Production of whistling sounds in children. The child incorrectly pronounces the sound with and other whistling sounds
1. Frog (smile). 2. "Tube". 4. "Punish a naughty tongue." 5. "Pancake".
6. "The tongue steps over the teeth." 7. "Let's brush our teeth." 8. "Gorka". 9. "Coil". 10. "Fence". 11. Clock. 12. "Boat". 13. Swing.
+ Breathing exercises.
Stage 2. staging
1. By imitation through the demonstration of the correct posture of the lips and teeth. It is proposed to blow gently and for a long time on the lower teeth.
2. Mechanically: During the repeated repetition of the syllable ta, the speech therapist with a probe (match, toothpick, rod) presses the middle line along the tongue, thereby lowering the tongue down, and the tip of the tongue behind the lower teeth.
3. Two-stage whistling sounds are more often used: interdental pronunciation and pronunciation behind the teeth. The child is invited to stick his tongue out between his teeth and exhale smoothly - the sound is similar to english the. When the desired effect is achieved, the child is invited to remove the tongue behind the teeth and rest the tip of the tongue against the base of the lower incisors. Exhale smoothly. To form the desired groove, a probe is used as in the previous method.
FROMb, Zb
1. Placed by imitation after setting hard whistling
2. By analogy with the production of hard whistling, only from the syllable cha.
1. It is called when pronouncing T with the tip of the tongue lowered to the lower incisors and the front part of the back pressed against the upper incisors and a strong short exhalation.
2. Frequent consecutive pronunciation of the combination tsstststs.
3. To shorten the whistling element, the pronunciation of chains of atsatsats is used.
6. List the techniques for making hissing sounds.
Statement of HIS sounds /Sh,F/, /H/ and /SCH/
SETTING METHODS
W, F 1. Ask the child to say the combination tshsh, while pointing to the correct articulatory position of the teeth and lips and press the cheeks with your fingers. 2. We ask the child to say a syllable several times sa and gently lift the tip of the tongue up towards the alveoli (hard palate). 3. Trying to pronounce a syllable sa with the tongue up. 4. Pronounce the syllable sa and with a probe (spoon handle) raise the tongue up 5. Please pronounce the syllable several times ra or prr and remove the vibration by pressing the tongue against the palate with a probe, spatula, etc.
7. List the techniques for staging sonorous sounds.
sonorous (sonorous) - their quality is determined by the nature of the sound of the voice, which plays a major role in their formation, and noise is involved to a minimum degree: consonants m, m", n, n", l, l", p, p", j .
J- You can correct the sound by relying on the vowel and: the child pronounces the combination several times ia or aia. The exhalation is somewhat intensified at the moment of pronouncing and, and immediately without interruption, a is pronounced. After such pronunciation has been mastered, the speech therapist gives an installation for a shorter pronunciation of c. In addition to the combination ia, useful to pronounce ai, oi etc. As a result, the child develops their diphthongoid pronunciation
Another example of setting the sound / (yot) is setting it from a soft h s mechanical help. Child pronounces a syllable for (zya), repeating it several times.
During pronunciation, the speech therapist presses the front of the tongue with a spatula and pushes it back a little until the desired sound is obtained. ARTICULATION EXERCISES
STATIC EXERCISES FOR THE LANGUAGE: "SLIDE" The mouth is open, the tip of the tongue rests on the lower teeth, the back of the tongue curves upwards.
DYNAMIC EXERCISES FOR THE LANGUAGE: "CLEAN TEETH" Lips in a smile, the mouth is open, both rows of teeth are visible. The tip of the tongue makes horizontal movements behind the lower teeth, touching them - “cleans”
R-By imitation. This technique only occasionally leads to positive results, so you have to use others more often.
The most common approach is sound productionR from d, repeating on one exhalation: ddd, ddd, s subsequent more forced pronunciation of the latter. Alternating is also used pronunciation of soundst and d in combination td, td or tdd, tdd at a fast pace, rhythmically. They are articulated with a slightly open mouth and when the tongue is closed not with the incisors, but with the gums of the upper incisors or alveoli. When repeatedly pronouncing a series of sounds d to t the child is asked to blow strongly on the tip of the tongue, and at this moment a vibration occurs.
However, this approach is not always successful. With posterior articulation R or its velar (velar) articulation, the appearance of a two-focal vibration is possible: back and new, front. The simultaneous combination of two types of vibration creates a rough noise, and the child refuses to accept such a sound. In addition, if the forward vibration is reached, the sound often turns out to be unnecessarily long (rolling) and noisy.
stagingR in two stages. At the first stage, a fricative is put R no vibration from sound and when it is drawn out without rounding the lips and moving the front edge of the tongue somewhat forward, towards the gums of the upper teeth or alveoli. In this case, the sound is pronounced with a significant air pressure (as when pronouncing a dull sound) and a minimal gap between the front edge of the tongue and gums.
The resulting fricative sound is fixed in syllables. It is possible, without fixing the sound in syllables, to proceed to the second stage of production: with mechanical assistance, using a ball probe. It is introduced under the tongue and, touching the lower surface of the anterior part of the tongue, the rapid movements of the probe to the right and left cause vibrations of the tongue, its front edges alternately close and open with the alveoli. These movements can also be carried out with an ordinary flat spatula (wooden or plastic) or probe No. 1. A child can carry out home workouts using a teaspoon handle or a clean index finger. During training, the exhaled jet should be strong.
The described technique is used in cases where the hissing sounds of the child are not disturbed.
This approach leads to positive results. However, its shortcomings are that the sound turns out to be rolling, is pronounced in isolation, and the child hardly masters the transition from it to sound combinations with vowels.
The most effective is the reception of setting R from a syllable combination per with a slightly lengthened pronunciation of the first sound from the syllable: zzza. In the course of repeated repetition of syllables, the child, according to the instructions of the speech therapist, moves the front of the tongue up and forward to the alveoli until the acoustic effect of the fricative is obtained. R combined with the vowel a. After that, a probe is inserted, with its help, rapid movements are carried out from left to right and from right to left. At the time of the vibration, a fairly clear sound is heard R, normal length, without excessive roll. With this method of setting the sound, no special introduction of sound in combination with a vowel is required, since a syllable is immediately obtained. In subsequent work, it is important to train in evoking syllables. ra, ru, ry.
