Sound Automation Sequence. The initial stages of sound automation

From a physiological point of view, the stage of sound automation is the consolidation of conditioned reflex speech-motor connections on various speech material. The delivered sound is still very fragile, the conditioned reflex connection without reinforcement can quickly collapse. To automate sound means to introduce it into syllables, words, sentences, coherent speech. In children with defects in sound pronunciation, stereotypes of incorrect pronunciation of words, sentences, etc. are fixed. The automation of sound requires the active use of the process of internal inhibition, the ability to differentiate between correct and incorrect articulation patterns. It is carried out according to the principle from easy to difficult, from simple to complex.

First of all, the inclusion of sound in syllables. A syllable is a simpler speech unit than a word.

In addition, syllables are meaningless; therefore, the child does not have stereotypes of pronunciation of syllables, which facilitates their automation.

Automation of fricative sounds begins with direct open syllables, then continues in reverse and closed syllables. When fixing stop sounds and affricates, the sequence is different: first, automation in reverse syllables, then in direct open ones. Later, the pronunciation of sound in syllables with a confluence of consonants is practiced!

At THIS "" Stage, a large place is occupied by the work on imitation of syllables with a practiced sound: first, syllables without

confluences, then - with a confluence of consonants. For example, when automating sound With it is suggested to repeat the syllables: sa, sy,so, su, se, ace, mustache, ys, os, es, vye, sol, howls, osk and etc.

Exercises for the pronunciation of syllables with stress transfer are offered: sasa, sasa.

Automation in words is first carried out based on syllables (sa - garden). At the initial stages, the pronunciation of words in which this sound is at the beginning of the word is consolidated, then words in which the sound is at the end and middle of the word. At first, the sound is automated in words with a simple sound-syllabic structure, then in words with a confluence of consonants.

At the next stage, the sound is automated in phrases, pure phrases, sentences, coherent speech. Initially, sentences are offered with a moderate inclusion of sound, then automation is carried out on speech material saturated with this sound.

In an auxiliary school, the stage of automation of sounds is very long, which is due to the psychophysiological characteristics of mentally retarded children.

At this stage, work is also carried out on complex forms of sound analysis and synthesis, on the formation of the ability to isolate a sound from a word, determine its place in relation to other sounds (after which sound, before which sound). This work contributes to the efficiency of the automation process. The ability to clearly and quickly determine the sound structure of a word is necessary for the correct and rapid flow of the automation stage. Automation of sounds is very difficult for mentally retarded children, also because they have a poor idea of ​​the place of sound in a word. And if the child does not clearly imagine the place of the sound in the word, then he cannot prepare the articulatory organs in time for the correct pronunciation of the sound (under conditions of its correction), especially when the sound is in the middle or end of the word.

In the process of automating sounds, work is carried out on the prosodic side of speech: on stress when automating sounds in syllables and words, on logical stress in the process of automating sounds in sentences, on intonation when fixing the pronunciation of sound in a sentence, coherent speech.

Along with the development of the phonetic-phonemic side of speech, at the stage of automation of sounds, the vocabulary is enriched, it is systematized, the grammar is formed.

the logical structure of speech (see the section "Correction of violations of the lexical and grammatical side of speech"). This work is closely connected with the lessons of the Russian language.

A feature of the automation stage in the auxiliary school is the careful planning of lessons, the distribution of topics. The system of lessons on the automation of sounds provides for a gradual complication of tasks and speech material.

For example, at the stage of sound automation With in syllables and words, the following topics are provided for classes (Grade 1):

Sound automation With in direct open syllables: sa,sy, se, so, su.

Sound automation With in reverse syllables: ace, os, ys,is, mustache and etc.

Sound automation With in closed syllables (sound at the beginning of a syllable): sol, sot, sak and etc.

Sound automation With in closed syllables (sound at the end of a syllable): los, tos, kos and etc.

Sound automation With in syllables with a confluence of consonants: sta, ska, ist, ost, usk and etc.

Automation of sound with in simple monosyllabic words (sound at the beginning of a word): garden, cheese, juice, bough, dry and etc.

Sound automation With in simple monosyllabic words (sound at the end of a word): forest, fox, weight, nose.

Sound automation With in monosyllabic words with a confluence of consonants: flock, table, chair, leaf, eats, bush, bridge.

