Articulatory mode of sound A set of exercises that develops the correct articulation pattern of sounds sh
Sound articulation C.
Articulation of sound C
The lips are stretched, slightly pressed to the teeth. There is a small gap between the incisors. The tip of the tongue is lowered, pressed against inner surface lower incisors. The front of the back of the tongue is lowered, the middle is raised, the back is lowered. Tongue in the "slide" or "bridge" position. The lateral edges of the tongue are pressed against the upper molars. The front part of the back of the tongue forms a gap with alveoli, in the middle of the tongue there is a groove that directs the exhaled air stream in the center. The soft palate is raised (C - mouth sound). vocal folds
open (C - dull sound).
About staging the C sound here.
Sound articulation Z
Sound articulation Z
Exactly the same as when pronouncing the sound C. The only difference is that the voice
the folds are closed (З - ringing sound).
Articulation of the sound SH
Articulation of the sound SH
The middle part of the back of the tongue is more elevated, the groove collapses, the anterior part of the back of the tongue is more curved.
Articulation of sound Zb
Articulation of sound Zb
Exactly the same as when pronouncing the sound S. The only difference is that the vocal folds close (3b - ringing sound).
Articulation of sound C
The lips are slightly tense and stretched. A small gap between the incisors, the tip of the tongue
Articulation of sound C
pressed against the lower incisors. At the first moment of articulation, the front part of the back of the tongue is raised and closes with the anterior edge of the hard palate. At the second moment of articulation, it descends, forming a gap with the palate. The middle part of the back of the tongue is raised, the back is lowered. The lateral edges of the tongue are pressed against the upper molars. The soft palate is raised (C - oral sound). The vocal folds are open (C - dull sound).
On the production of whistling sounds. Defects in the pronunciation of whistling sounds are called sigmatism.
Types of sigmatism
1. Lip-tooth sigmatism. The lower lip approaches the upper incisors. (S, C resembles F, Z - C) Predisposing factors of labio-tooth sigmatism: prognathia, hypotrophy of the muscles of the tip of the tongue in dysarthria.
2. Interdental sigmatism. When pronouncing a sound, the tip of the tongue protrudes between the teeth. It makes a raspy sound. Predisposing factors for interdental sigmatism: anterior open bite, flaccid tongue, prognathism, weakness of the muscles of the tip of the tongue in dysarthria, missing front teeth, adenoids, excessively large or long tongue, weakness of the circular muscle of the mouth.
3. Lip sigmatism. When pronouncing a sound, the tip of the tongue near the teeth at the level of the gap between the teeth produces not a whistling, but a dull noise (the sound resembles T or D). Predisposing factors for dental sigmatism are the same as for interdental sigmatism.
4. Lateral sigmatism. The lateral edges do not touch the upper molars, a gap is formed on the side through which part of the air stream leaves. Lateral sigmatism can be unilateral or bilateral. Predisposing factors of lateral sigmatism: lateral open bite, long narrow tongue, paresis of the lateral edges of the tongue in dysarthria.
5. Nasal sigmatism. The soft palate does not close tightly with the back wall of the pharynx. Part of the air passes through the nose. Predisposing factors of nasal sigmatism: paresis of the soft palate, clefts.
6. Hissing pronunciation of whistling sounds. Mechanism: the tip of the tongue is pulled inward oral cavity, the back of the tongue is raised, the groove is not formed. Predisposing factors: increased muscle tone of the tongue with dysarthria, with open organic rhinolalia.
parasigmatism
If the sounds С and Сь, З, Зб, Ц are replaced by other sounds, then such a violation is called whistling parasigmatism. Sound substitutions are a phonemic defect, i.e. they show imperfection phonemic perception. When correcting, this is very important to consider.
The sound C is most often replaced by Ф, СЬ, Ш, Т, З.
The sound З is most often replaced by В, Зб, С, Д, Ш, Zh.
The sound C is most often replaced by C, T, C, T, W.
On the production of whistling sounds.
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A set of exercises
for the development of articulation patterns
sounds[ sh ], [ and ], [ h ], [ sch ].
Organs of articulation.
When pronouncing [ sh] the lips are rounded and slightly drawn forward before the subsequent vowel [ a] rounding is minimal, before [ s] ([and]) there may or may not be rounding. The teeth are close together, but not in contact, the distance between them is 2-5 mm, the upper and lower incisors are visible. The wide tip of the tongue is raised to the alveoli or forms a gap with them. The middle part of the back is lowered (the recess in the middle forms, as it were, the bottom of the "cup"). The lateral edges of the tongue are pressed against the upper molars and do not let the outgoing air flow through the sides. The air jet is warm, easily felt with the back of the hand brought to the mouth.
