYU XYA-XYA XYU-XYA

SI: strength, blue, silhouette, Sima, strong, blue, blue, Siberia, lilac

SE: hay, Seva, Sergey, Semyon, north, gray, village, semaphore, herring

SE: salmon, Syoma, cheerful

SI-SI-SI: Bring the hay to the hayloft. Bring Sima some blue. Invite Seva to visit.

SE-SE-SE: Let's sing a song to the fox. Blue bow on the braid. There are spokes on the wheel.

SE-SE-SE: We'll give the syrup to the wasp. Everyone went to the forest today!

SIO-SIO-SIO: We told Vasya everything.

SYU-SYU-SYU: We danced with all our might. They gave hay to the crucian carp.

Continue in the same spirit, choosing new words with the sounds [С] and [С"].

c) in tongue twisters

Senya and Sanya have catfish with mustaches.

Forty forty ate a piece of cheese.

There are ducks and geese in Dusya's garden.

Sanya and Kostya go to visit Sonya.

Sanya and his bride are kneading dough.

Sanya mows hay, and Sonya carries hay.

Senya sits on a pine tree in a dream.

A neighbor - a homebody - has a neighbor - a fidget.

There are delicious sausages in the pussy's bowl.

Grandma's geese scared Lucy.

Frosya has pineapple and apricots on a tray.

Sonya and Stas ate pineapple.

Vlas ate the lard at Slava's, and Nazar licked the cream.

A couch potato's neighbor has a fidgety neighbor.

Senka is carrying Sanka and Sonya on a sled.

d) in riddles

If all seven are together,

It turns out... (FAMILY).

The third day is fragrant

In the garden there is a Persian... (LILAC).

This bird loves lard

Yellow-breasted... (TIT).

A mustachioed beetle crawled to the swift,

He asked me to cut him... (FURTURE).

Invites all the guys

Taste the harvest... (GARDEN).

A lot of wasps flew in

Take care, baby, of your... (NOS).

He is not afraid of the heat.

He is the children's favorite

Good-natured and smart

This lop-eared... (ELEPHANT).

She doesn't sleep at night,

He looks very keenly into the distance.

Like a pumpkin head

This is a predatory... (OWL).

(Riddles of E.G. Karelskaya)

8. WORK ON SOUNDS [Z] [Z"]

The sounds [З], [Зь] may have the same defect as the sounds [С], [С"]. You need to work on them in the same way. The only difference is that [З], [Зь] are voiced (with their when pronouncing there is a voice, the vocal cords work). If the child deafens these sounds (pronounces them without a voice), you need to tell a fairy tale about the voice that lives in the throat. The child puts his hand on the throat (his own or an adult) and listens to the story. On the sounds [with ] [s"] the voice “sleeps” and the smelt of his house does not tremble, but at the sounds [z] [z"] the voice wakes up and begins to sing and the walls of his house tremble and vibrate. Demonstrate this clearly by saying in turn first the deaf and then sonorous whistling sounds. Then proceed to consolidate the sounds [з] [з"] in the same sequence as the sounds [С] [С"]. The only thing to remember is that the sounds [з] [з"] at the end words are deafened and turned into sounds [s] [s"]

ZA-ZO-ZU-ZY-ZE

FOR: hall, factory, hare, bunny, fence, outpost, dawn, test, why, patch, corral, task

ZO: Zoya, Zosya, Zosim, call, dawn, dawn, goiter, zombie, vigilant, vigilant, gold

Memory: tooth, teeth, buzzer, bison

Having practiced syllables and words, take sentences, pure phrases and poems replete with the sounds [З], [Зь].

For-for-for, for-for-for,

A goat is chasing after Zina.

Zu-zu-zu, zu-zu-zu,

Let's put the goat in the pen.

Zy-zy-zy, zy-zy-zy,

Goat's bell.

Ze-ze-ze, ze-ze-ze,

We will give the hay to the goat.

Zoya and Zina have elderberries in their basket.

Buba the bunny has a toothache.

Zosya invited the bunny to visit.

Nazar goes to the market and buys a goat Nazar.

Zoya is the bunny's mistress, but the bunny is an arrogant one.

The zoo has monkeys, snakes, bison and pheasants.

Zoya has mimosas, and Zina has roses.

The bell rang loudly, calling Zoya to class.

Rose is freezing from the frost.

Zina forgot her basket at the store.

The store bought Zina a basket.

Staging sounds and their automation

Correction of violations of the pronunciation of the sound /С/

Set of exercises: “Smile”, “Shovel”, “Reel”, “Brushing teeth”, “Swing”, “Tasty jam”.

A). The child is invited to perform the “Coil” exercise; when the child learns to perform this exercise well, it is suggested that the “Coil” be removed into the back of the mouth, but the tip of the tongue should be kept in place - behind the lower teeth. The speech therapist places a match in the middle of the tongue and asks to blow quietly so that the air stream passes through the middle of the tongue. Then the match is removed. The sound /S/ is pronounced. If the defect still persists, it is recommended to pronounce syllables for a while, then words with a match in the middle of the tongue or with closed teeth.

b). If the child does not hold the tongue behind the lower teeth, the speech therapist holds it in the following way: we place a bent match into the mouth, one end of which is located towards the roots of the lower teeth, and the other is held by the speech therapist. We ask the child to reach the edge of the match with the tip of his tongue and in this position pronounce the sound /S/.

V). If it is not possible to teach the child to hold the tongue behind the lower incisors for a long time, we teach the child to pronounce the sound /S/ with closed teeth.

Correction of hissing sigmatism.

First, the child is asked to distinguish between the correct and incorrect sounds of the sound /S/ (whistle - hiss). The differences between correct and defective articulation are then shown in front of a mirror. Additionally, kinesthetic sensations are used, depicting articulation with the hands. Having achieved correct articulation, exhalation is activated, giving the opportunity to feel the cold stream of exhaled air.

You can temporarily use interdental articulation of the sound /S/. In the future, it is necessary to switch to normal dental pronunciation with clenched teeth, as is done when correcting interdental sigmatism (option c).

Correction of lateral sigmatism.

I believe that this is one of the most persistent defects, and without massage in the mouth and physical treatment, it is difficult to achieve a positive result.

