Differentiation and I on writing exercises. Vowel differentiation a i

Sound setting L

l.

l; pictures-symbols, subject pictures.

Setting the sound l in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with game images (an airplane flying in the sky, etc.); at the same time, visual control over the correct articulation, tactile (tactile) sensations are used.

The child is invited to reproduce the articulation pattern of sound, apply the correct air jet, determine the presence / absence of a voice; the result should be a normalized sound.

3. From reference sound:

- “The steamer is buzzing” - the child is invited to hold the tip of the tongue with his front teeth and make a sound s-s-s;
- “Song of a needle” - the child is invited to pronounce a sound a-a-a and at the same time “knock” on the alveoli with the tip of the tongue;
- the child is encouraged to pronounce the sound a-a-a, simultaneously open and close the mouth, biting the tip of the tongue;
- the child is asked to pronounce the sound a-a-a and at the same time touch the upper lip with the tip of the tongue (the technique is used when softening the sound).

Setting the sound R

Purpose: to teach a child to pronounce a normalized sound R.

Equipment: a diagram of the structure of the articulatory apparatus when pronouncing a sound R; probe, spatula; pictures-symbols, subject pictures.

Setting the sound p in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with game images (we start the engine, the tiger growls, etc.); at the same time, visual control over the correct articulation, tactile (tactile) sensations are used
- "Wolf snorts" - FRRR;
- “We are cold” - BRRR;
- "Coachman" - TRRRUU (lips and tongue vibrate).

2. From articulation:

The child is invited to reproduce the articulation pattern of sound, apply the correct air jet, determine the presence / absence of a voice; the result should be a normalized sound;

The child is invited to stick his tongue to the sky with his mouth open, then, without releasing his tongue, blow on it; at the moment of separation of the tongue from the palate, a short vibration of the tip of the tongue is caused by a strong push of the exhaled air stream.

3. From reference sound:

Producing a booming sound R: the child is invited to pronounce the sound for a long time and with open mouth; while the lips are in the position of a smile, a wide tongue behind the upper teeth (as a result, a sound is heard similar to zzh);
- production of one-hit sound R: the child makes a sound and for a long time, on one exhalation and at the same time pushes the tip of the tongue deeper into the oral cavity;
- the child is invited to pronounce the sound sharply with a strong exhalation on the tip of the tongue t, then - d; the result is heard trr, drr(blow on a pencil lying on the table - round, faceted).

4. From reference sound with mechanical assistance:

The child is asked to pronounce the sound R, at this time, with a spatula (probe, finger) placed under the tip of the tongue, make frequent oscillatory movements from side to side (as a result, a rumbling sound is heard);

The child is offered on one exhalation repeatedly in fast pace pronounce a sound with an open mouth d with a more fixed pronunciation of the last sound (a tense, wide tongue “knocks” on the alveoli, so the sound d is not clear); at this time, with a spatula (probe, finger) placed under the tip of the tongue, make frequent oscillatory movements from side to side (as a result, a rumbling sound is heard);

The child is asked to pronounce the sound repeatedly at a fast pace. d or combinations of sounds jj with a parted mouth (tense, wide tongue "knocks" on the alveoli, so the sound d turns out not clear); at this time, gently shake the child by the shoulders or invite him to shake his arms bent at the elbows (from this impact, the tongue begins to tremble itself);

The child is invited to slightly tilt his head forward and pronounce a sound for a long time. and with open mouth; at this time, the speech therapist makes frequent tapping movements along the hyoid mandibular fossa.

5. From the articulation mode with mechanical assistance:

The child is invited to raise the tongue to the sky, stretching the "bridle" to the limit; then, with the thumb and forefinger, firmly press the lateral edges of the tongue to the palate; the middle part of the tongue and the "bridle" should remain free; forcefully exhale air with the inclusion of voice; the tongue "swells" and a sound combination is heard tzh(some children immediately get a combination tr (others)). Repeat the exercise many times, gradually increasing the air pressure.

Production of sonorous sounds(L, R). Collection of exercises.
Author-compiler: Galkovskaya Oksana Yurievna, teacher - speech therapist MBOU
Anzhero-Sudzhensky urban district
"Center for Psychological and Pedagogical Rehabilitation and Correction"

Predisposing factors leading to incorrect pronunciation: shortened hyoid frenulum, weakness of the muscles of the tongue, impaired phonemic hearing.