Automation of sound with in simple two-syllable words (sound at the beginning of a word): sleigh, wet, dry and etc.

Sound automation With in simple two-syllable words (sound in the middle, end of a word): wasp, braids, scales, oats and etc.

Sound automation With in two-syllable words with a confluence of consonants: bag, beetroot, glass, flock, helmet and etc.

Sound automation With in three-syllable words without a consonant confluence: boots, crackers, plane and etc.

Sound automation With in trisyllabic words with consonant confluence: bench, steps, cabbage and etc.

Similarly, the automation of sound with in four-syllable words is carried out.

Stage of differentiation of speech sounds

The stage of differentiation of speech sounds is an obligatory stage in the correction of violations of sound pronunciation in an auxiliary school. This is due to the features

symptoms of sound pronunciation disorders in mentally retarded children. It is known that in a mass school, differentiation of sounds is carried out only when sounds are replaced in oral speech. And in the auxiliary school, the stage of sound differentiation is carried out even when the sound is distorted. This is due to the underdevelopment of speech-auditory differentiation of speech sounds, which leads to a large number of substitutions in writing mentally retarded children.

Work on the differentiation of sounds is carried out in the following areas: the development of auditory differentiation, the consolidation of pronunciation differentiation, the formation of phonemic analysis and synthesis.

It is especially important to differentiate phonetically close sounds: hard and soft, voiced and deaf, whistling and hissing, affricates and the sounds included in their composition, which are most often violated in mentally retarded children. The following sequence of differentiation of sounds is defined: b-p, d - t, g - k, s - s, w-w, s - w, s - g, c - s, h - t, h - shch.

In the process of developing the differentiation of sounds, tasks are offered to imitate syllables, for example, when differentiating s - s: sa- per- sa, za-sa-sa k etc. An effective method of work is to determine the phonetic correctness of a word. Children are offered words and asemantic sound combinations that differ in phonetically similar sounds. (ring - ring, swallow - swallow etc.).

Speech therapy work on the differentiation of specific pairs of mixed sounds includes two stages: 1) a preliminary stage of work on each of the mixed sounds, 2) the stage of auditory and pronunciation differentiation of mixed sounds.

At the first stage, the pronunciation and auditory image of each of the mixed sounds is successively specified. The work is carried out according to the following plan: a) clarifying the articulation of sound based on visual, auditory, tactile perception, kinesthetic sensations, b) highlighting sound against the background of a syllable, word, determining the place of the sound being worked out.

In the second stage, the specific mixed sounds are compared in pronunciation and auditory terms. A great place is given to the development of phonemic analysis and synthesis.

A specific methodology of work is presented in the sections "Development phonemic perception", "Development of phonemic analysis and synthesis".

Features of correcting pronunciation disordersdifferent groups of sounds

The answer to this question was given by Academician I.P. Pavlov, who studied conditioned reflex connections that are formed not only in animals (“Pavlov’s dogs”), but also in the human cerebral cortex. Any automated movement of the muscles (that of the arms and legs, that of the tongue and lips) is first performed with the participation of consciousness (transfer weight to one leg, bend the other at the knee, push it forward ...), repeated repetition of the same movement allows you to perform this movement unconsciously, without spending a lot of energy on it. This is called "dynamic stereotype", "automatism".

Violation of sound pronunciation (phonetic violation) can manifest itself both in the omission of a sound (“uka”), and in its replacement with another, often simpler, sound (“bow”). In the first case, sound automation is somewhat easier - because. some conditioned reflex connections are missing in the cerebral cortex, they just need to be created. In the case of distorted pronunciation or sound replacement, conditional connections already exist, and they need to be slowed down, while reinforcing a new dynamic stereotype of correct pronunciation. Therefore, automation takes longer.

Sound staging and automation are the basis corrective work at , and .

In the process of automation, the sound sequentially goes through several stages, and in no case should this sequence be violated. If the pronunciation of the sound in words on slow pace, with possible clues - the child will definitely not be able to pronounce either a rhyme or a tongue twister. In mild cases (physiological age-related dyslalia), each stage can take 3-5 minutes: “growled”, uttered 5 syllables, 5 words for each combination said - you can tell poetry right away. BUT - all these syllables and words are still pronounced, the adult is convinced that in all possible combinations the sound is obtained, all stages are present.