After a course of massage, the speech therapist (speech pathologist) can begin to perform those exercises that the child did not succeed in (for example, “Fipe”, “Cup”, etc.), that is, we achieve the formation of a “groove” along the midline of the tongue.

The sound /T/ is used as a base. The sound /T/ is pronounced with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.

At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. The teeth are clenched and a sound close to /Ts/ is pronounced, in which the sounds /T/ and /S/ are heard.

Gradually, during the exercises, the sound /S/ is lengthened and then separated. After which the child is explained that this is the correctly pronounced sound /S/.

Setting the sound /S/ from the sound /I/.

This is the method I use most often. The child is asked to perform the “Smile” exercise, then open his mouth slightly and pronounce the sound /I/. At this time, we draw his attention to the position of the tongue (lies in the oral cavity, the tip is behind the lower incisors). We ask the child to pronounce /I/ several times, then, holding the tongue in the same position, pronounce /S/.

With correct articulation sound "S" pronounced as follows: the lips are stretched in a slight smile, the teeth are at some distance from each other.
The tip of the tongue is pressed against the front lower teeth, while the tongue itself is curved, and its sides rest against the molars. The air stream is narrow and strong.
Violations in the pronunciation of this sound can be of three types:
The child replaces the sound “C” with another sound that is easier to articulate;
The sound “S” is completely absent in children’s speech (this phenomenon is called sigmatism);
The child distorts the sound “S”.
Before working on producing the “C” sound, you need to make sure that the child’s articulation apparatus is completely ready to pronounce whistling sounds. Articulation gymnastics is used to prepare it. A set of articulation exercises that are best suited for producing a given sound is selected by a specialist.
After preparation, you can begin sound production. There are several ways:
1. Sound production based on imitation. Sit with your child in front of the mirror and show him the correct articulation of the sound “C”. Make sure your child carefully follows your movements, as the correct pronunciation of the sound depends on this. Let the child open his mouth after you, smile a little, put his tongue out, press the tip of his tongue to his lower teeth and blow a stream of air over his tongue. As a result of the actions taken, the sound “C” will be heard.
2. Sound production based on imitation using game moments. The speech therapist uses special exercises to imitate certain actions, for example: a balloon deflates (s-s-s-s). Moreover, in such simulation exercises, real objects are sometimes used, which further arouse the child’s interest, since he can independently interact with them.
3. Sound production based on reference sounds. The specialist selects those sounds that are reference for the desired sound. For the sound “S” these are the sounds “I” and “F”. Having learned to pronounce support sounds correctly, it will be easier for the child to slightly change their articulation to produce the sound “C”.
4. Mechanical sound production. The specialist, using available means, independently places the child’s articulatory organs in the correct position and asks him to smoothly but forcefully blow out the air. When a child gets the sound “C”, he can pronounce it independently without the help of adults.
As soon as the child learns to pronounce the sound “C” in isolation, you can move on to the next step - sound automation.
To automate the sound “C”, experts use a specially selected series of syllables and words that contain this sound, and various exercises that are interesting for children. Poetry is also widely used. Children love poetry very much, which has a positive effect on the result.

Sound "Z" in terms of the position of the organs of articulation, it is very similar to the sound “C”. The difference is that the sound “Z” is voiced, so when it is pronounced, a voice appears.

The production of this sound begins only after the sound “C” is fully automated and the child pronounces it well both in isolation and in a variety of speech structures, since it is on its basis that the sound “Z” can be easily and best produced. In this regard, the child must understand well the differences in the pronunciation of these sounds. During games to practice the air stream, it is necessary to draw the child’s attention to the fact that it should not be too strong. To help your child better understand the difference between two similar sounds, you can invite him to put his hand on his throat and pronounce both sounds. When pronouncing the sound “Z”, he will feel a characteristic vibration produced by the vocal folds. When the voice is not turned on, we will not detect such vibration.

After the child begins to confidently pronounce the sound “Z,” you need to ask him to make his voice louder and pronounce this sound clearly and distinctly in order to better learn and remember the correct pronunciation of the sound “Z.” This is necessary for the next stage of work - sound automation.

In order to automate this sound, specialists use various games and game exercises based on working with syllables and words, as well as poems that help children in an unobtrusive form to reinforce the correct pronunciation of the sound “Z”. Properly selected and interesting material for children that motivates them to play also helps with this. After all, you must admit that the task of finding from several bright cards with images of familiar objects, an object with the desired sound, will arouse the interest of almost any child. In this regard, sound automation taking place in favorable, natural conditions for children, on the one hand, is very effective, and on the other hand, does not cause difficulties for children.

Sound "Ts" has a position of articulation organs similar to the sounds “S” and “Z”. This sound is considered an affricate, i.e. a sound consisting of two sounds: “T” and “S”. Therefore, when pronouncing it, we hear the sound “T” smoothly turning into the sound “S”. This plays a big role when producing the sound “C”, since to implement it the child must at least pronounce both of these sounds correctly.

When pronouncing the sound “C”, the same strong, explosive air stream is observed as when pronouncing a separate sound “T”, and the whistling tone of this affricate is given by the sound “C”. But a child’s good pronunciation of these sounds does not always guarantee the production of the “C” sound through imitation.

Since the position of the organs of articulation of the sounds “S” and “Ts” is very similar, the sound “Ts” is quite easily placed on the basis of the correctly pronounced sound “S”, but requires additional work with the tip of the tongue, since its movements when pronouncing all the mentioned sounds are very similar. Therefore, it is important to explain to the child the principle of operation of the tip of the tongue when pronouncing each individual letter, for greater clarity, resorting to comparing them.

As soon as the child begins to correctly pronounce the isolated sound “C”, it is necessary to immediately begin to automate it.

Automation of the sound “Ts” can be carried out in different ways, depending on many factors. For each child, the specialist selects his own method, taking into account all the information he has about the child, and which, in his opinion, will give the best result. The more creatively a specialist approaches the choice of ways to automate sound for each baby, the more noticeable the results will be.