When forming [ and] the same articulation. The exhaled stream of air is somewhat weaker, and the gap between the tip of the tongue and the hard palate is smaller than when [ sh].
When pronouncing [ sch] the lips are rounded and slightly pushed forward, the wide tip of the tongue is raised to the level of the upper teeth (lower than when pronouncing [ sh]). The front part of the back of the tongue sags somewhat, the middle part rises to the hard palate. The jet of air passes through two slits: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth.
When pronouncing [ h] the lips are rounded and elongated, the tip of the tongue is lowered and touches the lower incisors. The front of the back is pressed against the upper incisors.
"Pie".
The mouth is open. Lips in a smile. The tongue is out. The lateral edges of the shovel-shaped tongue rise up, a depression forms along the middle longitudinal line of the tongue. Hold the tongue in this position under the count from 1 to 5-10.
"Shovel", "Pancake", "Pancake".
The mouth is open. Lips in a smile. Put the wide front edge of the tongue on the lower lip and hold it in this position for a count of 1 to 5-10.
"Swing".
The wide tip of the tongue touches the upper incisors, then the lower ones from the inside.
"Painter".
Purpose: to develop the movement of the tongue up.
The mouth is open. Lips in a smile. With a wide tip of the tongue, stroke the palate, making movements of the tongue back and forth (from the teeth to the throat and back).
"Fungus".
Purpose: to strengthen the muscles of the tongue, to develop an upward movement of the tongue, to stretch the hyoid frenulum.
The mouth is open. Lips in a smile. Press the wide tongue with the entire plane against the palate (the tongue sticks) and hold in this position under the count from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its leg.
"Harmonic".
Purpose: to strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.
The mouth is open. Lips in a smile. Press a wide tongue against the palate (the tongue sticks and, without lowering the tongue, open and close the mouth.
"Delicious jam"
Purpose: to strengthen the muscles of the tongue, develop the mobility of the tongue, develop a rise in the wide front of the tongue.
The mouth is open. Lips in a smile. Lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow.
"Cup", "Ladle".
Purpose: to strengthen the muscles of the tongue, develop a rise in the lateral edges and the tip of the tongue.
The mouth is open. Lips in a smile. The tongue is out. The lateral edges and the tip of the tongue are raised, the middle part of the back of the tongue is lowered, bending down.
"Focus".
Purpose: to develop the ability to hold the lateral edges and the tip of the tongue in a raised state, to teach to direct the air stream in the middle of the tongue.
The mouth is open. Lips in a smile. The tongue is out. The lateral edges and the tip of the tongue are raised, the middle part of the back of the tongue bends down.
"Fence".
The teeth are closed. Lips in a smile. The upper and lower incisors are visible.
Practicing pronunciation[ t" ] – [ sch ].
Before setting [ h] it is useful to exercise in alternate pronunciation of sounds [ t"] and [ sch]. this contributes to the rapid switching of the language from one position to another, which is necessary for pronouncing [ h]. At first, sounds are pronounced slowly, then the tempo accelerates. Make sure children don't say thousand or tesch.
"Slide".
Purpose: to develop a rise in the anterior-middle part of the back of the tongue.
The mouth is open. Lips in a smile. The wide tip of the tongue rests on the lower incisors, and the anterior-middle part of its back first rises until it touches the upper incisors, then falls.
Alexandra Nazaruk
Correct arrangement of organs of articulation
Organs of articulation. The lips are open and take the position of the next vowel sound, the distance between the teeth is 4-5 mm. The tip of the tongue rises to the base of the upper teeth. It is tense and vibrates in the passing air stream. The anterior middle part of the back of the tongue flexes. The back of the tongue is pushed back and slightly rises to the soft palate. The lateral edges of the tongue are pressed against the upper molars, the gloto-expiratory jet passes in the middle. The soft palate is raised and closes the passage to the nose, the vocal folds vibrate, producing a voice.
The soft sound p differs from the hard one in that when it articulation the middle part of the back of the tongue rises to the hard palate (approximately, as with the vowel and, the tip of the tongue is slightly lower than with p, the back of the back of the tongue, together with the root, is advanced forward.
Organs of articulation. With l, the lips are neutral and take the position of the next vowel. The distance between the upper and lower incisors is 2-4 mm. The tip of the tongue is raised and pressed against the base of the upper incisors (but can take a lower position). The anterior middle part of the back of the tongue is lowered, the root part is raised along direction to the soft palate and is pulled back, a spoon-shaped depression forms in the middle. The lateral edges of the tongue are lowered, an exhaled stream of air passes through them, weak, as when pronouncing all voiced consonants. The soft palate is raised and closes the passage to the nose. The vocal folds vibrate to produce voice. Articulation soft l" differs from the hard one in that the lips are somewhat pulled to the sides when it is pronounced (which is typical of soft consonants). The anteromedial part of the back of the tongue rises along direction to the hard palate and moves forward somewhat, the back of the back of the tongue, together with the root, is significantly advanced forward and lowered
Sounds C, Z.