Sound Automation Sequence.

1. Isolated sound automation.

2. Automation of sound in syllables.

7. Automation of sound in independent speech.

1. Automation of isolated sound.

First, the sound must be fixed in isolation, i.e. separately from all other sounds (because in the flow of speech, sounds are mutually influenced - compare the pronunciation of the sound C in the words "cheese" and "bag"). Both during staging and at the initial stages of automation, additional analyzers are necessarily used - visual, tactile ... “For the formation of new speech connections, the most effective analyzers in this case are used. It is not uncommon for children with normal hearing to mispronounce certain sounds because they cannot distinguish them by ear. Then, at first, they mainly use the visual analyzer, i.e. show the child the articulation of sound and at the same time pronounce the sound. Thus, on the basis of visual stimuli, which the child had little or no use in speech before, new, correct visual-motor and related auditory-speech reflexes are formed ”(M.E. Khvattsev“ Speech therapy: work with preschoolers). we sit in front of the mirror so that the child sees the face of an adult and his own face, and we control the correctness of articulation. Of course, you need to automate sound in isolation in game form: How does a snake hiss? And whose snake hisses longer - yours or mine? SHSHSHSHSH. It is not enough just to pronounce the sound for the baby to repeat it correctly to us - in some cases it is necessary to explain in detail how to put the organs of articulation for a particular sound, in other cases it is better to use analogies (“make a fence out of teeth”), or we imitate hand movements (up or down, wide or narrow tongue). And for some time it is necessary to remind the child with the same gestures and words (which are called “irritants”) how to pronounce this difficult sound.

“The more complex the dynamic stereotype (word, sound), the more difficult it is to assimilate. When it has been assimilated, the action of one of its stimuli is sufficient for it to re-emerge completely. The old, unreinforced stereotype is held in the cerebral cortex for some time, then gradually gives way to a new, reinforced one.

So, if the sound Ш was evoked by such stimuli as the educator pronouncing this sound, showing articulation in front of a mirror, and imitating the movement of the tongue with his hand, then subsequently only such a movement of the hand is enough for the child to pronounce this sound. But when one of the group of new stimuli of the stereotype is not applied for some time, and then it is tried again, then the old stereotype arises. Thus, different dynamic stereotypes (correct and wrong words and sounds) seem to be layered one on top of the other and mutually compete. Therefore, to consolidate a new word or sound, systematic training is required ”(M.E. Khvattsev “Speech therapy: working with preschoolers”). That is why speech therapists insist on doing homework every day - this is how the human brain works.

2. Automation of sound in syllables.

After the child freely performs the necessary articulation movements, and the sound is obtained correctly, we proceed to automation in syllables. Considering that the syllable does not make any sense for the child, figure out in advance how to captivate him with this business - combining two sounds into one.

Automation in syllables can be started both with direct (consonant + vowel) and reverse (vowel + consonant) syllables. This will depend on what sound is introduced into speech, on the method of staging and on the capabilities of the child.

It should be borne in mind that the vowels O and U give the adjacent consonant an additional labialization (rounding). Therefore, first they work out syllables like SA, SE, SY, and only then CO and SU. By the way, hard consonants are worked out in syllables with vowels A, E, Y, O, U, and soft ones - in the syllables СЯ, SE, SI, СЁ, СУ. But syllables with a confluence of consonants (SHKA, PSHA ...) or they don’t work out separately at all, because. there is enough automation in words, or (in the case of general underdevelopment speech) syllables with confluence are worked out after words with open syllables.

7. Automation of sound in independent speech.

Independent speech is the final stage of automation. Here, too, some rules must be observed.