To automate the sound “Ts”, various exercises are used with syllables, words and sentences that include the desired sound. Exercises with pictures that depict words with the sound “C” are very interesting for young children and introduce them to the atmosphere of the game, which makes learning easier and faster. The sound “Ts” can be automated with the help of poetry, where there is a clear emphasis on this sound. Automation of sound in texts based on imitation helps to recreate a real speaking situation. Thus, sound automation can be made interesting and exciting for the child. But it is worth remembering that the production and automation of sounds should be carried out by a specialist who can comprehensively assess the child’s speech level and select an individual set of classes and exercises for him.

sound "SH" the organs of articulation should be in the following position: the lips are stretched in a slight half-smile, the mouth is slightly open, the teeth are at a distance of 3-5 mm from each other. The wide base of the tongue is slightly raised to the alveoli or to the edge of the hard palate, but not pressed against it. In the middle, the tongue bends slightly, and its sides rest against the lateral teeth. A stream of warm air flows through this groove, which can be easily felt in the palm of your hand if you bring it to your mouth. The soft palate rests against the back wall of the pharynx and is in an elevated position, thereby closing the passage into the nasal cavity, allowing air to pass through the mouth. When pronouncing the sound “Ш”, the voice should not appear.

Staging the sound “Ш” begins with working out the statics of the sound. The organs of articulation involved must be in the correct position. Only after achieving this goal can you move on to practicing the sound “Ш” in dynamics.

Most often, when pronouncing the sound “Ш”, children make the following mistakes:

incorrect actions with lips;
in the process of pronouncing the sound “Ш” the teeth are clenched;
the tongue is in close contact with the alveoli, as a result of which a stream of air passes through the sagging side edge;
tongue narrows too much;
weak exhalation when pronouncing a sound or passing air into the nasal cavity.

If there are any difficulties, it is necessary to return to the stage of practicing the static sound and assess the degree to which the child is accessible to the position in which his articulatory apparatus should be when pronouncing the sound “Ш”. In most cases, this is where some problems are discovered that need to be corrected in order to return to the stage of working out the sound in dynamics. But sometimes even the static sound is not available to the child; in this case, it is necessary to return to the preparatory stage, namely, to articulation exercises, modifying their complex taking into account the difficulties of the given child.

The sound begins to be automated when the child pronounces it correctly. Automation of the sound “Ш” occurs in the same way as automation of other sounds. That is, the speech therapist, in accordance with the child’s speech characteristics, selects for him a set of exercises and games that, in an accessible form, will help him master the pronunciation of the sound “Ш”. For games and exercises, the specialist uses a variety of visual materials. The specialist works on the sound “Ш” in syllables, words of varying complexity, sentences, achieving absolutely correct pronunciation in all these cases.

During classes on producing the sound “Ш”, the specialist monitors the correct pronunciation of this sound by the children, i.e. checks the position of the organs of articulation involved in pronouncing a given sound (lips, tongue) and the presence of a stream of air passing through the middle of the tongue.

If there are problems in pronunciation, the specialist should once again pronounce the sound “SH” together with the children and practice the correct position of the articulation organs. In this process, you can involve a child who pronounces this sound well.

With correct articulation sound "Zh" rounded lips move forward, teeth are close to each other. The wide tip of the tongue is raised to the alveoli or to the anterior edge of the hard palate, forming a gap through which air passes. The middle part of the tongue drops, while the edges of the tongue are pressed against the lateral teeth. At the same time, the posterior region of the tongue takes on an elevated position and is pulled back. The soft palate is in close contact with the back wall of the pharynx, acting as a barrier that prevents air from passing through the nose, but directs it through the mouth.

The voice is involved in pronouncing the sound “Zh”. When pronounced, the sound “Zh” is very similar to the sound “Sh”. The lips, teeth and tongue are in the same position. It is these facts that allow us to conclude that the sound “Zh” can be placed on the basis of the sound “Sh”, provided that it is pronounced correctly by the child.

First, you need to make sure that the sound “Ш” is sufficiently automated in the child’s speech, and only after that start producing the sound “Zh”. The specialist focuses the child’s attention on pronouncing the sound “SH” and asks him to add his voice to make the sound “Zh”. When producing sound using this method, it is very important to explain to the child the difference in pronouncing the sounds “Sh” and “Zh” and to let the child feel the vibration in his neck that is caused by the vocal cords when accompanied by the sound “Zh”. In order to reinforce the sound “Zh”, various onomatopoeias are usually used (the buzzing of a bee, a beetle). As soon as the child begins to correctly pronounce the isolated sound “Zh,” you need to begin automating it and introducing it into the active dictionary.

Automation of sound must be done in a playful way. These can be specially selected games, activities, exercises, etc. They can last from 15 to 30 minutes, depending on the age of the child. Ideally, this time should pass as least noticeably for the child and as fruitfully as possible for the speech therapist. Under no circumstances should the baby be overtired.

Classes on automating the sound “F” should be based on exercises based on the inclusion of the sound “F” in syllables, words and phrases. Such exercises help to connect the child’s visual, auditory and articulatory control while pronouncing sounds, but at the same time not forget the meaning of the spoken speech structures. In selecting words, the specialist is guided by the principle from simple to complex.

To pronounce correctly sound "Ch" the organs of articulation should be in the following position: the lips are slightly rounded into a tube and slightly extended. The teeth are located at some distance from each other, so they do not close. The tongue, with its tip and back, connects to the upper teeth or alveoli, thereby imperceptibly forming a gap between them. A short stream of air passes through the middle of the tongue. The soft palate is raised and pressed against the back wall of the pharynx, blocking the passage of exhaled air into the nose. The vocal cords are in a relaxed state, they are spread apart, so the voice is not formed.

The sound “Ch” is an affricate and consists of two sounds: “Ть” and “Ш”. If the child pronounces these two sounds correctly, then there should be no difficulties with producing the sound “Ch”.

That is why, to produce the sound “CH”, a specialist can use several methods based on the correct pronunciation of the sounds “TH” and “SH”.

For example, let's look at two methods:

The speech therapist asks the child to very quickly pronounce the combination of sounds “THUGH-THUGH” (the tip of the tongue should touch the base of the upper teeth). Next, you need to gradually begin to move the tip of your tongue back, touching the upper alveoli. At the same time, the lips stretch into a smile.
The specialist asks the child to slowly and then quickly pronounce the sounds “TH” and “SH”, so that it turns out TSH. A wide smile must be present; this is an important factor in correct pronunciation.