Violations of the pronunciation of sounds L and L: 1. As a rule, the sound L is replaced by the sound Y (Yena, Kyetka, etc. Sometimes solid sound L is replaced by Y (YAPA instead of LAPA, etc.)
2. The sound L is skipped or replaced with the sound B (occurs quite often), sometimes with U, Y or G.
3. Nasal pronunciation of sound (rare): the tongue touches the back of the soft palate, the air stream passes through the nose. Fuzzy sounds of NG are heard.

It should be specially noted that it is precisely the defective pronunciation of the sound L that often remains for life if this lack of speech is not corrected in time. For example, in a fairly well-known political observer, leading a column on one of the channels, my sensitive ear of a speech therapist immediately caught the absence of a solid L in his speech :).

Sounds R and Rb: The sound R is a consonant, oral, sonorous, trembling, anterior lingual, it can be hard or soft. Appears in a child by 5-6 years.
The sound R is the most complex in education, it requires precise movements. various parts language, its violations are diverse.
Predisposing factors mispronunciation R sound:
- a shortened hyoid frenulum, which limits the upward movement of the tip of the tongue; it is important to cut at the dentist up to 5 years, that is, until the sound P appears in speech, this will prevent the appearance of "burr".
- weakness of the muscles of the tongue;
- inability to perform arbitrary purposeful movements with the tongue;
- violations of phonemic hearing, that is, the inability of the child to distinguish by ear the sounds he replaces in speech.

Violations of the pronunciation of sounds R and Rb: 1. Lack of sound.
2. Replacing the sounds R and Rb with other sounds (pararotacisms), for example, with the sound Y (options: sounds V, G, L, L, S).
3. Throat pronunciation of the sound P (burr) is currently a very common speech defect, which very often remains for life. Throat pronunciation, alas, can be found even among public people speaking to a wide audience. Unfortunately, such a speech defect occurs even among teachers and kindergarten teachers, where, it would seem, pure speech should serve as one of the signs of professionalism. It is very easy for parents to check whether the child pronounces the R sound correctly: just ask the child to open his mouth and pull the sound. If the tip of the uvula remains down, the vibration is generated not by the vibration of the tip of the tongue, but by the small uvula or soft palate. Sometimes a child pronounces a soft sound Pb with the tip of the tongue (Pb is one-beat, the tongue hits the alveoli once), but not a hard one. Of course, the throat pronunciation is considered correct in French, German, but we are talking about the norms of the Russian language. As a rule, the throat pronunciation of the sound R is difficult to correct: the delivered sound is difficult to introduce into the child's own speech, but this is all very individual. Much depends on the individual characteristics of the child and on the attitude of the parents, their interest in corrective work.
4. Lateral pronunciation of the sound P, when the vibration is achieved by vibration of the side of the tongue. Sometimes you can even see how the cheek trembles. Such a defect is not so common, but still occurs.
5. Nasal pronunciation of the sound P (sounding like a combination of NG), the air stream comes out through the nose, and not through the mouth. A fairly rare speech impediment.
In some speech therapy literary sources, a single-hit R, when the tip of the tongue can only make a single hit on the alveoli and is not able to reproduce a rolling sound, is also considered a violation of the pronunciation of the sound R. Probably, this can be argued, since in everyday speech we just use a single-hit R , no one in his speech P specifically stretches R, and very often in a child with erased forms of dysarthria this is the only chance to put the sound P, starting to work on one-hit pronunciation of the sound. Often, after the muscles of the tip of the tongue are strengthened, the child will independently develop a rolling pronunciation of the sound R.

Sounds M and M: The sound M is a consonant, voiced, belongs to the group of sonorous sounds, according to the method of formation of the stop-passing, at the place of formation - labial-labial, that is, lips are actively involved in its formation. It can sound hard and soft. Appears in a child in 1-2 years.

Sounds H and Hb: The sound H is a consonant, voiced, belongs to the group of sonorous sounds, according to the method of formation it is stop-passing, at the place of formation it is prelingual, nasal (the air stream passes through the nose), it can sound hard and soft. Appears in a child in 2-3 years.
Due to obstruction of the nasal cavities or a decrease in the nasopharyngeal cavity, it may sound like an oral D: DE DADO instead of NOT NECESSARY.