When pronouncing a sound, the lips are slightly stretched into a smile, the front teeth are visible. Before labialized vowels, the lips are rounded, the teeth are brought together to a distance of 1-2 mm. The tip of the tongue rests on the lower incisors, the front of the back of the tongue is curved. Its lateral edges are pressed against the molars. With such way of life a narrow passage (round slot) between the tip of the tongue and the front upper teeth. A groove forms along the tongue along its midline. A strong stream of exhaled air, passing through this gap, causes a whistling noise. The narrower the slot, the higher the noise, the wider the slot, the lower the noise, turning into "lisping"(the sound is pronounced with "whispering"). The soft palate is raised and closes the passage to the nasal cavity; the vocal folds are open and do not produce a voice. When pronouncing a soft s "lips stretch more than with s, and tense up. The anterior-middle part of the back rises higher to the hard palate and moves forward somewhat direction of the alveoli, resulting in even more narrowing, and the noise becomes higher.
At articulation z and z" in addition to the paired deaf ones, a voice is added and the pressure of the air stream weakens.
The lips are neutral and take the position of the next vowel. Distance between teeth. - 1-2 mm. The sound is characterized by a complex lingual articulation: it starts with a closing element (as with w, while the tip of the tongue is lowered and touches the lower teeth. The front part of the back of the tongue rises to the upper teeth or alveoli, with which it makes a bow. Its lateral edges are pressed against the molars; the sound ends with a slotted element ( as in s, which is very short, the soft palate is raised and closes the passage to the nose, the vocal folds are open, the sound is muffled, the exhaled stream of air is strong.
When pronouncing the sound sh, the lips are extended forward and rounded (in front of a - rounding is minimal, before s (and) there may or may not be rounding). The distance between the teeth is greater than with whistling - 4-5 mm. The tip of the tongue is raised direction to the beginning of the hard palate or alveoli, the middle part of the back of the tongue bends, and the back rises along direction to the soft palate and is drawn to the wall of the pharynx. The lateral edges of the tongue are pressed against the upper molars; the palatine curtain is raised and closes the passage to the nose. The vocal folds are open; a strong expiratory stream of air passes through two cracks: between the back of the tongue and the soft palate, and between the tip of the tongue and the hard palate. This produces a complex noise, lower than when pronouncing whistling, resembling a hiss.
When a voiced is formed, the same articulation, as in the formation of sound w; it is supplemented by the work of closed and oscillating vocal folds that produce the voice. The exhaled stream of air is somewhat weaker and the gap between the tip of the tongue and the hard palate is smaller than during the formation of w.
When pronouncing the sound h, the lips, as with all hissing sounds, are elongated and rounded. The distance between the teeth is 1–2 mm. The sound has a complex lingual articulation: it starts with a stop element (as with the sound t). The tip of the tongue is lowered and touches the lower incisors. The front part of the back of the tongue is pressed against the upper incisors or alveoli. Its middle part is curved towards the hard palate. The whole language is somewhat moving forward. The sound ends with a slotted element (as with u, which sounds short. The soft palate is raised and closes the passage to the nose, the vocal folds are open, the sound is muffled.
The sound u in Russian is pronounced as a long soft fricative hissing, which is characterized by the following arrangement of organs of articulation: lips, as with sh, are extended forward and rounded, the tip of the tongue is raised to the level of the upper teeth (lower than at w). The front part of the back of the tongue bends somewhat, the middle part rises to the hard palate, the back part is lowered and moved forward; the palatine curtain is raised, the vocal folds are open. A strong stream of exhaled air passes through two cracks: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth or alveoli. A complex noise is formed, higher than with w.
When pronouncing the sound k, the lips are neutral and take the position of the next vowel. The distance between the upper and lower incisors is up to 5 mm. The tip of the tongue is lowered and touches the lower incisors, the front and middle parts of the back of the tongue are lowered, the back part closes with the palate. The place of the junction of the tongue with the palate changes with different phonetic conditions: when ka it is on the border of the hard and soft palate, when combined with labialized vowels o and y, the bow is lower (with soft palate). The lateral edges of the tongue are pressed against the posterior upper teeth. The soft palate is raised and closes the passage to the nasal cavity. The vocal folds are open. The exhaled jet explodes the bond between the tongue and the palate, resulting in a characteristic noise.
At articulation d participation of the vocal folds is added, the force of exhalation and tension are weakened organs of articulation compared to.