After making the sound “Ch” in any way, you need to practice pronouncing this sound in isolation in a playful way. To do this, you can, for example, invite the child to depict a ticking clock “ch-ch-ch” or show how he would calm a noisy child “ch-ch-ch”.

As soon as the child begins to correctly pronounce the sound “Ch” in isolation from other sounds, you can begin to work on its automation.

Automation of the sound “Ch” should also take place in a playful form adapted for the child, i.e. be based on games, tasks and exercises interesting to children. When selecting forms that will be used to automate the sound “Ch,” you need to take into account the age of the child. For each age, certain pictures and toys are selected that have the sound “Ch” in their names. Dramatizations of rhymes, fairy tales, and stories are well suited. Young children remember visual images more easily, so the presence of visual material in such classes will only be beneficial.

When automating the sound “Ch”, the child must pronounce this sound in words and phrases in a somewhat exaggerated manner, i.e. clearly, clearly, emphasizing it intonationally.

When pronounced correctly sound "L" the lips are stretched in a slight smile, the teeth are close to each other, but do not touch. The tip of the tongue rises to the upper alveoli and forms a bridge with them. The back of the tongue rises towards the palate, while all other parts, including the edges, descend towards the lower teeth. The exhaled air passes along the sides of the tongue. Air passes through the mouth thanks to the soft palate, which is raised and pressed against the back of the throat. Sound "L" voiced, i.e. when pronouncing it, the voice is involved. The voice is formed as a result of tension and vibration of the vocal folds.

Let's look at some mistakes that lead to incorrect pronunciation of the sound “L”:

The tongue is pulled too far into the mouth, as a result of which a sound more like “Y” is heard. In this case, the child’s attention should be concentrated on the interdental position of the tongue.
Not a tight bow. The child is invited not only to touch his teeth with his tongue, but to press against them with force.
Incorrect lip position. That is, the replacement of dento-lingual articulation, characteristic of the pronunciation of the sound “L”, with labio-labial or labio-dental articulation. The desired position of the lips is achieved with the help of a specialist who holds them with his hands or a probe.
Incorrect exhalation. It can be forced when a sound similar to “F” is formed, which occurs with the participation of the cheeks. Or it can be nasal, when the sound is similar to “N”. The specialist directs the child’s attention to the soft palate, the exhalation of an air stream through the mouth and its smoothness.

The sound “L” is produced by imitation using a mirror. To begin with, the child needs to be taught to bite the wide tip of the tongue and hold it in place when opening the mouth. Only after the child learns to reproduce this action without errors can you begin to make the sound “L” with an emphasis on the interdental position. Here the specialist again uses a mirror and exercises with syllables that contain the sound “L”. Classes on producing this sound continue until the child begins to clearly and distinctly pronounce the isolated sound “L”.

Once the sound production is completely completed, you can begin to automate it. Automating the sound “L” will give better results if done in a playful way. Audio automation classes don't have to be long and tedious. Depending on the age of the child, the duration of the lesson on automating the sound “L” varies between 15-30 minutes. During a lesson on sound automation, the child must pronounce the sound “L” for a long time and with a motionless tongue. When the tongue is separated from the alveoli, the sound "L" will turn into a vowel sound.

In order to pronounce correctly sound "R" you need to open your mouth slightly (lips and teeth should not be closed) and point the tip of your tongue to the base of your upper teeth. When pronouncing the sound “R”, the tip of the tongue should be tense and vibrate. The middle part of the tongue should take the shape of a spoon (ladle). The sides of the tongue are in contact with the upper molars. A warm and strong stream of air passes through the center of the tongue.

There are several types of violations:

the child does not pronounce the sound “R” at all (this phenomenon is called rhotacism);
the child replaces the sound “R” with another sound (parorotacism). Most often, the child replaces the sound “R” with “L”, “Y”, “Y”, “G”, “V”;
The child distorts the sound “R”.

Experts consider the sound “R” to be the most difficult to produce. Before making the sound “R”, you need to practice several positions that are necessary for its correct pronunciation. The child should be able to open his mouth wide and remain in this position for some time, hold his tongue in the shape of a spoon (bucket), freely raise and lower his tongue, vibrate his tongue, while fixing the side edges in one position.

There are several ways to make the sound “R”.

The sound “R” is placed on the basis of other sounds, for example the sound “D”. The specialist also often uses a combination of the sounds “T” and “D”. When pronouncing a series of these sounds, the child is asked to blow strongly on the tip of the tongue to cause vibration. But this method is not always successful.
The sound “R” is made in 2 stages. To begin with, at the first stage, the child should be taught to pronounce the sound “R” without vibration (fricative). When the goal is achieved, it is recommended to consolidate it in syllables. At the second stage, the sound “P” begins to be practiced with vibration (rolling).

Producing the sound “R” using these and other methods requires a professional approach, since it is very difficult to produce this sound for a child at home and without the use of special mechanical devices and articulatory massage techniques.

You can move on to automating the sound “R” only after the child has learned to clearly pronounce the isolated sound “R”. After this, you can begin to insert this sound into syllables, words and phrases. Work on automating the sound “R” should be built according to the degree of complexity and take place in a playful way, using a variety of games, rhymes, songs, etc. For this purpose, classes are organized with a speech therapist on automating the sound “R”, during which children reinforce the pronunciation of the sound “R” in an understandable and accessible form. For the most successful result, the specialist must organize all classes according to a certain system, so it is not recommended to do this on your own without certain knowledge.

Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism.

The following types of sigmatism are distinguished:

Interdental sigmatism- when pronouncing sounds C and 3, the tip of the tongue is inserted between the front teeth, giving these sounds a hint of lisp.

Dental sigmatism- the tip of the tongue rests against the teeth, blocking the free exit of air through the interdental gap, so that instead of s, s, a dull sound is heard.

Hissing sigmatism- the tip of the tongue rests on the lower gums or is slightly pulled away from them, and the back of the tongue is curved with a hump towards the palate - a distinct, soft, hissing sound is heard, similar to the sound of sh (shabaka - dog).