Y sound: Sound Y - consonant, sonorous, soft, belongs to the group of sonorous sounds. According to the method of formation - slot, according to the place of formation - middle language. Appears in a child in 2-3 years.

Municipal budgetary educational institution "Ivnyanskaya secondary school№1"

System for working on sonorous sounds

(from work experience).

Prepared by: speech pathologist

Lyutova Svetlana Vladimirovna

Ivnya

Sonorant consonants are called, in the formation of which the voice prevails over the noise. Sonorant consonants are sounds m, n, l, r. The consonant belongs to the same group. th .

Corrective work consists of stages: preparatory stage, staging, automation and differentiation of sound.

For the successful development of correct sound pronunciation in children, it is recommended to practice daily for about 15-20 minutes with preschoolers and 25-30 minutes with younger students. Lessons should start with articulatory gymnastics, exercises for the development of proper speech breathing. Be sure to include exercises and tasks for training visual and auditory perception, memory, logical thinking, sound analysis, exercises and games for practicing intonation and voice modulation, for the development fine motor skills fingers.

In order to develop fine motor skills, you can use special games and exercises, modeling, appliqué, tracing objects along the contour, hatching them, working with coloring books, stringing beads, unconventional finger massage, mosaic folding, etc.

In working with younger students, you can use crossword puzzles, writing syllables, words and short sentences from dictation, games and game tasks: “Determine the place of the sound in the word”, “What letter is lost?”, “Fill in the word”, etc.

Characteristics of sonorous sounds

The sounds [l], [l '], [p], [p '] are called sonorants. According to the place of formation, they are front-lingual. According to the method of formation, the sounds [l], [l '] are stop-passing, and the sounds [p], [p '] are trembling.

When correcting sound pronunciation, it is necessary to take into account the type of violation.

Violations of the pronunciation of sounds L, L "; R, R".

L

Disadvantages of pronunciation of sounds [l], [l '] are called lambdacisms(distortion) or paralambdacisms(substitutions for other sounds).

Lambdacisms:

Pronounced bilabial sonorant sound

Interdental pronunciation

nasal pronunciation

Paralambdacisms:

Among paralambdacisms, there is a replacement of the sound [l] with sounds], [y], [s], [c]. Occasionally there is a replacement with the sound [r] and some others.

R

Disadvantages of pronunciation of sounds [p], [p '] are called rotacisms(distortion) and pararotacisms(replacements).

Rotacisms:

uvular disorder.

Lateral pronunciation.

Cheek pronunciation.

One-hit pronunciation.

- "coachman" pronunciation.

Throat pronunciation.

nasal pronunciation

Pararotacisms:

Among pararotacisms, one can single out the replacement of sounds [p], [p ’] with sounds [l], 0], [s], [c].

By implementing corrective work needs to be taught:

Recognize and distinguish between speech sounds;
- Distinguish between correct and defective pronunciation of sound;
-To carry out auditory and motor speech control over their own pronunciation;
-take the correct articulatory positions necessary for the normal reproduction of sounds in speech.

Before proceeding with the correction of sonorous sounds, an examination of the articulatory apparatus is carried out.

correction of defective pronunciation requires serious preparatory work. First of all, this is the development of speech breathing (slow deep inhalation and prolonged exhalation) and the development of sufficient mobility of the muscles of the articulatory apparatus as a whole. All this is the basic basis that prepares the child's speech apparatus for pronouncing a sound.

Traditionally, there are three ways of staging sounds:
- by imitation;
-With mechanical assistance;
-mixed;

Sound setting L

1 way.

With no sound.

The child is offered to slightly open his mouth and pronounce the combination ya. At the same time, [s] is pronounced briefly, with tension of the organs of articulation. As soon as the child learns the desired pronunciation, the adult asks him to pronounce this combination again, but with the tongue clamped between the teeth. At this moment, the combination [la] is clearly heard. When performing the task, the adult makes sure that the tip of the child's tongue remains between the teeth. You can also put the sound [l] if you ask the child, singing the sound [a], bite the tip of the tongue between the teeth. At this moment, the combination of al.

2 way.