At articulation sound x, in contrast to k, the back of the back of the tongue does not completely merge with it bong: a gap is created along the midline of the tongue, passing through which the exhaled air produces noise.
When pronouncing soft k ', g "x", the tongue moves forward and makes a bow with the palate (and for x" - gap). The middle part of the back of the tongue approaches the hard palate. the front of (as in the case of solid k, r, x) omitted. The tip of the tongue is somewhat closer to the lower teeth, but does not touch them. The lips are somewhat stretched and open the teeth.
Organs of articulation. To make a sound l needed enough hard work various parts of the articulatory apparatus: the lips are neutral and take a position in; depending on the next vowel; the distance between the upper and lower incisors is 2-4 mm; the tip of the tongue rises and presses against the bases of the upper incisors (but may also occupy a lower position); the front and middle parts of the back of the tongue descend, its root part rises and is pulled back, a spoon-shaped depression forms in the middle; the lateral edges of the tongue are lowered and let the outgoing air stream pass; the exhaled stream of air is weak; the soft palate is raised and closes the passage to the nose; vocal cords vibrate to produce voice.
The articulation of soft l "is different from the articulation of hard l the fact that the lips, when pronounced, are somewhat pulled to the sides (which is characteristic of soft consonants). The anterior-middle part of the back of the tongue rises towards the hard palate and moves forward somewhat, the back of the back of the tongue, together with the root, is significantly advanced and lowered.
The following exercises contribute to the development of the necessary movements of the tongue.
"Punish the naughty tongue."
"Shovel", "Pancake", "Pancake".
"Swing-1".
Target:
The mouth is open. Lips in a smile. Put a wide tongue on the outside on the upper lip, then on the lower. Tuck the tip of the tongue as much as possible. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, the lower jaw does not move.
"Swing-1".
Target: develop the ability to quickly change the position of the tongue, develop the mobility and flexibility of the tip of the tongue, the accuracy of its movements.
The mouth is open. Lips in a smile. Insert a wide tongue between the upper lip and upper teeth, then between the lower lip and lower teeth. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.
"Swing-2".
Target: develop the ability to quickly change the position of the tongue, develop the flexibility and accuracy of the movements of the tip of the tongue.
The mouth is open. Lips in a smile. Put the wide tongue behind the lower teeth on the inside, then lift the wide tongue behind the upper teeth on the inside. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, the lower jaw does not move.
"Delicious jam"
"Click the tip of your tongue."
Target: strengthen the tip of the tongue, develop a lift of the tongue.
The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and tear off with a click. At first, perform the movements slowly, gradually speed up the pace. Make sure that the lower jaw does not move, the lips do not stretch over the teeth, the tip of the tongue does not tuck inward.
"Soundless click with the tip of the tongue."
Target: develop upward movement of the tongue, strengthen the muscles of the tongue, develop the accuracy of the movements of the tip of the tongue.
The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and silently tear it off. Do the exercise first slow pace, then in swift. Make sure that the lower jaw and lips do not move. The tip of the tongue should not curl inward and should not protrude from the mouth.
Target: develop the rise of the tongue, develop the flexibility and mobility of its front part. The mouth is open. Lips in a smile. With the wide edge of the tongue in front of it, move back and forth along the upper lip, trying not to tear the tongue from the lip, slightly bend the tip, as if stroking the lip. First make slow movements, then speed up the pace and add voice until sounds are heard bl-bl. Make sure that the tongue does not narrow (the tongue should lick the upper lip, and not move forward), that the upper lip does not stretch over the teeth, the lower jaw does not move.
10. "Gorka", "The kitty is angry."
Target: strengthen the muscles of the tongue, develop a rise in the back and root of the tongue.
The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue curves upwards, then levels out. Make sure that the tip of the tongue does not come off the alveoli, the lips and lower jaw remain motionless.
11. Exercises in pronouncing the sound k (d).
Target: strengthen the muscles of the tongue, develop a lift of the tongue. Options:
a) The mouth is open. Lips in a smile. The tip of the tongue is pubescent and pulled back. Make a sound slowly to, trying to keep the bent tongue in the upper position as long as possible. Make sure that the lower jaw and lips are motionless;
b) The same, but pronounce the sound d.
12. "Coil".
Target: strengthen the muscles of the tongue, develop the rise of the back and root of the tongue, their mobility.
The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue arches, the tongue “rolls out” forward and retracts into the depths of the mouth. Make sure that the tip of the tongue does not come off the alveoli, the lips and lower jaw are motionless.
13. "Steamboat".
Target: develop a rise in the back and root of the tongue, strengthen the muscles of the tongue.