Labiodental sigmatism- the lower lip is pulled towards the upper incisors. The air stream is dispersed across the entire plane of the back of the tongue, swelling the cheeks, which is why the defect received an additional name: “buccal sigmatism.”

Lateral (lateral) sigmatism occurs in two forms:

2) The back of the tongue with a hump tightly touches the palate, and the exhalation current passes along one or both sides of the mouth near the molars. In both cases, an unpleasant sound like lch is heard. The release of air on one side of the mouth sometimes depends on the collapse of the soft palate on the other side.

In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue cannot be ruled out, which requires a thorough examination of this defect with the participation of a neurologist.

Nasal sigmatism is expressed in the fact that when pronouncing s and z, the root of the tongue rises to the lowered soft palate, which opens a passage into the nasal cavity; the result is a kind of snoring, grunting sound with a nasal tinge to the subsequent vowels.

The softening of the hard sound C, in which the syllables sa, so, su are pronounced as sya, syo, syu (shabaka - dog, nos - nose), is due to excessive elevation of the back of the tongue.

Replacing the sounds C and Сь with any other sound (ш, h, t, x, etc.) is called parasigmatism.

TECHNIQUES FOR PRODUCING WHISTLING FOR DIFFERENT TYPES OF Sigmaticism:

In case of interdental and interdental sigmatism, it is necessary to remove the tip of the tongue behind the lower incisors, for which you can resort to mechanical assistance: with a special probe or the end of a spatula, lightly press on the tip of the flattened (not lumpy!) tongue, lowering it behind the lower teeth. Mechanically holding the tongue in this position, invite the child to pronounce the sound C in isolation several times (make a pump): s... s... s..., then “try” in syllables: sa-sa-sa.

It must be remembered that interdental sigmatisms often require long-term speech therapy work; they stubbornly persist in free speech, even if the sounds S, 3, C are fixed and partially automated. In the absence of control, relapses are often observed.

With hissing sigmatism, it is important to wean the speech pathologist from the habit of retracting the tongue when pronouncing sibilants into the depths of the mouth. For this purpose, we recommend temporarily transferring the child to interdental pronunciation of the sound C in syllables, words and even some phrases. When the tongue is strengthened in this position, move the tip of the tongue behind the lower incisors, which usually happens automatically.

For lateral sigmatism, it is advisable to place the C sound in three steps:

a) interlabial blowing, the tongue is wide, the edges of the tongue reach the corners of the lips;

b) interlabial blowing is replaced by interdental blowing;

c) then the tip of the tongue is gradually moved behind the lower incisors, provided that the child is able to place a wide tongue behind the lower teeth, which can be achieved using a probe or spatula.

With a softened pronunciation of hard C (syabaka, syup, sek), it is advisable to carry out a preliminary differentiation of soft and hard consonants in correctly pronounced syllables: we-mi, va-vya, nu-nu, etc. You can temporarily transfer the child to interdental pronunciation of sibilants in order to ease the tension of the back of the tongue.

When correcting nasal sigmatism, preliminary work is necessary on organizing correct exhalation through the middle of the oral cavity. The exercises are carried out first in the interlabial position so that the exhaled stream is felt at the tip of the tongue. Then the tongue is moved to the interdental position. It is recommended to consolidate the skill of blowing on the tip of the tongue, inserted between the front teeth, in parallel with the general training of oral exhalation: blowing out a candle, blowing pieces of cotton wool, pieces of paper, etc. Clamping the sides of the nose to prevent air leakage through the nose is not effective.

Correction of labiodental (cheek) sigmatism includes two points:

a) exposure of the incisors, for which it is necessary to part the lips (“to the ears”!);

b) holding (with mechanical assistance possible) the lower lip so that it does not pull towards the upper incisors.

The child is taught to place the first phalanx of the index finger on the wide tongue lying behind the lower teeth. The finger is bitten by the incisors: “put the whistle in the mouth.” The mouth smiles from ear to ear, the front teeth are clearly visible up to the fangs. The edges of the tongue (its front part) are shown on both sides of the bitten tongue and reach the corners of the mouth. As soon as the child learns to deftly place the “whistle” in his mouth, he is asked to blow into the “whistle” without removing his finger, without changing the position of his lips, tongue and teeth. The resulting sound C is first fixed in the reverse syllables in this way: after pronouncing a vowel, the child puts his “whistle” finger and adds the sound C. With mechanical help, the sound C is fixed in the syllables a-s, o-s, u-s, e-s, and then in words ending in C (forest, nose, dog, etc.). Straight syllables are also practiced with the finger. The need for mechanical assistance disappears as soon as the correct articulatory pattern and exhalation are reflexively developed.

Normal installation of the organs of articulation when pronouncing the sound “S” and “Z”.

• The tip of the tongue rests on the lower front teeth;
• The lips are in a “smile” position and do not cover the teeth;
• Teeth in a “fence” position;
• The air is blown out forcefully from the middle of the tongue;
• A sharp cold stream is felt on the palm brought to the mouth.
• The voice motor is not working. (When pronouncing the sound "Z" - it works).

Normal installation of the organs of articulation when pronouncing the sound “C”:

• The tip of the tongue rests on the front lower teeth, the tongue is raised and arched.
• The anterior part of the back of the tongue closes with the palate.
• The tongue is spread wide, the lateral edges are tense. At the moment of exhalation, the front part of the back instantly opens with the sky. The tip of the tongue is slightly withdrawn from the lower teeth.
• The lips are stretched into a smile.
• The teeth are closed or brought together when pronouncing a sound. When pronouncing a vowel sound in straight syllables, the teeth open. At the moment the tongue opens with the palate, the air is exhaled with a push.
• The sound C is a consonant, hard, dull.

Preparatory exercises for sounds “S”, “Z”

Exercises to develop air pressure. 1) Having drawn air into your lungs, forcefully blow (and not just exhale) it through your lips extended forward like a “tube”. Control with the palm of your hand, a piece of paper or cotton wool: you feel a sharply beating cold stream, the paper or cotton wool is deflected to the side. Repeat the exercise.

2) Stick out your tongue so that it rests on your lower lip. Place a thin round stick (match) along the tongue to its middle and press to form a groove. Round your lips, but don’t tense them. The teeth are open. Inhaling, forcefully blow out the air, puffing out your cheeks. Control with the palm of your hand, a piece of paper or cotton wool. Repeat the exercise.