Another way to set the sound is to use [l '] as the base sound. The child is asked to repeat the syllable la several times, then probe No. 4 is inserted so that it is between the hard palate and the middle part of the back of the tongue. Press the probe on the tongue down - to the right or left and ask the child to say the combination la several times. At the moment of pronunciation, the movement of the probe is adjusted until the acoustic effect of the sound [l] is obtained.

3 way.

When correcting the nasal pronunciation of the sound [l], first of all, it is necessary to develop the correct direction of the air stream: it should go through the mouth, and not through the nose.

4 way.

When replacing the sound [l] with the sound], the child is taught to hold the tip of the tongue behind the teeth, firmly pressing it against the upper incisors, lower the middle part of the back of the tongue, and raise the back. In order for the tongue to take this position, the child is asked to stick the tip of the tongue between the front teeth and say long [s] or, with the mouth open, put a round plastic tube on the middle part of the tongue, and lift the tip of the tongue by the upper incisors.

5 way.

When replacing the sound [l] with the sound [y], you need to explain to the child that the lips should not move. To do this, he is offered to look in the mirror at his lips while repeatedly pronouncing the syllable la. Then the adult pronounces this syllable and draws the child's attention to the fact that the lips do not stretch forward, the tongue is visible all the time - it falls from top to bottom.

6 way.

When replacing the sound [l] with the sound [v], it is necessary to slow down the movement of the lower lip. For this, the child is taught to first lower it, exposing the teeth, and hold it in this position for a count of 3 to 5, then raise it to the upper teeth. These movements are repeated several times.

Setting the sound R.

1 way.
Setting "r" from "d".
First of all, try to put the sound "r" in the first way.
The child pronounces the sound "d", pressing the tip of the tongue in front of the alveoli. Show how it's done. Tell your child that the tongue is a sail that fills with the wind. In the future, the child should blow the “wind” into the sail more strongly, so that the wind breaks through the sail and the tongue vibrates. On the palm of the hand held to the mouth, the child should feel this gust of wind escaping. A drrrrr sound appears. The staging process will be more effective if speech therapists use such game techniques as imitation of ambient noises (car engine, aircraft engine, tiger, lion growl, tractor engine, alarm clock, etc.)

Game tricks for this method setting the sound "r":
"Merry rain" (raindrops fall and hit something hard.)
"Song of the crocodile Gena" - sing the syllable for yes, dy, de, and then work with the syllable ra).
"Tank fires" dddddd
"Machine gun scribbles" tddtdtd
"Woodpecker knocks" dddddddd
"Building a house" .t-dt-dtdtdtdt.
“We start the motorcycle” - dddddddddd The motorcycle crackled and drove off, Bon Voyage!
In this case, it is possible to use mechanical action. In the future, we fix in the syllables Dru, dra, dra, dro. We then suggest pronouncing the sound DDDD in a whisper and for a long time rrrrrr, a transition to singing is possible.

2 way.
Setting the sound "r" from "h"
If the child pronounces the sound “z”, touching the tip of the tongue to the lower incisors, you first need to put him “upper lingual” (the tip of the tongue is at the base of the upper incisors). You need to continue to pull the sound "z" to pay attention to this sound, the attention of the child and say that it resembles "the buzzing of a fly that beats against glass", "a magic mosquito". However, mechanical action significantly speeds up the process of setting sounds. Especially in children who cannot reproduce exact movements for a speech therapist.

To set the sound "r" use a ball probe. After a fricative sound is received, the speech therapist inserts a probe or a cleanly washed finger of the child under the lower surface of the anterior part of the tongue and makes quick rhythmic movements from side to side, swinging the tongue. It is necessary to ensure that the exhaled stream is strong. If you use a child's finger, then first you yourself must make movements with his brush (the finger must be absolutely straight, otherwise there will be no significant vibration of the tongue). In the future, he can act independently (still make sure that the finger is straight). The teeth should be in the position of the correct bite, the lips should be in a smile, the mouth should be slightly open just enough so that an object or a finger of the child, which is used to cause the tongue to vibrate, can enter it (the child should hum strongly in voice). In the future, we move on to automation in the syllables ra-ra-ra-ra.