R"- When setting soft R the same technique is applied, but with the help of a syllable zi, and later ze, ze, ze, ze.
Usually for hard and soft sound disorders R first put solid, and then soft sound, but this order is not rigid, it can be arbitrarily changed; it is not recommended only to conduct their simultaneous setting in order to avoid displacement.
ARTICULATION EXERCISES
STATIC EXERCISES FOR LANGUAGE:
"CUP"
The mouth is wide open, the anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
"MUSHROOM" The mouth is open, the tongue is sucked to the sky.
DYNAMIC EXERCISES FOR LANGUAGE: "HORSE"
Stick your tongue to the sky, click your tongue. Click slowly and strongly, pull the hyoid ligament.
"Accordion" The mouth is open, the tongue is sucked to the sky. Without lifting the tongue from the palate, strongly pull down the lower jaw and return it to its place.
"MALYAR" The mouth is open, with a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.
"Slippage" The mouth is open, the tongue in the form of a cup is raised up, the lateral edges are pressed against the molars, the front edge is free. In the middle of the tongue there is an air stream, the voice is connected.
"HAMMER" The mouth is open, the tongue in the form of a cup is raised up, the lateral edges are pressed against the molars, the front edge is free. Lips in a stretched smile, both rows of teeth are visible. The tip of the tongue strikes the alveoli (tubercles) behind the upper teeth. We say: dy-dy-dy ...
L- The child is invited 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 if on a firm attack of the voice). A sample of pronunciation is shown by a speech therapist. As soon as the child learns the desired pronunciation, the speech therapist asks him to pronounce this combination again, but with the tongue clamped between the teeth. At this moment you can clearly hear the combination la. When performing the task, the speech therapist ensures that the tip of the child's tongue remains between the teeth.
You can also use another approach. Using soft as the base sound l, ask the child to repeat the syllable several times la, then insert the probe No. 4 (Fig. 8) 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 several times la. At the moment of pronunciation, adjust the movement of the probe until an acoustic effect of a solid sound is obtained. l. The main difficulty in staging sound l lies in the fact that, pronouncing the sound correctly, the child continues to hear his former sound. Therefore, it is necessary to attract the child's auditory attention to the sound that is obtained at the time of its production. The sound l can be obtained by auditory imitation, if at the preparatory stage the child has learned to recognize it and distinguish the correct sound from the wrong one.
Soundl" - After automation l hard soft sound is easily imitated. Showing articulation in front of a mirror, the teacher pronounces syllables whether, whether, whether and draws the attention of the child to the fact that the lips are in a smile, the upper and lower teeth are visible, and the tip of the tongue knocks on the tubercles behind the upper teeth. Achieving the correct pronunciation of a syllable whether, successively pass to combinations l With e, i, e, u . To fix l "select words in which this sound is at the beginning of the word: swan, lazy, quinoa, lollipop, ice, husky, blade, ribbon, petals, fishing line, cake, ladder, bream, downpour, lemon, ruler, fox, face; In the middle: album, orange, ticket, pancake, saucer, felt boots, cornflower, waffles, biscuits, dumbbells, strawberries, gate, oilcloth, cranberries, wheel, cutlet, raspberry, moth, coat, stove, log; in the end: binoculars, jelly, blizzard, medal, moth, zero, stem, salt, poplar, tunnel, coal, beans, target, gap, sorrel, shawl, overcoat, dust, bed, furniture, feather grass, tunic.
ARTICULATION EXERCISES
STATIC EXERCISES FOR THE LANGUAGE: "SHOVEL" The mouth is open, a wide, relaxed tongue lies on the lower lip.
"CUP" The mouth is wide open, the anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
"SWING" The mouth is open, with a tense tongue reach out to the nose and to the chin, or to the upper and lower incisors.
DYNAMIC EXERCISES FOR THE LANGUAGE: "PAINTER" The mouth is open, with a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate.
"DELICIOUS COOKING" The mouth is open, lick the upper lip with a wide tongue and put the tongue in the mouth.
"MASSAGE" Lips in a smile, both rows of teeth are visible. The tip of the tongue is pressed between the teeth. We “chew” the tongue - we give him a massage.
"TURKEY" Mouth open, vigorously run the wide front edge of the tongue along the upper lip from front to back, trying not to tear the tongue from the lip, add a voice until you hear: bl-bl.
"FOCUS" Learn to direct the air stream in the middle of the tongue. Open your mouth, stick your tongue forward with a "cup" and lift it gently exhale onto a cotton pad lying on the tip of your nose. In this case, the fleece flies straight up.
Production of sounds "M", "N".
The fix is not difficult. Close your lips - open your teeth - on the exhale, pronounce "A" for a long time, achieve vibration in the nose, you get "M". Having received the sound "M" - pronounce it, holding the tongue between the teeth, it turns out "H".
Problems with the “P” sound are perhaps the most common reason for visiting a speech therapist. First of all, it should be noted that the age norms for the sound “R” are 5-6 years (in different sources). Those. it is believed that until this age the child has the “right” not to pronounce “P”. This is theory. But in practice, in the absence of the sound "P" in speech, I advise you to start staging it from 5-5.5 years.
However, very important point! It happens that the child has the sound “P”, but it is non-normative, i.e. wrong. Here are possible various options: "throat" R, "coachman" R, i.e. with vibration of lips and cheeks, etc.). In this case, you may need to contact a speech therapist earlier. Those. if an incorrect sound appeared at 4 years old, you should not wait 5.5 years, since such an incorrect pronunciation will become even more fixed in speech and it will only be more difficult to correct it over time. Please note that in this case we are not talking about replacing the sound “P” with other sounds (“L”, “V”, etc.), but about incorrect pronunciation.