3) Do the previous exercise without using a stick.

Lip exercise. Stretch your lips into a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat the exercise.

Exercise. Pronouncing the long sound “S”.

1) Open your mouth. Spread your tongue and rest the tense tip against your lower teeth. Place a round thin stick (or match) along the tip of the tongue so that it presses only the front part of the tongue. The lips are stretched into a smile. Close your teeth as far as the stick allows. Blow the air forcefully evenly, controlling it with the palm of your hand, a piece of paper or cotton wool. A long sound “S - S - S” is heard. Repeat the exercise.

As they grow up, our children expand their vocabulary more and more. Their need to talk is growing every day. Unfortunately, most babies have problems pronouncing certain sounds. Is it possible to teach a baby to pronounce sounds correctly at home or will the help of a speech therapist be needed to eliminate speech defects?

What causes incorrect pronunciation?

The most common mistake adults make when communicating with their child is imitating his speech. We lisp with the little man, often distorting the words. It turns out that our speech drops to the level of a baby. Instead of speaking with young children as best we can, pronouncing all sounds and letters clearly, we deliberately make our speech unclear.

Since the child does not hear the correct speech from you, he will not be able to remember it and repeat it. Therefore, in order for your baby to learn to speak correctly, your speech must be clear and intelligible.

The reason for the incorrect reproduction of individual sounds may be a structural feature of the speech apparatus

• The ligament under the tongue is shorter than it should be, making it difficult to move.
• Normal speech is hampered by the size of the tongue (too small or, on the contrary, too large).
• Very thin or, conversely, plump lips, which makes their articulation difficult.
• Deviations in the structure of the teeth or jaw.
• A defect in the hearing aid that prevents you from hearing certain sounds and, therefore, from pronouncing them correctly.

Parents can easily correct some speech defects on their own. The baby experiences the main difficulties when pronouncing hissing sounds - Zh, Ch, Sh, Shch, the letters P, as well as Z, G, K, L, S and C.

How to help your child pronounce hissing sounds?

Teaching a child to pronounce the letters Zh, Ch, Sh, and Shch is a little easier than, for example, the letter R. Most often, children have a problem with the pronunciation of hissing Zh and Sh. At the same time, the sound Sh is not as annoying to the ear as the incorrectly pronounced Zh .

Usually the problem with hissing occurs because the baby is unable to relax the tongue and stretch it so that the edges touch the upper lateral teeth.

Therefore, the baby needs to be taught a few simple exercises.

1. Let's relax the tongue . Place your tongue on your lower teeth, like a pancake, and tap it with your upper teeth, saying “Ta-ta-ta.” After this, the tongue should lie relaxed. Then you need to slap it with your upper lip and say “Pa-pa-pa.”
2. Lifting the tip of the tongue upward . To complete the task, you need chewing candy or gum (it will be a good motivation for your child). You need him to open his mouth 2-3 cm, spread his tongue over his lower lip, sticking out its tip. Place a piece of candy on it and ask your child to stick it to the roof of his mouth behind his upper teeth. Make sure your baby only uses his tongue and not his jaw.
3. Blow air through the middle of the tongue . Place a small piece of cotton wool on the table. Let the baby smile and position the tongue as in the previous task. The baby’s task is to blow the cotton wool to the other end of the table without puffing out his cheeks. At the same time, he must pronounce something like the letter F.
4. Blowing cotton from your nose . The child opens his mouth slightly, places his tongue so that there is a groove in the middle of it, and the edges almost meet. We place a piece of cotton wool on the nose. The baby should take a deep breath of air through his nose and exhale sharply through his mouth. The cotton wool should fly up.
5. We pronounce the sounds Zh and Sh . Ask the baby to pronounce the syllable SA, the tongue should be behind the teeth at this time. Then you need to move the tongue deeper into your mouth. As we move towards the alveoli, the sound from S turns into Sh. To get the sound Zh, we repeat the exercises, first pronouncing the syllable ZA.
6. More words with Zh and Sh . Remember or come up with rhymes or tongue twisters where the letters Zh and Sh are often found in words. Repeat them with your child several times.
7. We pronounce the letter H . If your baby has increased tongue tone, it will be more difficult for him to cope with the exercise at first. The sound CH consists of TH and Sh. First, the tongue should hit the alveoli, pronouncing TH, and then relax, passing the sound Sh through the slit. These two sounds, first slowly and then faster, should merge into one Ch. After several trainings, the baby will succeed !

Practice your pronunciation with different short rhymes. For example:

• There were jackdaws visiting the wolf cubs,
• There were wolf cubs visiting the jackdaw cubs,
• Now the wolf cubs are making noise like jackdaws,
• And like wolf cubs, the jackdaw cubs are silent.

Learning to pronounce the letter R

The baby begins to pronounce the letter R well only at the age of 5-6 years. If your baby has not yet reached this age, do not panic ahead of time.

There are usually some problems associated with the letter P

• The little man does not make a growling sound at all , it simply falls out of his words. This happens when the letter P is located between vowels. For example, a garage sounds like “ha - already.”
• The baby replaces the sound R with L, Y or Y . It turns out that instead of a rose - “vine”, red - “yzhy”, magpie - “jay”.
• The baby pronounces the sound R, but not the way it should sound in Russian . It either vibrates, like the British, or grates, which is typical for the French.

You can correct deficiencies in pronouncing the letter P by doing some exercises. It’s better to perform them while sitting and keeping your back straight. In this case, the child must see himself in the mirror.

This way he can see how well he completes the task.