3 way.
Setting the sound "r" on the inhale.
The child must have a full pronunciation of the sound "s". Leaning his tongue to his teeth, the child should pull the sound "c" and feel how the air stream passes between his teeth. Then the sound “s” must be pronounced on a short breath, feeling how the air hits the tip of the tongue with a cold stream. Teeth should be in the position of the correct bite, lips - in a smile.

Tell the child: “First, blow out the air from your mouth and pronounce the sound “s” outward, and then suck in the same air and with it the sound “s” back - inside. As a result, the child will pronounce the sound "s" on the exhale and inhale. Make sure that he does not take a deep breath (chest and shoulders should be lowered) and that he is not out of breath - let him rest.

4 way.
Setting the sound "r" from the interdental position
The position “tongue on the upper lip” and a directed air jet are preliminarily practiced.
Wide edge of the tongue on the upper lip. In this position, the child is asked to blow on the tip of the nose with a buzzing sound similar to "B-B-B".

In addition to the previous position, the speech therapist “plays” with the index finger on the child’s lower lip, as a result of which the air stream acquires a vibrating character. This effect needs to be worked out properly. Older children can be offered independent “performance” with a finger on the lip. Then gradually reduce the duration of the touch of the finger, then removing it, then returning. Achieve a vibrating sound from the slightest touch to the lower lip (something similar to “v-r-r-e-e…” Keeping the same configuration of the tongue, it is easy to move the tongue behind the upper teeth during the developed vibration sound. It is important not to lose tongue shape!

5 way.
Setting the sound "p" from exercise. "Chatterbox"
There is an interesting playful way of setting the sound R from the "Chatterbox" exercise, which is well known to children. The method is available to any novice speech therapist. The child does the exercise "Chatterbox" (or "Turkey"): a protruding wide tongue on the sound "A" performs back and forth movements, sliding across the hard palate. At the moment when the tongue touches the alveoli, a single-beat R is heard. Now it remains to fix this position and proceed to automate the sound “R”. As a rule, very soon a single-beat sound itself turns into a vibrant.

6 way
Setting the sound "r" from the sound "g"
Everything new is well forgotten old. The method of setting the sound "r", actively used 30-40 years ago. All speech therapists love to call the sound “P” with the help of all kinds of vibrations (“motor” and the like). But there are children who are terribly afraid of probes, sticks, nipples, teaspoons and other improvised means. The following method is very good for them: the child pronounces the sound “Ж” (the bee is working, the car is skidding), for a long time, on one exhalation and at the same time pushes the tip of the tongue deeper into the oral cavity. In a second, you can hear a single-strike R. After fixing the isolated pronunciation of this sound, they immediately proceed to pronouncing syllables with the confluence of TR, DR, NR, ZhR. This contributes to the rapid translation of a single-beat P into a state of vibrating sound. The method justifies itself.

7 way
Setting the sound "p" from exercise. "Fungus".
It is performed in 3 steps:
1) stick the tongue to the hard palate ("Fungus")
2) take a deep breath through the nose (tongue in the same position)
3) make a sharp short exhalation through the mouth, directing the air stream to the tongue and connecting the voice.

8 way.
Setting the sound "p" from exercise. "A vacuum cleaner"
The vacuum cleaner is also good for developing the mobility of the tip of the tongue. The bottom line is that with the tip of the tongue behind the alveoli we perform movements FORWARD-BACK (we vacuum) and at the same time we turn on the sound of the vacuum cleaner. When performed correctly, the sound R is heard.

Staging the sound "p" with anomalies in the structure of the speech organs.
If the child has signs of dysarthria, the production of the sound “r” is recommended. mechanically.
With the lower protruding bite (progeny), all the others, except for the mechanical one, can give a too rough sound.
In prognathism, you can use any way of setting the sound "r", but its sounding will probably be more accurate if the tip of the child's tongue is slightly shifted to the upper incisors. The same rule applies when the child has a high palate.
If the child does not have molars (especially the upper ones), you will need to give him the sound "p" from "z". When the teeth grow, the pronunciation can be fixed in any way.
The staging process will be more effective if speech therapists use such game techniques as imitation of ambient noises (car engine, aircraft engine, tiger, lion growl, tractor engine, etc.)