The mouth is open. Lips in a smile. The wide tip of the tongue is lowered and pulled back, the back of the tongue is curved towards the palate. Pronounce a sound for a long time s("as the ship hums"). Make sure that the tip of the tongue does not rise and is in the depths of the mouth, the back arches well, the sound s did not go to and, lips and lower jaw were motionless.
1. Sigmatisms of hissing sounds
Characteristics of sounds w, w, h, u and their articulation
To identify the main (basic) sound among the hissers, it is necessary to get acquainted with the characteristics of each sound and compare them (see the figure on the back flyleaf).
All sounds of this group according to the place of formation anterior lingual, by way of education slotted,
with the exception of h, which is occlusive-slotted, i.e., during its articulation, the anterior part of the back of the tongue first closes with the alveoli, and then a gap forms between them.
Sound articulation and sh having a voice.
Articulation of sounds sch and h different from the articulation of sound sh additional rise of the middle part of the back of the tongue to the palate.
Thus, for the hissing sounds w, w, u, h, the articulation of the sound w is the main one, which means that it will be basic for this group.
If the sound sh is pronounced correctly, then:
By adding the rise of the middle part of the back of the tongue, we get sch;
Adding a rise in the middle part of the back of the tongue and a bow in front of the gap, we get h.
Therefore, sound disturbances w, w, h are the same as those sh. To get acquainted with the main violations of hissing sounds and how to correct them, let's turn to Table 2 "Violations of the sound w and their corrections."
Sound Disturbances and Their Corrections
I. Correct articulation of soundsh
Interdental.
Teeth: teeth are close together, but not in contact, the distance between them is 2-3 mm; upper and lower incisors are visible.
The tip of the tongue is wide, raised to the alveoli or the anterior part of the hard palate and forms a gap with them;
The front part of the back of the tongue is wide, raised to the palate behind the alveoli (resembles the shape of the front edge of the scoop), but does not touch it, but forms a gap with them;
The middle part of the back of the tongue is lowered, bending towards the bottom (the recess in the middle forms, as it were, the bottom of the bucket);
The back of the back of the tongue is raised and pulled back (resembles the back of a ladle);
The lateral edges are pressed against the upper molars (they resemble the lateral edges of a bucket in shape) and do not let the outgoing air flow through the sides.
The air jet is strong, wide, warm, easily felt with the back of the hand raised to the mouth.
Sound disturbances: with proper articulation, a hiss-like noise is produced; if the position of the organs of articulation is incorrect, the sound sh is distorted or replaced by another sound.
Predisposing factors: various disorders in the structure or movements of the organs of the articulatory apparatus.
Preparatory stage. In the absence of sound w, work begins with the formation of the correct articulation of sound; produced:
The ability to slightly push forward rounded lips;
Elevation of the wide front edge of the tongue to the tubercles behind the upper molars;
A long air stream running in the middle of the tongue.
Sound staging. Using the technique of imitation and at the same time paying the child's attention to the correct position of the organs of the articulatory apparatus, they achieve correct pronunciation sound w.
Side.
Lips: One of the corners of the mouth may be slightly lowered and pulled back.
Teeth: There may be a slight displacement of the lower jaw to the right or left.
Tip of the tongue:
a) raised up and rests against the roots of the upper incisors;
b) lowered by the lower incisors;
Anterior back of tongue:
a) forms a link with the alveoli;
b) the left (right) half forms a bridge with the alveoli, the right (left) half is lowered;
The middle part of the back of the tongue:
a) rises to the palate and forms a bow with them;
b) the left (right) half is arched, closed with the palate, the right (left) half is lowered;
The back of the back of the tongue:
a) raised;
b) the left (right) is raised, the right (left) is lowered;
Side edges:
a) omitted;
b) the left (right) edge of the tongue is lowered.
The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.
Air jet:
a) comes out on both edges of the tongue;
b) goes sideways to the right (left)
Sound disturbances: squelching sound.
Predisposing factors:
Lateral open bite;
Weakness of the muscles of one side of the tongue.
Preparatory stage. There are exercises for:
Strengthening the lateral edges of the tongue;
Uniform lifting of both halves of the tip and front of the back of the tongue up;
Development of an air stream going in the middle of the tongue;
Sounds are being practiced t and With.
Sound staging. Using mechanical assistance (a flat, narrow, slightly curved handle from a teaspoon), they raise a wide tongue by the upper teeth, move it back - to the tubercles (the edges of the spoon are approximately at the level of the fourth incisors), ask the child to lightly clamp the spoon with his teeth and for a long time pronounce the sound with (the front teeth are always visible).
Sound Automation.
Sound differentiation
Nasal.
Teeth: open.