The R sound is considered one of the most difficult sounds and, frankly, I am in favor of putting it by a specialist, and even more so correcting its incorrect pronunciation. Why? There are many nuances here. It is necessary to take into account the mobility of the tongue, its tone, the formation and strength of the air stream, articulatory readiness and other points. Otherwise, we run the risk of calling and fixing the wrong sound in speech. And fixing it is much more difficult than setting it up. By the way, as a rule, speech therapists put the sound “P” last, i.e. after all other sounds have already appeared in the child's speech.
However, below I propose to consider some of the staging options available to mothers at home. But first, I recommend preparing the child's articulatory apparatus by performing special exercises for the tongue.
- "Horse"- click your tongue slowly and strongly, imitating the clatter of a horse's hooves. Important: the lower jaw remains motionless.
- "Swing"- open your mouth, stretch your tongue alternately to the nose, then to the chin.
- "Football"- mouth closed, lips closed. With the tip of the tongue, with force, we rest against one or the other cheek.
- "Turkey" or in another way - "talker" - with a wide tip of the tongue we draw back and forth along the upper lip, without tearing off the tongue. At the same time, we pronounce BL-BL-BL.
Each exercise is performed 10-15 times.
Setting from the sound "D"
We ask the child to pronounce the sound “D” loudly. In this case, the tip of the tongue should be strong and strongly rest against the sky in the place where the alveoli (tubercles) are located. We seem to pull the sound D, repeat without stopping: “Ddddd”. When pronouncing the sound "D", the tongue should not come off the alveoli. You need to press the tongue with such force that at some point it vibrates, and you hear “DDD-RRR”. This will be the beginning of the pronunciation of the sound "R". Next, we begin to pronounce the syllables: DRA, DRO, DRU, DRE, DRY, i.e. those where the "R" sounds hard. Pay attention to this and do not use syllables with a soft "P" (dre, dri, etc.). This is already the stage of automation, i.e. introduction and consolidation of the sound "R" in speech. Over time, we move on to words starting with “DR”: fight, friend, dragon, etc.
Then we work out R in words for “TR”: grass, coward, etc. When the child succeeds in these exercises, we begin to “turn off” the sound “D” that we do not need, break away from it. To do this, we select pairs of words, like these: thunder-city, bromine-beard, etc.
ATTENTION! If the method described above does not work, try the following. At the stage when the child says "Dddd", lightly push his tongue deep into the mouth. The movement must be very light! You can use an ice cream stick for this. You can also try to slightly vibrate (about the middle of the tongue) with this stick. If it works out, you will hear the sound “DDRR”, and we begin to work with it according to the already outlined scheme.
Staging from the sound "Zh"
This method is only suitable if the child has a good and clear sound "Ж". We ask the child to pronounce the sound “Ж” for a long time with an effort and move the tongue a little deeper into the mouth. You should hear a short (single beat) "P" sound. If it worked out, we continue to repeat this exercise, fix the sound, and then proceed to its automation by analogy with what was described above. First, syllables with "ZHR", "DR", "TR", etc.
Setting from the sound "C"
An important condition is that the child has the correct sound "C". This method is unusual in that we evoke the sound on inhalation, while we usually do it on exhalation. And in general, all our speech is on the exhale. We ask the child to pronounce the sound “Ssss” for a long time, and then inhale a little through the mouth and press the tongue to the alveoli. If all these actions were carried out correctly, then we should hear a short "P" with which we begin to work according to the scheme announced above.
If your child has the sound "R" in an isolated sound, i.e. he can say “R” separately, but at the same time he does not pronounce the sound in words, you can quite automate the sound yourself, i.e. put it into speech. BUT it is important that it is the right sound. The automation algorithm is similar to what I described above: first we pronounce it in syllables, then in words, where the sound is first at the beginning, then in the middle, then at the end. And aerobatics - we fix the pronunciation in phrases, tongue twisters, tongue twisters and rhymes.
And most importantly, we remember that we conduct all sound-calling exercises in the form of a game! It is important. After all, you can think that we are not blowing on the tongue, but “inflate the sail”, under which we will sail to the sea, that we do not inhale the tongue, but want to put the “snail back into the shell”, etc. Create game situations, fantasize in order to involve the child as much as possible. We should not provoke negative reactions in the baby. We do not practice, but play, and then, believe me, the result will appear many times faster.
I also want to recommend a book. "Self-tutor in speech therapy", author M.A. Polyakova. This is great practical guide on sound production, with an explanation of the subtleties, nuances, with many options and methods.
Ekaterina Petunina, mother of twins and practicing speech therapist. Author blog about child development and speech development children.
Techniques for setting whistling sounds [C, C]Characteristics of a group of whistling sounds.
The whistling group includes the sounds С, Сь, З, Зь and Ц (in transcription: [s], [s "], [s], [s "], [ts]). They are assigned to the same group, as they have a similar articulation. For example, the sounds [s] and [s] differ only in the presence or absence of a voice, the sounds [s] and [s"] - in an additional rise in the middle part of the tongue.
[S]: consonant, oral, voiceless, fricative, anterior lingual, hard;
[Z]: consonant, oral, voiced, fricative, anterior lingual, hard;
[C '], [Z ']: soft;
[C]: consonant, oral, deaf, occlusive-slit, anterior-lingual, hard.
In the group of whistling sounds, the basis is the articulation of the sound [s]. This sound is the base for the entire band.
How to pronounce the sound [s] is normal.
Sound [s] - consonant, deaf, hard. Paired to him in terms of hardness-softness is the sound ("shh"). Paired by sonority-deafness - sound [z].
When pronouncing the sound [s], the organs of articulation occupy the following position:
- lips
- teeth
- Tip of the tongue
- lateral edges of the tongue
- dorsum of the tongue in hisfront
- air jet
- soft sky
- vocal cords
Atno sound [c], work begins with the formation of the correct articulation of sound; developed: the position of the lips in a smile with the exposure of the upper and lower incisors; the ability to spread the tongue; the ability to hold the wide tip of the tongue behind the lower incisors, a long, strong air stream running along the middle of the tongue.