For some time, the child cannot think about two things at the same time - what to say and how to say. He runs home and begins to excitedly talk about some event. The event, of course, is more important than any sounds there. It is difficult enough to force the child to turn on self-control over sounds in such a situation. And even if you succeed - believe me, you will spoil the baby all the joy of communication. Therefore, it is better to first consider as an independent speech only the slightly artificial situations created by you: “Tell me, what happened in the kindergarten?”. And if there was nothing particularly emotionally significant for the child, he will calmly begin to answer your leading questions, and you can slowly correct his pronunciation. At first, only the parent will follow the sound pronunciation - he develops the so-called. “Watch reflex”, when an adult learns to follow two things at once: keep up the conversation and note all pronunciation errors. In order for the child to learn to use a new correct sound, after each error, give the child a word sample and insist on the correct repetition of the word. “Mom, buy me a mask” - “MashShShinku” - “Yes, maShShShinku” - “Well done!”. Usually, after about two weeks, the child begins to track where it sounded wrong and corrects himself. Then adults are required to reinforce the new stereotype with approval and praise. It is believed that the entire automation of a new sound - from syllables to independent speech - as a replacement for one habit with another, takes an average of 35-45 days. Please note that these terms apply only to Dyslalia, with more serious disorders (dysarthria, rhinolalia) the timing of automation usually increases, in addition, with more complex disorders, the automation of sounds has its own characteristics (speech with movements, proper breathing ...).

Regardless of the stage, there are a few things to keep in mind:

The sound, syllable, word, rhyme is first shown by an adult, and only then the child pronounces. Ideally, the child should not make mistakes even once at the stage of sound automation - so that the old stereotype does not interfere with the consolidation of the new one. Therefore, a lot of attention is required from an adult in order to have time to show or suggest the correct sound before the child. “When teaching pronunciation, it is necessary to ensure that the conditioned stimulus (pronouncing or showing articulation by the teacher) precedes the pronunciation of the sound by the child. Otherwise, when we correct what has already been said incorrectly, the old incorrect connections are further consolidated and delay the appearance of right sound. Prolonged use of such a vicious technique can turn a positive stimulus into an inhibitory one: the child gets tired of the teacher's annoying corrections, and he refuses to pronounce the required sound. If a mistake is made, one has to use such a technique ”(M.E. Khvattsev“ Speech therapy: work with preschoolers ”).

It is imperative to consolidate a new sound not only in the speech therapist's classes, but also at home, in the process homework, and if possible in kindergarten (if you have competent, understanding teachers in kindergarten, ask them to follow your baby's speech, select poems for the holidays, taking into account the child's speech capabilities). If a preschooler uses a new sound only in class, then the so-called “cabinet speech syndrome” is formed, when during the lesson all sounds are pronounced perfectly, and as soon as the baby goes beyond the threshold, it’s as if he had never learned anything! That is, a stereotype has formed - “ in the office I speak well, but in life I’m used to it. ”

Watch the quality of the presented material - there should not be two oppositional sounds in the words. For example, if we automate the sound P, which the child previously pronounced as L, in no case should there be words where both of these sounds occur simultaneously: role, mirror ... Almost any pair of sounds can turn out to be “conflicting” sounds: С - Ш, С - X, S - C, S - T, S - SC, S - H, S - Z. Therefore, a separate selection must be made for each child. If such a word or phrase comes across, do not insist on the correct pronunciation of both sounds. Oppositional sounds will need to be differentiated, and there are special techniques for this.

At first, you need to pronounce a new sound somewhat exaggeratedly (a little longer, stronger than other sounds). This is necessary in order for the auditory analyzer to fix the new sound as a sample, and later, when the new sound “aligns” with the others, it compares its sound with the sample. Do not be afraid that the new sound is so "loud" - this is temporary, in the flow of speech, the organs of articulation will be forced to evenly distribute efforts to all sounds.

- “I.P. Pavlov found that in a state of hunger, fatigue, strong emotions, inhibition sharply weakens and excitation increases. In this state, in children, if new speech stereotypes are not yet automated, the old ones reappear (burr, lisp, stuttering). In such cases, it is necessary to support new speech reflexes with prompts, reminders, etc. speech therapy classes under such a condition, the child cannot be carried out.

In speech therapy classes, and in the automation of sounds, the motivation of the child is very important, i.e. how important it is for him, whether he himself needs it and why. Of course, sometimes there are wonderful children who themselves ask their parents to go to a speech therapist. But this unique cases. More often, the initiative comes from parents - it is WE who understand why it is necessary to speak correctly, but the baby is still unknown, his life is already good. Without proper motivation, speech therapy classes can stretch for an indefinite period. ”, and“ you want to study well at school \ read poetry at a holiday \ be an adult ... ”and many other options that are right for your child. Therefore, the attitude of others, not only mothers and fathers, to the child's activities is very important. In these cases, other stimuli often help, one way or another connected with this sound, for example, a reminder of the need to speak correctly, the setting of others on the child’s clear speech, their exactingness regarding pronunciation, and finally, setting the child himself to a certain interlocutor.