The tip of the tongue is lowered down and pulled deep into the mouth;
The front part of the back of the tongue is lowered down, pulled deep into the mouth, does not form a gap with the palate;
The middle part of the back of the tongue is pulled back;
The back of the back of the tongue is raised up; connects with the soft palate;
The side edges are omitted.
The soft palate is down.
The air stream goes through the nasal cavity.
Sound disturbances: the sound is replaced by snoring (in the nose) or a sound like a deep x with a nasal tint.
Predisposing factors: excessive tension in the back of the back of the tongue.
Preparatory stage. Skills are developed:
Hold a wide spread tongue on the upper lip;
Direct the air stream to the wide tip of the tongue raised on the upper lip (blow off the cotton wool from the tip of the nose);
Distinguish sounds by ear sh with nasal and oral pronunciation;
Sounds are being practiced t and With.
Sound staging. The child is offered:
With the mouth open, for a long time, without a voice, pronounce the sound p and with the tip of the handle of a teaspoon brought to the hyoid frenulum, stop the vibration of the front of the tongue - a hiss will be heard. After single repetitions, a hiss can be induced by barely bringing the spoon to the hyoid frenulum; then you can remove the spoon and, bringing your teeth together, achieve the correct sounding sh.
- if there is no sound p, then they put the sound sh from the sound c with mechanical help.
Sound Automation
Sound differentiation. With sigmatisms, work on sound ends with the stage of automation, since in all these cases there is no replacement of the phoneme w with another phoneme.
2. Parasigmatisms.
2.1.Labo-tooth.
Lips: in a neutral position.
Teeth: Lower teeth not visible, upper teeth slightly exposed.
The tip of the tongue is lowered, slightly pulled back from the lower incisors;
The front part of the back of the tongue is lowered and slightly pushed back;
The middle part of the back of the tongue rises and is slightly pulled back;
The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.
The air jet is narrower and colder.
Sound disturbances: the sound sh is replaced by the sound f (hat - “fapka”, car - “muffin”, shower “duff”).
Predisposing factors: prognathia, lethargy of the anterior part of the back of the tongue, impaired phonemic hearing.
Preparatory stage. The child is taught to compare and distinguish by ear sh-f sounds using symbols. There are exercises for:
Practicing movements of the lower lip up and down,
Lifting the wide front edge of the tongue up.
Sound staging. They put the sound w by imitation, using visual control: the child watches in front of the mirror so that the lower lip is motionless, exposing the lower incisors (you can hold the lip with your finger placed in the dimple under it). You can also put the sound w from s with mechanical help, drawing the child's attention to the correct position of the organs of the articulatory apparatus.
Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.
Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-f.
2.2. Tooth.
Lips: in a neutral position.
Teeth: Slightly open.
The tip of the tongue closes with the alveoli behind the upper teeth;
The anterior part of the back of the tongue is closed with the alveoli;
The middle part of the back of the tongue is lowered, the groove is not formed;
The back of the back of the tongue becomes more convex;
The lateral edges are adjacent to the upper molars.
The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.
The air jet is jerky.
Sound disturbances: the sound sh is replaced by the sound t (hat - “slipper”, car - “matina”, shower - “dut”).
Predisposing factors: closed bite, hearing loss, impaired phonemic hearing.
Preparatory stage.
Skills are developed:
Compare and distinguish by ear the sounds of sh-t, using pictures-symbols,
Distinguish, on the basis of tactile sensations, the sounds of sh-t along the air stream (with w - long, with t - jerky).
Exercises are carried out to develop:
Long, directed air jet;
The positions of the wide front edge of the tongue at the tubercles behind the upper incisors,
The sound is being processed.
Sound staging. Using visual control for correct articulation, as well as tactile sensations, they achieve the correct pronunciation of the sound sh.
Sound Automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.
Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound w and the substitute sound: sh-t.
2.3. Hissing.
Lips: Rounded and slightly pushed forward.
Teeth: open, visible tops of the incisors.
The tip of the tongue is lowered down and moves back from the incisors or rests on the lower gums;
The front of the back of the tongue is tense;
The middle part of the back of the tongue is tense, arched, the groove is not formed;
The back of the back of the tongue is raised;
The lateral edges are lowered, do not close with the molars.
The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.
The air stream spreads over the entire surface of the tongue.
Sound disturbances: the sound is similar to the sound of a soft sh (hat - “hat”, car - “machine”, shower - “shower”).
Predisposing factors: progeny, hearing loss, impaired phonemic hearing.
Preparatory stage. The child is taught to compare and distinguish by ear the sounds sh-sh, using pictures-symbols. Skills are developed:
Raise the wide front edge of the tongue to the tubercles behind the upper incisors;
Alternate movements of the wide tip of the tongue from the base of the upper incisors to the front of the hard palate (back and forth).