Interdental: exercises are carried out to strengthen the muscles of the tip of the tongue and the anterior part of the back of the tongue; generation of directed air jet; the sound [and] is worked out, in which the position of the tongue is close to the normal articulation of the sound [s].
Side:
exercises are given for spreading the tongue, the ability to keep it wide, strengthening the lateral edges of the tongue; development of an air stream going in the middle of the tongue; at the same time, both halves of the tongue should work evenly, the sounds [i, f] are worked out (with the latter there is a strong air stream directed in the middle of the tongue).
Nasal:
the ability to hold a flattened wide tongue on the lower lip is developed, the ability to direct the air stream to the tip of the tongue stuck between the lips (teeth); the ability to hold the wide tip of the tongue behind the lower incisors; the position of the lips in a smile with the exposure of the incisors; sounds [i, f] and differentiation of sounds [f - x] are practiced using tactile sensations (with [f] - the air stream is narrow, cool; with [x] - wide, warm).
Labiodental parasigmatism: the ability to compare and distinguish by ear the sounds [s - f] using pictures-symbols is developed; exercises are carried out to work out the movements of the lower lip down and up; developing the ability to keep the lips in a smile with the exposure of the upper and lower incisors, the ability to hold the wide tip of the lower incisors, touching them; the sound [and] is being worked out; the ability to pronounce a combination of vowels [s] with tension (this contributes to inhibition of upward movements of the lower lip, prepares the desired shape of the tongue and directs a concentrated air stream).
Tooth: the ability to compare and distinguish by ear the sounds [s - t] using pictures-symbols is developed; exercises are given to develop a long, directed air jet; the position of the wide tip of the tongue behind the lower incisors; the ability to alternate the movements of a wide tongue up and down is developed, touching the roots of the upper and lower incisors; the ability to keep the lips in a smile; sounds [i, f] are practiced.
Hissing: the ability to compare and distinguish by ear the sounds [s - sh] using symbol pictures is developed; skills are developed: to hold a wide tongue behind the lower incisors, to alternate movements of a wide tongue for the lower and upper teeth; keep the lips in a smile with the exposure of the upper and lower incisors; direct the air stream in the middle of the tongue; alternate movements of the wide tip of the tongue from the lower incisors to the hyoid frenulum (movements along the bottom of the mouth forward - backward); sounds [i, f] are practiced.
Note: when correcting all types of sigmatism, the sound [s] is not called to the child, but is replaced by the name of the exercise “Cold Wind”, so that there is no slipping into a defective version of the previous stereotype.
Ways p stop sound [C]
No. p / p
Setting method
NO SOUND [C]
At no sound: used imitation technique achieve the correct pronunciation isolated sound[c], while paying attention to the correct position of the organs of the articulatory apparatus (smile so that teeth are visible, and blow on the tip of the tongue until a whistling noise is obtained).
By imitation
[With]: - the game "Pump", a song of water
Hedgehog snorting - fffsss
Light breeze
Purpose: to achieve the correct sound of an isolated sound.
In the absence of sound, using the imitation technique, they achieve the correct pronunciation of the isolated sound [s], while drawing the child's attention to the correct position of the organs of the articulation apparatus. The child is invited to stick the tongue between the teeth and blow on it: fff, then remove the tongue behind the lower teeth, stretch the lips in a smile, squeeze the teeth and make the sound [s]: sing the song of the pump, water, breeze.
Sound production based on imitation. Sit with your child in front of a mirror and show him the correct articulation of the sound "C". Make sure that the child carefully follows your movements, as the correct pronunciation of the sound depends on this. Let the child open his mouth after you, smile a little, put his tongue down, press the tip of his tongue to his lower teeth and blow a stream of air through his tongue. As a result of the actions taken, the sound “C” will be heard.
Sound production based on imitation using game moments. The speech therapist uses special exercises to imitate certain actions, for example: balloon blown away (s-s-s-s). At the same time, real objects are sometimes used in such simulation exercises, which arouse the interest of the child even more, since he can independently interact with them.
"Let's remember the exercise. Smile broadly, show your teeth and make a sound [and] to yourself. Now, with such a beautiful smile, blow on the ball." When performing this exercise, it is important to ensure that the lips do not come close, do not cover the teeth, and the tip of the tongue is strictly behind the lower teeth.As a result, a weak but clear sound [c] is heard. The pronunciation of sound is fixed in onomatopoeia.
By imitation: perform "Fence" - "Window" - "Bridge". Return to the "Fence" position again. Blow into the bubble so that it "sings" or perform the "Cold wind" exercise.
Sound stagingbased on reference sounds . The specialist selects those sounds that are reference for the desired sound. For the sound "C" these are the sounds "I" and "F". Having learned how to pronounce the reference sounds correctly, it will be easier for the child to slightly change their articulation to get the sound “C”.
From reference sound:
a) Run "Fence" - "Window" - "Bridge" - "Fence". Pronounce the sound [and] for a long time, then the Cold Wind exercise: “and-and-and-issss”.
b) The same from the sound [f]: “f-f-f-f-ssss”.
From basic sounds.
Sound [With] :
- from [and] - sing a sound, and then blow a cold breeze
Ta-ta-ta, ta-ta-ta, ti-ti-ti - and let the cold breeze
- from [f] - with interdental pronunciation
Sound stagingmechanically . With the help of improvised means, the specialist independently positions the articulatory organs of the child in the correct position and asks him to gently but strongly blow out the air. When a child gets the sound "C", he can pronounce it on his own without the help of adults.
If the first way to put the sound did not work, you can use mechanical help. We make a wide smile, teeth are bared, the tip of the tongue behind the lower teeth. On the tip of the tongue we put in the middle a thin wooden stick, for example, a match without a sulfuric head. Press lightly with a stick, thus forming a groove for the air stream along the middle line of the tongue. The child blows on the tip of the tongue. Sound [s] is heard. Attention! The air jet should be strong, narrow, and feel cold (not warm!), when you bring the back of your hand to your mouth. Mechanical assistance can be used at the stage of pronunciation of an isolated sound (onomatopoeia) and syllables. Then we gradually remove the stick. When the child learns to pronounce the correct sound [c] on his own, without mechanical help, you can move on to automating this sound in words and sentences.