At first, you need to support new sounds by all means, and not allow the baby to pronounce them without reinforcement and control. In this regard, homework that is not supervised by elders is a great danger. Even if a child goes to school and reads himself, he should not be allowed to read the words “from a sheet” himself, an adult needs to read the word to him, after which the child can repeat it. In the same way, it is necessary for an adult to listen and monitor the correct pronunciation. Sometimes this rule also applies to adults involved - they also need a "listener".

Many thanks to Badertdinova Gulnaz Yunusovna, speech therapist MBDOU"CRR" Kindergarten No. 89 Republic of Tatarstan from Nizhnekamsk, which
Helped with vocabulary building.

Problems with pronunciation of sounds in children in preschool age are quite common, and the number of such sounds can reach 7 or more. One of the questions that novice specialists ask themselves is: “What sounds should a speech therapist start working with?”

With what sounds is it better to start working with a speech therapist

Improving the quality of pronunciation, it is recommended to start with the sounds of early ontogenesis, which children in most cases begin to pronounce before the age of three. They are those sounds, the articulation of which is the simplest. In addition, these sounds are reference for staging more complex sounds. Examples of such sounds are:

Vowel sounds: "A", "U", "I", "O", "E", "Y".
Consonant sounds: "B-P", "V-F", "D-T", "G-K", "M", "N", "X".

Work on the supply of sounds is carried out consistently, because in this way it will be easier for the child, and the effectiveness of classes with a speech therapist will only increase. Most often, work begins with sounds that are good for a child.

The staging is performed by imitation, with a gesture prompt or mechanical assistance, with the use of passive articulatory gymnastics when a speech therapist with his own hands helps to form the correct articulation pattern.

Reference sounds in speech

Reference sounds are sounds that are similar to impaired articulation, but pronounced correctly by the child.

All the above sounds are reference for others. If the child pronounces everything correctly reference sounds, then it will be much easier to improve his pronunciation of more complex sounds (hissing, whistling, sonors). Below are examples of reference sounds:

For the sound "C" these are the sounds "I" and "F".
For the sound "Ж" these are the sounds "В" and "З".
For "C" these are the sounds "T" and "C".

Sequence of working with sounds

Working on correct articulation is a long and painstaking process, for which the efforts of not only children, but also parents and speech therapists are important. It is necessary to teach a child to pronounce sounds correctly consistently, in accordance with a specific system that will achieve the desired result and consolidate it, avoiding wasting time.

The whole process of working with sounds can be divided into four stages:

1. Preparatory. It is necessary to set the child up for the lesson, tell an approximate work plan, talk about the sounds with which the work will take place. Here you can also mention the features of articulation and which organs will be involved.
2. Sound setting. The child repeats after the speech therapist, learns to pronounce this or that sound correctly. For this, words are selected in which you can most clearly hear the correct sound. Sometimes children begin to correctly pronounce sounds in specific words, and not in syllables. The task of the specialist at this stage is to convey to the child how to pronounce the sound. It should also be noted the main mistakes that can be made while doing this.
3. Automation of sounds in syllables, words, phrases and sentences. It is not enough to learn how to pronounce the sound correctly, you must also be able to use it in speech. At this stage, the acquired skill is fixed and brought to automatism. It is best to start with syllables, and then move on to words. Acting on the principle from simple to complex, the speech therapist will see with whom exactly the child has problems, and help to cope with it.
4. Sound differentiation. The child learns to isolate specific sounds in words. For example, sounds at the beginning of words or at the end. He calls them separately for each word. This not only reinforces his pronunciation skills, but also helps to navigate other sounds, highlight vowels and consonants, and understand the features of word construction.

It is important to remember that the transition to the next stage of working on sounds is possible only if the child has no difficulties with the current one. It is impossible to postpone all problems and shortcomings for the future, since in the future it will be much more difficult to fix them. Better to spend more time on 1 sound than later long years correct his pronunciation.