Sound setting. The child is invited to pronounce the sound s for a long time. At the same time, with the handle of a teaspoon, brought under the front of the tongue (across), lift the tongue up and slightly push it back until the sound sh is clearly heard.
Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.
Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-sh.
2.4 Whistling.
Lips: stretched without tension, as if smiling slightly.
Teeth: brought together by 1-2 mm.
The tip of the tongue is wide, lies at the base of the lower incisors, without touching their tops;
The anterior part of the back of the tongue is wide, raised, towards the alveoli and in the middle forms a gap in the form of a groove with them;
The middle part of the back of the tongue is lowered, in the middle of it a longitudinal groove is formed;
The back of the back of the tongue is slightly raised;
The lateral edges fit snugly against the inside of the upper molars, blocking the passage of the air stream on the sides.
The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.
The air stream is narrow, cold, goes along the midline of the tongue.
Sound disturbances: the sound sh is replaced by the sound c (hat-"sapka", car-"masina", shower-"dus").
Predisposing factors: hearing loss, impaired phonemic hearing.
Preparatory stage.
The child is taught to compare and distinguish by ear the sounds of s-sh using pictures-symbols; the child is allowed to feel the difference in the outgoing air stream when the teacher pronounces the sounds c and w (with c - a cold stream, with w - warm).
Practice movements:
Wide tongue up, to the front of the hard palate;
Achieve a clear alternation of movements of a wide tongue, now for the lower, then for the upper teeth;
Alternating movements of the lips: stretching into a smile, pushing closed forward.
Sound setting. Using the technique of imitation, while paying attention to correct articulation, achieve the correct pronunciation of the sound sh.
Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.
Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-s.
Correction of sounds w, w, h, u various types violations
Lack of sounds w, w, h, u
Sound sh
Preparatory stage. Starting work on hissing sounds, you need to check if the child can lift the tip of the tongue by the upper teeth and can make the tongue wide (flatten it). If these movements make it difficult for the child, they are worked out.
To form the ability to keep the tongue wide, freely spread, the child is offered to put it on the lower lip, then lightly slap his lips, as if pronouncing the sound combinations py, py, py.
Then they bring up the ability to bend a wide tongue up in the form of a spoon. To do this, it is best, slightly sticking out a wide tongue, to show how its front edge can be pressed against the upper lip. If the child’s movement fails, the teacher puts the handle of a teaspoon under the tip of the tongue and, lifting it, presses it to the upper lip.
Having mastered the movement, the child can repeat it with his mouth wide open, gradually moving his tongue behind his upper teeth. You need to keep your tongue in your mouth on weight, without touching the tip to the palate.
Sound staging. After the child learns to spread his tongue and bend it up, the teacher suggests to him: “Open your mouth a little, lift your wide tongue by the upper teeth, like me. Now blow on your tongue. Do you hear how the wind roars? (Air, passing through a small gap between the front edge of the tongue and the palate, forms a noise resembling a hissing sound.)
It happens that a child blows with the sound x, then the jet dissipates, the sound is fuzzy, distorted. In this case, he needs to say: "Blow on the tip of the tongue with the sound c." Working out right sound w requires repeated repetition and the use of various images (the wind makes a noise, a goose hisses, air comes out of a burst balloon, etc.).
The game form of explanation in combination with the show quickly focuses the attention of the child. Gradually, under the control of the educator, he begins to perform the required movements (bring his teeth together and slightly push his lips forward) and correctly pronounce the sound sh.
It must be remembered that when putting a sound, you should never call it to a child, so as not to cause him to habitually mispronounce it.
Sound automation. The teacher draws objects in the child's notebook, in the names of which the sound sh is
At the beginning of the word: naughty, overcoat, tire, spikes, dog rose, awl, chocolate, neck, fur coat, skimmer, puck, chess, mongrel, shampoo, hat, seam, wardrobe, helmet, boat, hat, sleepers, twine, barbell, bayonet;
In the middle: mouse, car, galoshes, wallet, porridge, ears, bag, fluff, jug, target, hood, peg, millet, collar, earflaps, tower, cat, cherries, pebbles, reel, pillow, cracker, bump, tub , club, gun;
At the end: a shower, a mouse, a ladle, ink, a baby, a lily of the valley, a hut, reeds, a pebble, keys. The child calls these words.
After automating the sound w in words, the teacher, together with the child, comes up with sentences and, under his dictation, writes to him in a notebook, for example: Naughty people were noisy and naughty. A hat and a fur coat - that's our Mishutka. Natasha sews a helmet. Misha takes a long step. Masha has hairpins in her jewelry box.