Mechanical way:
a) Perform the exercises "Fence" - "Window" - "Bridge", i.e. spread the tongue and rest against the lower teeth with a tense tip. Put a spatula or probe along the tongue so that it presses only the front of the tongue; lips in a smile, teeth closed, blow out the air with force, evenly, as in the Cold Wind exercise.
b) The same with the slow removal of the spatula or probe.
mixed way:
a) Perform the exercises “Fence” - “Bridge” - “Shovel” - “Fence”, i.e. bite a wide tongue with your teeth, say “t-t-t” and blow into the bubble. When the exhalation is lengthened, the sound [t] turns into the sound [s]. It is necessary to lay a “groove” along the middle part of the tongue with a probe. After a correct exhalation, the tongue is gradually brought behind the teeth.
b) Perform the exercise "Fence", say "i-i-i"; then the exercise “Cold Wind” - “ssss”, hold the tip of the tongue with a probe (iiiiiiiiisssssss).
1. The child should smile broadly and place a wide spread tongue between the teeth - only its extended tip should lie on the lower teeth. Make sure that the child does not bite his tongue with his upper teeth.
2. Ask the child to blow on the very tip of the tongue, so that a chill is felt on it. Let the child put his hand to his mouth and feel the exhalation on it.
3. While the child blows on the tip of the tongue, you put a toothpick on it along its midline, lightly press it on the tongue, forming a “groove” along which air will be “blown out” in the future. The toothpick should fit about two centimeters into the child's mouth. If the tongue will dodge, stick it deeper.
4. When you press the tongue with a toothpick, an indistinct "lisping" whistle begins to be heard.
5. After that, the child should bring the teeth together so that only a toothpick is placed between them (you do not need to bite it), and the tongue remains behind the teeth (inside). The child should continue to blow on the tip of the tongue, the exhalation should be felt between the teeth. During the convergence of the teeth, the whistle cannot be interrupted.
6. While the child "whistles", you press harder or, conversely, weaker on his tongue with a toothpick, moving it deep into the mouth or, conversely, touching it to the very tip of the tongue. Thus, you are looking for the position in which the sound [s] will sound the most correct.
7. When such a position is found, you train in it a whistling sound, which can be called "the whistle of a mosquito."
8. At the moment when the sound [s] sounds right, you will need to carefully remove the toothpick from the child's mouth. For a while, the sound will continue by inertia.
9. You need to use this technique until the child learns to independently put the tongue in Right place and whistle like a mosquito.
10. After that, proceed to the pronunciation of syllables (according to the pictures).
11. If a child in a syllable loses the articulation of a sound, pronounce syllables with him for a while with a toothpick.
12. When the sound is pronounced correctly, tell the child what sound he pronounces.
Setting the sound [C] from the correct [W]
1. The child must pull the sound [w].
2. At this time, let him slowly move the tongue forward, from the alveoli to the upper incisors. The tongue must not leave the palate. The upper incisors are directly above the lower ones. You can silently show the child this movement.
3. If you hear an intermittent sound, this means that by moving the tongue, the child tears it off the palate. Invite him to open his mouth and move his tongue while looking in the mirror.
4. With such a movement of the tongue in the pronunciation of the child, at first a somewhat softened sound [w] will be heard, then an indistinct whistling sound and, finally, the correct sound [s]. This will happen if the child's incisors are closed. If the mouth is ajar, the sound [s] will not be entirely accurate. Warn the child that his sound will change from the movement of the tongue, offer to see together what kind of sound it will end up with.
5. When the child pronounces the sound [s] (more or less accurate), tell him that he got a sound that resembles a “whistle” of a mosquito.
6. Then practice this “whistle” with your child. Let him immediately put the tongue in the place where it is heard.
7. In the future, pronouncing the sound [s], the child must close the incisors so that they are in the form of a correct bite (that is, close the mouth), and in this position continue to “whistle”.
8. Then "train" the mosquito to pronounce syllables (from the pictures).
9. When the child pronounces the sound [s] freely, tell him what sound he pronounces.
Setting the sound [C] from the correct [C]
Ask the child to follow you in imitation to pronounce the sound [s "]. Look into his mouth and see where he has the tip of his tongue.
1. The tip of the tongue may rest against the base of the upper incisors or against the upper incisors. In this case, start giving the child the sound [s] (see below).
2. The tip of the tongue may rest against the lower incisors. Then you will first have to teach the child to pronounce this sound with the upper position of the tongue.
Setting the sound [s "] with the upper position of the tongue.
Lean the tip of the tongue against the upper incisors and in this position make the sound [s "]. Open your mouth so that the child can see your articulation. Ask the child to pronounce the sound [s"] just like you do.
Since the child already knows how to pronounce this sound, this task will not cause much difficulty for him, since he will check the correctness of his pronunciation by ear.
The final setting of the sound [s].
1. Let the child pull the “upper lingual” sound [s "]. You need to put your palm to your mouth (slightly from below) in order to feel the exhaled stream of air on it (slightly cool). Lips should be extended into a smile.
2. During a long pronunciation of a soft sound [s "] (carefully following the air stream in the palm of your hand), the child should gradually round his lips and, in the end, stretch them into a tube, as when pronouncing the vowel [y] (only leaving a wider hole ). You silently show the child how to change the shape of the lips, and he repeats it after you. The sound [s "] will sound more solid.
Make sure that the child, while rounding his lips, does not open his mouth wide at the same time, in extreme cases he can be allowed to put the upper incisors on the lower ones.
3. The child must always follow the air stream falling into the palm of his hand. Give him this instruction: “You should gradually stretch your lips forward, but the trickle of air should still fall on the palm. It will become more and more warm, and in the end you will have to make it hot.”
4. As a result, the child will succeed hard sound[With]. If you notice that he is trying to maintain the softness of the pronunciation (it should disappear automatically with the rounding of the lips), tell him that his task now is not to pronounce the sound [s"], but to make a hot stream of air in the palm of your hand.