• Sail . The child needs to open his mouth wide and lift the tip of his tongue behind his upper teeth. Bend the lower part of the tongue forward slightly and press the edges upward against the molars. You need to repeat this 3 times in a row for 10 seconds.
• horse . You need to press your tongue tightly against the roof of your mouth and then quickly release it. This will produce a sound reminiscent of the clopping of hooves. Repeat the task at least 10-15 times.
• Turkey . Draw an angry turkey with the baby. The child should throw the tongue out of the mouth, pushing it between the teeth. In this case, you need to pronounce sounds similar to “bl-bl”. The task is performed at a slow pace, gradually speeding it up.
• Let's bite our tongue . Stick the end of your tongue out and open your mouth in a smile. Then slowly bite your tongue with your teeth.
• Brushing our teeth . The baby needs to smile widely and move the tip of his tongue along the inner wall of the upper teeth, without moving the lower jaw.
• Who has it longer? Invite your baby to compare who has the longest tongue. Will he be able to reach his chin or the tip of his nose?
• Woodpecker . You need to open your mouth wide and tap your tongue hard on the inside of the gums near the upper teeth. At this time you need to say “d-d-d.”

To prevent your child from getting tired from numerous exercises, take breaks and invite him to roar like a lion. To consolidate the emerging successes, you can additionally learn tongue twisters and words that contain the letter R with your child.

Pronouncing the letters Z, S and C correctly

When a child does not pronounce the letter S, at the same time he cannot pronounce the other whistling letters and syllables - Z, Ts, Зь, Сь. The reason for this is an underdeveloped articulatory apparatus.

Special exercises will also help correct the situation.

1. Get the ball into the goal . The purpose of this task is to learn how to release a long, directed stream of air. Make gates on the table using blocks or other toys. Roll a loose cotton ball. The kid must, with his lips folded into a tube, blow on the ball and drive it into the gate. While performing the exercise, you should not puff out your cheeks, and the blown air should flow in one long stream, without interruption.
2. Song of the tongue . With your mouth slightly open, you need to place your tongue on your lower lip. Then you need to spank with your sponges - “five-five-five” (the tongue sings). The air comes out in a smooth stream without interruption. Then, opening your mouth wide, hold the soft tongue on your lower lip so that it does not curl up. It is necessary that the edges of the tongue touch the corners of the mouth.
3. Pancake . It is important to teach your baby to relax his tongue. To do this, he must smile and place the leading edge of his tongue on his lower lip. The smile should not be tense, and the tongue should only hang slightly from the lip.
4. Brushing our teeth . The exercise is similar to the task for the letter P, only we will brush the lower teeth rather than the upper ones.

The letter Z is paired with the letter C, so its production is done in the same way as the sound C.

The sound T consists of two sounds - T and S, which quickly move from one to another. It is important to teach your baby to separate one sound from another. Ask your baby to say first the long sound “shhhhh”, and then the short “shhhh, tshh, tshh” sound. As a result, the baby will make the sound C.

What about K and G?

The sounds K, G and X belong to the back of the tongue, which implies a high rise of the tongue when pronouncing them. When a child does not pronounce these letters, most often his tongue is simply lazy (with the exception of congenital pathologies that only doctors can correct). To make your tongue work, you need to do exercises.

Slide downhill . Place a cotton ball on your baby's palm. The baby should open his mouth slightly, hold the root of his tongue in a raised position, and lower the tip of it. Then you need to quickly exhale so as to blow the cotton wool from your palm. The sound will be K.

spoon . Ask your baby to say “ta-ta-ta” slowly. Take a teaspoon and gently move your tongue away by pressing on the front of the back of it. Instead of “ta”, the baby will first get “cha”, and then “kya”. Continuing to press on the tongue, catch the moment when the baby produces a clean “ka”. He needs to remember what position his tongue was in at that moment. Don't worry if it doesn't work out right away.

Regardless of the exercises you do with your child to pronounce which letter, after class, repeat with him as many words, rhymes or songs with this letter as possible.

Correct and beautiful speech is the key to success in any endeavor. Listen to your child's conversation and think about whether your speech can become an example for others to follow. If you notice deviations from the norm, you need to contact a speech therapist or try to correct the abnormal sounds yourself. For successful training, many effective methods and universal techniques have been developed that help you quickly achieve the desired result.

1. 1. Start lessons with simple sounds, move on to complex ones gradually (“k”, “g”, “x”, “th”, “l”, “r”).
2. 2. Before starting work, do a speech therapy warm-up for your lips and tongue.
3. 3. Organize activities so that the child enjoys them.
4. 4. Take exercises for making sounds from a speech therapy manual.

Perseverance and patience plus consistent implementation of methodological recommendations will allow you to achieve success in the shortest possible time.

For speech development

Articulation gymnastics - speech therapy warm-up - speech exercises - a set of exercises that improve the mobility of the articulatory apparatus. Gymnastics helps make speech clear; the child should not feel forced.

Repeat the exercises at every opportunity, while training your breathing. Organize breathing exercises in a playful style. Several popular exercises will appeal to your baby and will be extremely useful.

1. 1. “Blow a soap bubble.” You can play in the bathroom, blowing soap bubbles between your palms, or on the street. For this lesson, prepare a soapy solution of shampoo and water.
2. 2. “Blow off the dandelion” (if the dandelion season has not yet arrived, you can blow off fluff or cotton wool from a notebook sheet).
3. 3. “Whose boat will sail further?” Make boats out of paper and put them in a bowl of water. Blow on the boats, competing to see whose can float farthest. Do the exercise for no more than 7 seconds to prevent your child from getting dizzy.
4. 4. “Cheerful Monkey.” Puff out your cheeks and pull your ears, show and hide your tongue, grimace in front of the mirror. Make a serious face and then show the monkey again.
5. 5. “Inflating balloons.” Inflate colorful balloons with your child and place them on the table, then blow them off the table.
6. 6. “Like a snake hisses.” Invite your child to show how a small snake hisses (quietly). How a large snake hisses (medium strength) and a huge one (very strong hiss).

Working on the sound "r"

After warming up, start making sounds. The most problematic sound is the “r” sound; it is trained with special exercises.

1. 1. “Whose teeth shine better”:

• open your mouth and move the tip of your tongue over your teeth from the inside, like brushing;
• show clean teeth in a smile.

Important! There is a smile on the lips, the teeth are visible, the jaw is motionless.

1. 2. “We will paint the house”:

• stretch your lips in a wide smile, open your mouth and lick the palate with the thin tip of your tongue;
• move your tongue back and forth, like a painter’s brush painting a house.

Important! The lips are motionless, the tongue touches the outside of the teeth.