Setting the sound "r".
When setting a soft p, the same technique is used, but with the help of the syllable zi, and later ze, zya, ze, zu. Usually, in case of violations of hard and soft sounds, p is first set to hard, and then soft, but this order is not rigid, it can be arbitrarily changed. Only simultaneous setting is not recommended to avoid bias. The soft sound r is pronounced almost without vibration, in one stroke. To make the consonant sound soft, vowel and should be as closed as possible, offer to extend the lips into a very strong smile and completely close the teeth in the form of a regular bite.

Classes on the production of sound pronunciation should take place according to a certain system, from simple to complex.

Sound setting L; sound automation L; sound production L", sound automation L"; differentiation L-L", differentiation of sounds [l], [l ’] - [c], [c ’].

Statement of sounds R; R sound automation; production of sound R", automation of sound R"; differentiation R-R sounds"; differentiation of sounds L, L" - R, R "

Stages of work:

I. Sound setting:

Performance articulation exercises.

Isolated pronunciation of sounds: "The plane is buzzing", "Steamboat", "Roar of the motor", "Firing machine gun"

II. Automation:

In syllables:

- In direct syllables and syllabic series:

- AT reverse syllables and syllable rows:

- In syllables with confluences and syllabic series:

- Game "Finish the word":

- Say the syllable as many times as: you are old; figures on the sheet; cottons, etc.

- "Add a syllable"

In words:

- At first:

- In the end:

- In the middle:

- Game "Add a word":

- Games "Phone", "Tele graph"

- The game "Remember and repeat"

- Game "Choose a word"

- Look around game

- The game "Name the babies of animals"

- Game "Guess the word":

- Exercise in Education plural nouns

- Selection related words to a noun

3. In offers:

In simple ones:

- In common:

- The game "Make sentences with given words»

- Task "Answer the question":

- in riddles

- In pure words

- in tongue twisters

- In verse

- in stories

L - la-la-la, la-lo-la, la-lu-la, L "- la-la-la, la-li-la, la-lu-la, R - ra-ra-ra, ra -ro-ra, ra-ry-ra; R "- ri-ri-ri, ri-re-ri, rya-ryu-rya ...

L - al-al-al, al-ol-al; ol-ol-ol, ol-al-ol, R - ar-ar-ar, ir-ir-ir, ar-or-ar, R "- ar-ar-ar, ar-or-ar; or-or - yell...

L - kla-clo-klu-kla; sla-slo-slu-sly ... R - tra-tro-trou-try, mouth-mouth-mouth-mouths, rka-rko-rku-rky; R "- three-three-tri-try ...

L - Shko.-.^la,), pi ... (la); L "- Yu ... (la), Ko ... (la); R- but ... (ra), dy ... (ra); R" - Re-re-re - there is a house on th ... (re).

Ra-ra-ra - the game begins ... (ra), Ry-ry-ry - the boy has sha ... (ry) ...

L - varnish, fret, laz; L "- clang, strap, Lyalya, kick, frog; R - cancer, glad, times; R" - rice, reef, Rita ...

L - ball, gave, shaft; L "- distance, shawl, pity, R - bar, steam, blow; R" - king, savage, cracker ...

L - spinning top, shark, bathrobe; L "- omelet, log, knee; R - Ira, headlight, hole; R" - cook, stain, litter ...

L - The bunny didn’t listen to dad - they crushed the bunny ... (paw). L "- Often a redhead goes to the lake to get drunk ... (fox). R - They swim in the aquarium ... (fish).

In the game "Phone" children say words with sound in each other's ear, and in the game "Telegraph" they pronounce words in syllables.

An adult offers the child a series of words that need to be remembered and repeated (first, subject pictures are presented, and then the words are presented by ear).

On the floor are cards with words written on them. Children are invited to collect cards with words in which there is a given letter. Children read what is written on the cards.

Name objects and toys that have a given sound in their names.

At a lion ... (cubs), at a fox ..., at a frog ..., at a sable ..., at a seal ..., at a deer ...

P - (P) ... ysh, care ... (p), (p) ... fish, (p) ... ak ....

Row - ... (rows), beast - ... (animals), door - ... (doors)

Birch - birch, birch, birch, boletus, birch.

L - the elephant fell asleep; L" - Kolya saws, R - Rybak fishes ....

L - Ox was angry, L "Salt was poured into the salt shaker, R - Roma caught a fish

L - What do they eat soup with? - How do they wash their hands? L "- Where does flax grow? R - - Where do cucumbers, peas, parsley and tomatoes grow?