5. Tell your child that when he makes a sound with his lips stretched out in a smile, a skinny, small mosquito “squeaks” in his mouth, and the trickle of air turns out to be cool. And when he pulls his lips into a tube, then a fat, well-fed mosquito “squeaks”, and the trickle of air from this becomes hot.
6. In the end, invite the child to “squeak a fat mosquito” right away. If this is difficult, let him say (in the picture) the syllable [su] (the child's lips are already in a suitable position). This syllable should pronounce "fat mosquito".
7. If the correct or almost correct sound [s] is heard, it will be necessary to push the lips forward, as when pronouncing the vowel [s] (so that the upper and lower incisors are visible). The teeth must remain closed. Show your child how to do it. The pronunciation of the sound from this will become more accurate. You can (in the picture) pronounce the syllable [sy].
8. To clarify the pronunciation, you can invite the child to press the tongue more tightly against the upper teeth.
9. In the future, fix the sound in the syllables [sa], [sy], [se], [so], [su] (“teach a fat mosquito to talk”).
10. When the child correctly pronounces the sound [s], tell him what sound he pronounces.
Setting the sound [C] on inspiration
1. Let the child, with his mouth slightly open, place a flat wide tongue at the bottom oral cavity so that it is in contact with the lower teeth along the entire perimeter. Show him this articulation. Then he should close (but not clench) his teeth in the form of a regular bite and pull his lips into a smile.
2. In this position, after exhalation (shoulders should be lowered), the child should “suck in” very little air into himself, so little that he “hit” the very tip of the tongue and felt cold on it. As a result, a more or less intelligible, very quiet sound [s] will be heard.
3. If the sound [s] does not work out (just a “sob” can be heard), then the child took a too deep breath. You can even notice how his chest has risen. Tell him that he should not inhale, but only "draw in" a little bit of air through his teeth to "cool" the tip of his tongue. Show him how to do it, so that he understands to what extent he must perform an imperceptible action.
4. After that, tell the child to “blow out” the same air that he feels as a chill on the tip of his tongue (because it has not yet warmed up) through his teeth. Let it “blow off” it from the tip of the tongue and “strain” through the teeth. Lips should remain in a wide smile. As a result, the child will make a quiet sound [s].
5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “chasing” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, let him rest. The chest and shoulders should be lowered, lips extended into a smile. When you inhale, the air should exactly fall on the tip of the tongue and immediately “blow off” also from the tip of the tongue. You can invite the child to blow off the "feeling of chill" from the tip of the tongue.
6. When the sound [s] is stable enough, pay attention to the child that he gets a thin whistle, like a “little mosquito”. Let it “whistle” longer on the exhale.
7. Then you need to “whistle” only on the exhale - intermittently, with pauses (“a mosquito, they say, will hang, then think a little, then hang again”).
8. After that, proceed to the pronunciation of the syllables [sa], [se], [sy]. [co], [su] (according to the pictures). Tell your child that your "mosquito will learn to talk."
9. When the sound [s] comes out unmistakably from the child, tell him what sound he pronounces.
Setting the sound [C] from the sound [T]
Teeth should be slightly open, but not clenched. Let the child exhale after you and pronounce the sound [T] for a long time. An exhalation should be felt in the palm of your hand. Then you need to stretch your lips into a smile and in this position continue to pronounce the sound [T] for a long time, it is possible that after [T] the correct [s] will be heard.
If this does not happen and the sound is not clear, ask the child to smile strongly, stretching his lips into a "thread". The whistling sound will be thinner.
Setting the sound [C] from the sound [C]
The option of setting the sound C from the sound C is not common, but knowledge of this method will not interfere with any speech therapist. The child pronounceslong and lengthy sound C. Subject to this condition, the second component of the diphthong is heard - the sound C. The biggest difficulty is to draw the attention of the child and give him the opportunity to hear this sound. If it is not immediately possible to pronounce S in isolation, you can pronounce TS, interrupting the sound With short pauses: TS-S-S-S. Then the pauses get longer. And immediately go to the pronunciation of syllables
Sound[S]. The groove is not formed, the tip of the tongue is not held I use a cap from the usual ballpoint pen. The child clamps the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in syllables. The result is good.
Sound [C] with malocclusion (progeny)
Setting the sound C during progeny (the lower jaw is pushed forward)
There is another way to set C during progeny: to put emphasis on the tongue with pressure on the lower incisors, to pronounce reference sound T in this position. An almost clear C sound will be heard.
Sound [C] with anomalies in the structure of the speech organs
With progeny (the lower jaw protrudes forward), the sound C can be set as follows: The tongue is placed in the oral cavity so that it is pressed against the lower incisors along the entire perimeter, and the upper incisors should be placed on the tongue so that there is a small gap between them. The initial sound C will result from the passage of air through this gap. If a groove is not formed at the same time, you can use a probe, a narrow spatula, a match, a toothpick.
Sound [C] with the Gothic structure of the sky
Setting the sound C with a high palate or the absence of lower incisors
With this anomaly, the sound C is placed at the top of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: work on exhalation, formation of a groove, etc. After the appearance of a muffled C with an overtone of W, they move on to lowering the tip of the tongue down (which is no longer difficult to do).
INTERDENTAL SIGMATISM
Interdental: the child is invited to: translate the wide tip of the tongue behind the lower incisors, bring them closer and “let a light breeze”.
Invite the child to remember the exercise "Fence" - "Window" - "Bridge" - "Fence". And then "Cold wind", that is, blow for a long time. Watch the position of the tongue behind the lower teeth.
With interdental sigmatism, the child is first shown the correct articulation of the sound [C]. Attention is drawn to the fact that the tip of the tongue rests on the front lower teeth and should not be visible between the teeth, they are closed. If the child cannot immediately pronounce the sound by imitation, you need to resort to mechanical assistance: the tip of the tongue is pressed with a match. The child, having bitten it, pronounces the sound [C].