Conditions for fixing sounds in speech

Which he has with pronunciation. No matter how talented and experienced the teacher is, the result depends only partially on him, since there are three prerequisites for the successful mastering of sounds.

phonemic hearing - the baby must hear and determine how this or that sound sounds. Phonemic hearing is developed through special exercises that include multiple repetitions of sounds, their interpretation and listening. It is not enough to understand the sound of sounds, it is necessary to be able to repeat them and fix the correct sound in speech.

self control- during the classes (1-3 times a week), the speech therapist controls the pronunciation of the child, he corrects it and tells how to pronounce it correctly. At the same time, the rest of the time the child must control himself.

When communicating with parents, this is not such a big problem, since adults are also interested in their child pronouncing the sounds correctly. The biggest problem is communication with peers, as other children may also have problems with pronunciation, and when there is no control from adults, the child may not even notice his mistakes.

To achieve the result, you need to take care of yourself, correct yourself and try to speak correctly from time to time. If this is not done, then it will take much more time to fix sounds in speech.

Motivation- when a child understands why he goes to a speech therapist, then the result comes faster. Parents need to motivate the child, tell him what awaits him when he pronounces all the sounds correctly (leading roles in matinees, praise from teachers, the opportunity to recite poems in public, the admiration of friends).

For every achievement the baby needs to be praised, as this is a small victory over himself. If there are failures, then they need to be analyzed and prevented in the future. When there is motivation, then the reluctance to engage with a speech therapist will be a rare occurrence.

The pronunciation of sound is fixed first in easier pronunciation positions, then in more complex ones.

Words to automate sounds the child must repeat after you or pronounce according to the picture (which shows the corresponding object).

The words should not contain sounds that the child pronounces incorrectly. An exception can be made only when the child does not pronounce a large number of sounds, and pick up for him the right words very hard. This rule does not apply to the pronunciation of sentences.

At first, words should not contain that sound, which is not earlier child replaced the delivered sound (for example, if the sound [r] was pronounced as [l], you cannot use words in which both of these sounds are present at the same time: roll, coral

At the beginning of work on any sound, words should not contain other sounds belonging to the same group. For example, if you automate the sound [p], the words you use should not contain other sonorous sounds. ([l], [and]

[p"1 and [l"]).

The same rule applies to whistling, hissing and back tongue

ny sounds.

The words you use do not need to be familiar to the child, you can explain their meaning to him along the way.

As soon as the child begins to easily cope with one type of exercise, immediately move on to another - more complex

To practice pronunciation, it is useful to briefly recall the material that has been taught.

Differentiation of pronunciation of sounds in the absence of replacement of sounds

^ Pre-train yourself to pronounce the defective sound that the child used to have.

You pronounce the words the way the child pronounced them before (that is, defectively pronouncing the delivered sound), then correctly (sometimes vice versa). The child "guesses" when you pronounced the word correctly.

^ The child must first pronounce the words correctly, then - as he pronounced before (sometimes - vice versa). You "guess" when he said it right and when he didn't. From time to time you will “make mistakes” (confuse correctly and incorrectly pronounced words), and the child must detect and correct these mistakes of yours.

^ You pronounce the word as the child used to pronounce it. He should "correct" your pronunciation - pronounce the word correctly.

^ You pronounce a word correctly, and the child must repeat it after you as he pronounced it before (defectively), and then "correct" his pronunciation.

^ The child must first pronounce the word correctly, then as he pronounced it before (defectively), then again correctly.

Differentiation of pronunciation of sounds when replacing sounds

The work of distinguishing sounds will be described using the sounds [s] and [sh] as an example. Assumed situation: instead of the sound [w], the child uttered the sound [s]. -

Introduce your child to the appropriate letters first. Other symbols can also be used: for example, the sound [s] (old pronunciation) can be indicated by a black circle, and the sound [w] (new pronunciation) can be indicated by a red circle.

Differentiation of sounds in an isolated position.

When you show your child the letters [s] or [w] (or symbols that replace them), he must pronounce the corresponding sounds.

Differentiation of sounds in syllables.

You pronounce syllables very slowly, among which there are syllables with the sounds [s] and [sh]: [ra], [shi], [lo], [su], [re], [sha], etc.

the sound you heard.

Differentiation of sounds in words.