1. 3. “Who will throw the ball further”:

• stretch your lips in a smile;
• stick out your tongue and place its wide front edge on your lower lip. At the same time, pronounce the sound “f” for so long that you can blow the cotton wool onto the opposite edge of the table.

Important! Do not puff out your cheeks, make sure that the child pronounces the sound “f”.

1. 4. “Delicious jam.”

Open your mouth a little and move your tongue across your lips, as if you were licking jam. You can drop a drop of honey or jam on the child’s lips.

Important! Hold the lower jaw with your finger, if it tries to help the tongue, the tongue does not touch the corners of the mouth.

1. 5. "Bird":

• open your mouth, place a wide tongue on your upper lip and move it back and forth along the lip;
• at the same time, without lifting your tongue from your lips, perform stroking movements;
• do the exercise slowly at first, then increase the pace and pronounce bl-bl-bl like a dove.

Important! The tongue licks the lip well, does not fall forward or go to the side.

1. 6. "Musicians":

• open your mouth in a smile, drum the edge of your tongue on the upper alveoli and try to say a sound similar to English D;
• The exercise resembles a drum roll, increase the speed each time.

Important! The tongue strike is clear, like a drum roll, no extraneous sounds except D are heard. When performing the exercise, a strong air stream is formed, the mouth does not close. When performed correctly, a piece of paper brought to the mouth is rejected.

Setting the sound "ts"

The most effective are 2 methods of working on the pronunciation of the sound “ts”.

1. 1. Game form:

• put your finger to your lips and tell the child, “Don't talk so loud. Quiet!" - t-sss; The cat is sleeping on the roof t-sss. Don't wake him up, otherwise he'll eat the mice shhh. Everything around is quiet shhh. Mice, don't make noise shhh;
• the train stops shhh. Don't make noise passengers shhh. Don't rush out shhh. Don't talk so loud shhh.

1. 2. From the delivered sounds.

Bring your child's hand to your lips and pronounce the sound ts. He should feel one touch of the air stream. Now bring his hand to his lips and ask him to make the sound “ts”. He will feel two touches of the air stream. This happens when a sound is pronounced incorrectly. Explain to your child that there should be only one stream of air. Repeat the exercise until the child gets tired.

For the sound "l"

• "Train whistle." Show your tongue and at the same time say - oooh. The train is moving ooooo. Loud, clear ooooh.
• "Clean tongue." Press your tongue between your teeth as if trying to brush. Perform up and down movements. The exercise is like a painter painting a house.
• “Let's play with the horse” (the sound of hooves clattering). A cheerful horse runs, and its hooves sing clop-clop-clop. Run around with your child pretending to be a horse.
• "The tongue is singing." Biting your tongue a little, sing lek-lek-lek. Be silent and lek-lek-lek again. Do two or three approaches.

When stuttering

When working with stuttering, it is important to form smooth speech, develop speech breathing, and perform many exercises in a playful way in conditions that are comfortable for the child.

1. 1. “Merry carousels”. Walk in a circle and say at every step: “We are a funny carousel opa-opa-opa-pa-pa, tatati-tati-tata.”
2. 2. "Funny Chickens." Jump on the right and left legs alternately with the words: “Clap-clap-clap! Oof-iv-af! Up-tap-tap! Tap-tip-rap-rap-tip-tap!”
3. 3. “Let’s play conductor.” Wave your arms rhythmically; the child should chant any words, syllables or vowels.
4. 4. Clap your hands for each vowel sound. If successful, add foot stomping. If your child is unable to clap and stomp at the same time, practice one at a time, then combine. It is important that the child enjoys the exercise, feels comfortable, is not afraid or embarrassed.
5. 5. Invite the child to read a short children’s poem accompanied by any calm music, making sure that the rhythm is maintained. If you successfully read a short poem, choose more complex and longer ones. Offer to recite a familiar poem to the beat of music, a classical or modern melody without words.

For adults

Before starting lessons with your child, pay attention to your speech; if you do not pronounce some sounds clearly enough, practice them with tongue twisters. Sequence of classes:

• read the tongue twister several times;
• try to pronounce, slowly pronouncing all the sounds;
• do not speed up the pace until it is clear and precise;
• Once you achieve positive results, speed up the pace. The main thing is the accurate reproduction of sounds, not speed;
• Say small tongue twisters in one breath, maintain tempo and rhythm.

For clarity of pronunciation

Say clearly and clearly: grass, firewood, bed, river, cancer, fire, bow, knock, bunch, nail, eagle, goat, came, left, came, karateka, pianist, fascist, foreign tourist, eyebrow, carrot, blizzard, carousel , water, game, reached, sole, regiment, mug, girlfriend, plate, squirrel, bed, stand, write, fly, jump, bird.

These words help identify problematic sounds.

Take any poem or text and read it with intonation, clearly pronouncing the sounds. Watch the position of the lower jaw and lips.

There are no fundamental differences when working with children and adults; the techniques and exercises are the same. Check the correctness of the exercises in the mirror.

After a stroke

Speech therapy exercises will help restore speech after a stroke if performed systematically. Repeat each exercise 15-20 times.

1. 1. "Horse". Move your tongue in your mouth to imitate the clicking sound of a horse.
2. 2. "Poisonous snake." Stick your tongue out as far as possible and hiss like a snake.
3. 3. "Wall". Make a grin so that your front teeth are visible. Performs without sound.
4. 4. “The Good Wizard.” Smile without showing your teeth.
5. 5. "Pipe". Show the tip of your tongue, curled into a tube, and blow into it as hard as possible.
6. 6. "Loudspeaker". Make your lips a tube, place your palm on your lips and blow loudly.
7. 7. "Bagel" Curl your lips and sing O-O-O-O-O-O-O.
8. 8. "Pendulum". Stick out your tongue and move it up and down like a pendulum.
9. 9. “Nice palm.” Kiss the palm, smacking loudly (like an air kiss). When performing the exercise, fold your lips into a tube with tension.
10. 10. “Elephant trunk.” Stick out your tongue and try to reach first your nose, then your chin, do not help with your lips.

Regular exercise will help a patient after a stroke restore speech and return to full communication.

Speech therapy classes for children and adults train the articulatory apparatus, increase the clarity of pronunciation, and form correct speech. When making sounds, it is important to perform breathing exercises.