Sound differentiation:

In syllables;

In words;

phrases;

In offers;

In riddles;

In pure words;

In stories.

Violations of the pronunciation of sounds [P] and [P ']

1 . Lack of sound.

2 . Replacing the sounds [P] and [P '] with other sounds (pararotacisms), for example, the sound [Y] (options: sounds [V], [G], [L], [L '], [S]).

3. The throat pronunciation of the sound [R] (burr) is currently a very common speech defect, which very often remains for life. Throat pronunciation, alas, can be found even among public people speaking to a wide audience. Unfortunately, such a speech defect occurs even among teachers and kindergarten teachers, where, it would seem, pure speech should serve as one of the signs of professionalism. It is very easy for parents to check whether the child pronounces the sound [R] correctly: just ask the child to open his mouth and pull the sound. If the tip of the uvula remains down, the vibration is generated not by the vibration of the tip of the tongue, but by the small uvula or soft palate. Sometimes a child pronounces a soft sound [P '] with the tip of the tongue ([P '] is one-hit, the tongue hits the alveoli once), but not a hard one. Of course, throat pronunciation is considered correct in French, German, but we are talking about the norms of the Russian language. As a rule, the throat pronunciation of the sound [Р] is difficult to correct: the delivered sound is difficult to introduce into the child's own speech, but this is all very individual. Much depends on the individual characteristics of the child and on the attitude of the parents, their interest in corrective work.

4 . Lateral pronunciation of the sound [R], when the vibration is achieved by vibration of the side of the tongue. Sometimes you can even see how the cheek trembles. Such a defect is not so common, but still occurs.

5 . The nasal pronunciation of the sound [P] (sounding like a combination of NG), the air stream comes out through the nose, and not through the mouth. A fairly rare speech impediment.

In some speech therapy literary sources, a single-hit [P], when the tip of the tongue can only make a single hit on the alveoli and is not able to reproduce a rolling sound, is also considered a violation of the pronunciation of the sound [P]. Probably, this can be argued, since in everyday speech we just use a single-strike [P], no one in his speech [P] specifically STRETCHES, and very often in a child with erased forms of dysarthria this is the only chance to put the sound [P], starting to work on the one-hit pronunciation of the sound. Often, after the muscles of the tip of the tongue are strengthened, the child independently develops a rolling pronunciation of the sound [Р].

Violations of the pronunciation of sounds [L] and [L ']

1 . As a rule, the sound [L '] is replaced by the sound [Y] (Yena, Kyetka, etc. Sometimes the solid sound [L] is replaced by [Y] (YAPA instead of LAPA, etc.)

2 . The sound [L] is skipped or replaced with the sound [B] (occurs quite often), sometimes with [U], [S] or [G].

3. Nasal pronunciation of sound (rare): the tongue touches the back of the soft palate, the air stream passes through the nose. Fuzzy sounds of NG are heard.

It should be especially noted that it is precisely the defective pronunciation of the sound [L] that often remains for life if this lack of speech is not corrected in time.

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Slides captions:

Sonora L L  R R L L  R R Cheremnykh N.S. teacher speech therapist

Sonorant sounds - noise practically does not participate in the formation. Their main distinguishing feature is that they are not stunned under any circumstances. In the formation of sonorous sounds, the tone of voice, created by the vibration of the vocal cords, predominates over the noise. These include the sounds: R, R ', L, L ', N, N ', M, M ', Y. As in the formation of all consonants, in the formation of sonants there is an obstacle in the path of the air stream. However, the force of friction of the jet against the closed organs of speech in this case is minimal, the sound finds a relatively free exit to the outside.

Statement (p, p ): (association-tiger, tiger cub) mechanical method - tongue on the tubercles, we create vibration with the help of a probe (on exhalation) from reference sounds(t, d, combinations tzh, j, dz, tz) - exaggerated and frequent pronunciation on exhalation on the show (demonstration of the correct sound pattern, air stream)

Statement l (association - the plane is buzzing) From reference sounds (Y, A) - pronounce the vowel and bite the tip of the tongue As shown Mechanically (hold the tip of the tongue up - upper teeth)

Statement l  (association - frog) On display Mechanically (tip of the tongue on the tubercles)

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