LABIO-DENTAL SIGMATISM
Labio-tooth: the child is offered, using visual control, with the position of the lips in a smile, pronounce the sound [s] for a long time (sometimes mechanical assistance is used - they hold the lower lip with the child's finger, attached to the dimple under the lower lip).
a) Comparison and distinction by ear of sounds [s-f] - in words similar in sound composition, with differentiation in syllables, among phonemes.
b) The exercises are the same as in the absence of sound. preparatory exercises.
c) Perform the exercises "Fence" - "Window" - "Bridge" - "Fence" - "Cold Wind". If it doesn’t work out, then the speech therapist holds the child’s lower lip, thus exposing the incisors, and offers to perform the “Cold Wind” exercise. Then the child himself holds his lower lip with his finger, preventing it from pulling up to the upper incisors, repeats the Cold Wind exercise. When the sound is obtained in isolation, pronounce it in combination with vowels (first with mechanical help, then without it).
With labial-tooth sigmatism, it is necessary to remove the labial articulation. This is achieved by demonstrating the correct position of the lips when pronouncing this sound or with mechanical assistance (with a finger moving the lower lip away from the teeth). In other cases, the child is asked to smile, pull back the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce the whistling noise typical of [C]. You can use mechanical assistance. The child pronounces the syllable TA repeatedly, the adult inserts probe No. 1 between the alveoli and the tip of the tongue (as well as the front of the back) and slightly presses it down. A round gap is formed, passing through which the exhaled air stream produces a whistling noise. By controlling the probe, an adult can change the size of the gap until the desired acoustic effect is obtained.
DENTAL PARASIGMATISM
Tooth: using the display of correct articulation, tactile sensations (with the back of the hand to feel a long air stream when pronouncing [with] a speech therapist, and then by himself), achieve the correct sound [s].
b) Comparing and distinguishing by ear sounds [s-t] in words similar in sound composition (“sledge-tanks”), in syllables, among phonemes (see the development of phonemic hearing).
c) By lightly pressing the spatula on the tip of the tongue, lower it behind the lower incisors to form an outlet for air through the interdental gap.
d) Invite the child to hold the tongue between the incisors, spreading it wide. With this position of the tongue, the child, exhaling air, feels its jet at the tip of the tongue, producing a sound similar to interdental [s], then, slightly pressing with a spatula on the flattened tongue, on its tip, one should gradually move it behind the lower incisors.
With near-tooth parasigmatism, the correct sounding of the sound [C] is achieved by using the display of correct articulation, tactile sensations (with the back of the hand), the child feels a long cold air stream when pronouncing the sound [C] by an adult, and then by himself.
LATERAL SIGMATISM
Side: in two steps: they achieve interdental pronunciation [s] to get rid of the squelching noise (sometimes they use mechanical help: a match; to develop a long groove along the midline of the tongue); then the tip of the tongue is transferred to the tooth position (behind the lower incisors).
a) The exercises are the same as in the absence of sound.
b) Perform the exercise "Shovel". Blow on a wide tongue. First, the tongue is between the lips, and then between the teeth.
c) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.
Setting the sound [from] side.
It is better to start setting up the sound with practicing the reference sounds: [I], [F]. When the child begins to pronounce the sound correctly [I], ask to blow a breeze through the tongue, the sound [C] is heard.
Another way of setting: from the interdental sound [C]. This method helps to keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of the tongue and at the same time pass the air stream over the tongue.
With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises, can rise to close contact with the lateral teeth. When correcting lateral sigmatism, the child is taught to blow on the widely spread front edge of the tongue, then on the tip of the tongue between the teeth. Then the tongue is translated behind the teeth.
Nasal Sigmatism
Nasal: the child is invited to: pronounce the sound [f] for a long time, stick the wide tip of the tongue between the lower lip and upper incisors. Then, with the interdental position of the wide tip of the tongue, blow on it with the sound [f]; gradually removing the tip of the tongue behind the lower incisors.
a The same exercises as in the absence of sound.
b) Differentiation of nasal and oral exhalation.
c) Perform the exercise "Shovel" - the position of the tongue between the lips. Blow on a wide tongue. Blow on the tongue in the interdental position.
d) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.
With nasal sigmatism, the child is offered to pronounce the sound [F] for a long time, stick the wide tip of the tongue between the lower lip and the upper incisors, then, with the wide tip of the tongue in the interdental position, blow on it with the sound [F], gradually remove the tip of the tongue behind the lower incisors.
Sizzling Parasigmatism
Hissing: the child is invited to pronounce [f] for a long time with the interdental position of the wide tip of the tongue and achieve the correct sound [s].
a) The same exercises as in the absence of sound.
b) Comparing and distinguishing by ear sounds [s-sh] in words, syllables, among phonemes.
c) Perform the exercises "Fence" - "Window" - "Bridge", hold the tongue behind the lower incisors.
d) From the “Bridge” position, perform the “Shovel” exercise, blow on the tongue in the interdental position.
e) Automate the interdental sound [s] in syllables, words, phrases.
f) Correction of interdental sound [c] using the exercises "Fence" - "Window" - "Bridge" - "Fence" - Cold wind.
How to pronounce the soft sound [s"] is normal.
Sound [s"] ("s") - consonant, deaf, soft. Paired to him in hardness - sound [c]. Paired in sonority - sound [z"] ("sz").
When pronouncing the sound [s "], the organs of articulation occupy the following position:
- lips slightly stretched in a smile so that the upper and lower incisors are exposed;
- teeth brought together, forming a gap of 1-2 mm;
- Tip of the tongue wide, located at the bottom of the lower front teeth;
- lateral edges of the tongue raised and tightly closed with the upper lateral teeth;
- dorsum of the tongue in hismiddle part forms a narrow gap with the upper alveoli for the exit of a jet of air;
- air jet strong, passes through the middle of the tongue and when bringing the back of the hand to the mouth feels cold;
- soft sky tightly pressed against the back of the throat, preventing air from escaping into the nose;
- vocal cords open, do not form a voice.
Ways p stop sound [ C " ]
No. p / p
Setting method
NO SOUND
After automation, [s] is called by imitation of [s "] (using the syllables si, xia, xe, xu) - they ask to smile wider, as this helps to soften the sound.