V You slowly pronounce words where the sounds [s] or [sh] are at the beginning of the word (garden, son, fur coat, sleep, step etc.), the child must name the sound with which the word begins. Make sure that words do not alternate first with one, then with another sound, in this case the child will stop paying attention to the verbal material, but will simply begin to raise his hand through the word.

^ you pronounce simple words, where the sounds [s] or [w] are in the middle of the word: porridge, braid, mustache, soul, ears, fox etc. The task for the child is the same as in the previous case.

^ You pronounce simple words where the sounds [s] and [sh] are at the end of the word: forest, bucket, fox, mouse, shower, cape etc. The task is the same as in the previous cases.

Be sure to make sure that among the words there are no words in which both differentiable sounds are present at the same time.

^ The child must come up with words that begin with the sound

[s] or [w].

^ You name pairs of words that differ from each other in only one sound ([s] or [sh]), for example: bowl - bear, koska- cat, helmet - porridge, cape - mouse, etc. Having named a couple of such words (for example, koska - cat), you ask the child questions, for example: “What can be braided on a girl’s head?”, “Who says meow?”. The child must answer your question using the correct word.

^ The child should repeat after you words in which there are both differentiable sounds at once: highway, land, boxwood, pole etc.

^ The child should repeat after you words in which there are both differentiable sounds (as in the previous exercise) and words in which the same sound occurs twice (for example: barbecue, nipple, checkers etc.). In the latter case, the child often replaces the repeated sound with another one (for example: barbecue - sashlik or shashlik, nipple- fry or shoska etc.).

Differentiation of sounds in sentences.

The child should repeat after you sentences in which differentiable sounds are found in a large number, including in one word: Sasha walks along the highway. The cat ate the mouse. Boxwood grows in the garden.

,--._.. ^«. 155

sounds |_<^ и 1Sh\ into two piles: in one - with the sound [s], in the other - with the sound [sh].

^ The child must choose from a bunch of pictures those in the name of which there is a sound [With](among the pictures there should be pictures in the names of which there is a sound [w]). Then from the same pile you need to select those pictures in the name of which there is a sound [sh].

The pronunciation of the sound is fixed first in easier pronunciations.
carrier positions, then - in more complex ones.

Words to automate sounds the child must repeat after
behind you or pronounce according to the picture (which depicts
relevant item).

The words should not contain sounds that the child pronounces
sit wrong. An exception can only be made when
the child does not pronounce a large number of sounds, and pick up for
him suitable words are very difficult.

This rule does not apply to the pronunciation of sentences.

At first, in the words should not come across that sound, on
which the child used to replace the delivered sound (for example,
if the sound [R] pronounced like [l], words cannot be used
which both of these sounds are present at the same time: roll, coral
etc.).

At the beginning of work on any sound in words, there should not be
chastya other sounds belonging to the same group. For example
measures if you automate the sound [R], in the words that you
use, there should be no other sonorous sounds ([l], [th],

R "] and [l"]).

The same rule applies to whistling, hissing and posterior lingual sounds.

The words you use do not have to be familiar
coma to the child, you can explain their meaning to him along the way
notions.

As soon as the child begins to easily cope with one kind
exercises, immediately move on to another - more difficult.

To practice pronunciation, it is useful to recall pronunciation fluently.
day material.

Sound differentiation

Differentiation of pronunciation of sounds in the absence of replacement of sounds

^ Pre-train yourself to pronounce the defective sound that the child used to have.

You pronounce the words the way the child pronounced them before (that is, defectively pronouncing the delivered sound), then correctly (sometimes vice versa). The child "guesses" when you pronounced the word correctly.

V "The child must first pronounce the words correctly, then - as he said before (sometimes vice versa). You "guess" when he pronounced correctly and when not. From time to time you will "make mistakes" (confuse correctly and mispronounced words), and the child must detect and correct these mistakes of yours.

-/ You pronounce the word as the child used to pronounce it. He should "correct" your pronunciation - pronounce the word correctly.

^ You pronounce a word correctly, and the child must repeat it after you as he pronounced it before (defectively), and then "correct" his pronunciation.

■^ The child must first pronounce the word correctly, then as he pronounced it before (defectively), then again correctly.

Differentiation of pronunciation of sounds when replacing sounds