Sound w
After automating the sound w in words, you can put the sound w. At first, the child is given the opportunity to feel the vibration of the vocal cords when pronouncing the sound g. The teacher puts the back of his hand to his neck in front. Next, the adult, together with the child, pronounces the sound sh and adds a voice. With one hand, the child feels the vibration of the vocal cords at the teacher, with the other - at himself. isolated sound they are fixed with the help of onomatopoeia (imitation of the buzzing of a beetle, bee, bumblebee, etc.).
For audio automation Well in words, the teacher draws pictures in the child's notebook, in the names of which he is
Start: Toad, Stinger, Jacket, Belly, Vest, Animal, Acorn, Beetle, Yolk, Pearl, Jelly, Token,
In the middle: pajamas, blackberry, puddle, cuff, knives, floors, puddles, snakes, eggplant, dagger, lawn, hacksaw, jacket, snowflake, boot, flag, hedgehog, rain, clothes, scissors, snowdrop.
Words ending in zh are not taken, as in this position it is stunned and sounds like sh.
With the words worked out, sentences are made up and written down under the corresponding picture, for example: The toad lived in a puddle. The beetle is buzzing. Zhenya had live snakes. Jeanne has jelly for dinner.
Sound h
The sound h can be put from the sound t: with the tip of the tongue raised up, it is moved further inward from the upper incisors. The teacher shows on himself where the tongue is and how far it moves back. When the child accurately copies the movements, you need to push his lips forward (by pressing on his cheeks) at the time when he will say t-t-t-t-t. The result is the sound h. The child should be praised (“You are right, you said well, repeat again”). We can say that this sound resembles the chirping of a grasshopper (“It jumps high in the grass, just like your tongue jumps behind your upper teeth. You hear h - jumped, again h - jumped”).
If it is not possible to put the sound h by imitation, its correct sound can be achieved by the continuous pronunciation of the sound combination tsh, first at a slow, then at a fast pace.
Delivered sound automate in the words in which it is
At the end: night, daughter, oven, ray, sword, crying, key, kalach, pugach, tractor, ball, owl;
In the middle: barrel, dot, daughter, stove, match, kidney, bump, pack, birdie, mast, glasses, brush, butterfly, fishing rod, pipe, twig, knot, bundle, tank, cloud, pile, head of cabbage, boy, donut , cookies, swing;
And only then at the beginning (if the sound is not fixed in the previous positions, at the beginning of the word, two sounds can be heard instead of h: tsh): tea, check, stocking, turban, shuttle, cap, seagull, kettle, cast iron, stuffed animal, suitcase, Chippolino , clock, garlic, lentils.
Together with the child, the teacher comes up with and writes down sentences with words for hours. For example: The boy has a pipe and a duck. Tanechka, don't cry, the ball won't sink. Olga was swinging on a swing, and the bird was swinging on a twig. The girl is drinking tea with cookies.
Sound u
The sound u often appears automatically after the sounds sh, zh, h are delivered. To call u, the child needs to be shown that if we pronounce the sound sh, we move the tongue forward, closer to the teeth, the sound u will be heard.
Given the relationship in the movements of the muscles of the lips and tongue, you can ask the child to stretch his lips into a smile when pronouncing w for a long time; at this time, the tongue moves forward and the sound u is heard. The resulting sound is fixed through onomatopoeia (“Show how the fried eggs hiss in a frying pan ... What sound does the brush make when things are cleaned with it”, etc.).
For automation sound u in words draw pictures in the names of which it is located:
At the beginning of the word: cabbage soup, shield, gap, pike, cheeks, puppy, goldfinch, sorrel, chips, brush, bristle, heck, tongs;
In the middle: things, ticks, Kashchei, a box, a predator, a square, vegetables, a shaft, a rod;
At the end: bream, tick, ivy, raincoat.
At the request of the teacher, the child comes up with sentences with learned words. For example: Comrades pulled out a pike and a bream. Petya, bring the pincers, we'll pull out the nail.
(Additional material for audio automationsch see p. 218.)
Questions.
Why is the sh sound basic in the group of hissing sounds?
What types of sigmatism of hissing sounds do you know?
What types of parasigaatism of hissing sounds do you know?
What is the difference between working on preparatory stage with sigmatisms of hissing sounds from the same work with parasigmatisms of hissing sounds?
What stage and why does the work end with sigmatisms and parasigmatisms of hissing sounds? Give specific examples.
What is the main way of staging the sound sh?
What are the features of the manifestation of the interdental pronunciation of the sound sh and its correction?
What are the features of the manifestation of the lateral pronunciation of the sound sh and its correction?
What are the features of the manifestation of the nasal pronunciation of the sound sh and its correction?
How is the automation of the delivered sound carried out? Give examples of hissing sounds.
In what sequence are the sounds in the group of hissing?
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