When pronouncing a soft [ C" ] lips stretch more than with C, and tense up. The anterior middle part of the back rises higher towards the hard palate and moves forward somewhat towards the alveoli, after which the gap narrows even more, and the noise becomes higher.
Bibliography
Arkhipova, E.F.Correctional and speech therapy work to overcome erased dysarthria in children: a textbook[Text]: / E.F. ArkhipovaM.: AST: Astrel, 2007.p. 114-123.
Fomichev, M.F. Education in children of the correct sound pronunciation: Workshop on speech therapy: Proc. allowance for students ped. uch-sch on special. No. 03.08 “Doshk. education "[Text]: / M.F. Fomicheva. –– M.: Enlightenment, 1989, - 239 p.
Karelina, I.B " Speech therapy work with children with minimal dysarthria disorders "[Text]: / I.B. Karelina / /Abstract of dissertation…. Candidate of Pedagogical Sciences M., 2000.
Lopatina L.V., Serebryakova N.V. overcoming speech disorders in preschoolers (correction of erased dysarthria): a textbook. [Text]: / L.V. Lopatina, N.V. Serebryakova -– St. Petersburg: SOYUZ Publishing House, 2000. - 192 p.
Polyakova, M. A. Self-instruction manual for speech therapy. Universal Guide[Text]:/ Marina Po Lyakov. - 4th ed. - M.: Iris-press, 2009. - 208 p.
Shablyko, E.I. Correction of violations of the pronunciation of whistling sounds in preschoolers and junior schoolchildren[Text]: / E.I. Shablyko / Manual for speech therapists of preschool educational institutions and schools, educators and parents. - M.: TC Sphere, 2013. - 64 p.
Probe for making whistling sounds
By the age of 3, a child usually correctly pronounces the whistling sounds С, СЬ, З, ЗЬ, and by the age of 4, C appears. Otherwise, these sounds can be put on him.
You can read about the correct articulation and violations of the pronunciation of whistling sounds (С, СЬ, З, ЗБ, Ц).
In order to prepare the muscles of the tongue for the pronunciation of whistling sounds, it is necessary to perform certain articulation exercises. Moreover, a set of articulation exercises to prepare for the production of whistling sounds can be selected depending on the type of sigmatism. It can be both, and special or for. Parents can try to put whistling sounds on their own in their absence, but if there are sounds, but they are distorted, you should contact a speech therapist.
Setting the sound C (it is basic in the group of whistling sounds)
1. From the correct silent way C formed with the help of articulatory gymnastics: lips in a smile, a small gap between the teeth, the tip of the tongue behind the lower teeth ... we suggest blowing on the lower lip in this way, control the articulation in the mirror, we also control the cold air with the back of the hand jet.
2. By auditory and visual imitation of the correct articulation and sounding of the C sound in an adult (you can try this option if there was no sound at all in speech).
3. mechanically using a probe (see illustration) or using other improvised means that replace the probe. The main thing is that the means at hand are not dangerous and cannot injure the organs of articulation of the child. Usually, a groove is created with a probe in the middle of the tongue. It is better if a speech therapist does this.
4. Staging from other correctly pronounced sounds.
From the sound F: pronouncing F, press the lower lip to the incisors and slightly push it down;
Echoes I: in a whisper we pronounce the sound I and, without changing the articulation, we blow on the tip of the tongue;
From the sound Sh: pronouncing Sh, lower the tip of the tongue behind the lower teeth;
From the sound T: blow on the tongue, pronouncing T, so that the breeze walks along the back of the tongue, and a cold air jet is felt in the palm of your hand.
You can offer the child to "step" with the tip of the tongue on the finger of an adult (finger under the chin). This helps to keep the tongue down.
There are some features of the setting and automation of whistling with lateral sigmatism. At the same time, the tongue is in the “humped bridge” position, the tip of the tongue is at the lower gum, the lips are in a smile. The child exhales into the tongue, while it is important to ensure that the cheeks do not swell. A sound resembling C should appear. In the future, we gradually reduce the exaggerated protrusion of the tongue, bring the upper and lower teeth together. Automation with lateral sigmatism should start from confluence with the sound T (hundred, ste ...), then in the reverse syllable (as, ys ...), and finally in direct syllables (SA, se ...).
With the hissing pronunciation of C, when the tongue is pushed deep into the oral cavity, exercises are used to form a wide, flattened tongue, and first an interdental C is placed, which is then transferred behind the teeth.
Setting sound Z
The sound Z is put from the sound C by voicing. Also, the sound Z can be put by analogy with the sound c from the sounds V, Zh, D, I.
Setting the sound C
Pronouncing the sound T in the lower articulation, the tip of the tongue at the lower gum, while simultaneously pushing the tongue back: T-S.
2. Rapid pronunciation of a combination of sounds (ATS)
Automate C usually with reverse syllables(AC, UC…)
Speech therapists!
Add your own ways of making whistling sounds in the comments or write which ways of making whistling sounds you usually use.
If you considered this information useful, share with friends in social networks. If you have questions on the topic, write in the comments. Your online speech therapist, Perfilova Natalya Vladimirovna.
Sound [s]
Preparatory stage
Lesson 1
Breathing exercises
"Harmonic". I. p. - stand straight, lower your hands. Place your palms on your stomach and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation power.
"Cold wind". Having typed air into the lungs, with force to blow through the lips extended forward with a tube. Bring the back of your hand to your mouth. A sharp, beating cold stream should be felt.
Game exercises
"Smile". "We are happy to meet a friend." Stretch your lips in a smile to the limit and hold them in a tense position for a while. The teeth are closed. Repeat 3-4 times.
"Monkey monkeys". Movement with closed lips to the right and left side. (In case of difficulty, help with index fingers.)
Exercises for spreading and strengthening the lateral edges of the tongue
"Track". Put a wide spread tongue on the lower lip and hold it in this position for a count of up to 5.
"The tongue is looking for a crack in the fence." Protrusion of the spread tongue between the teeth and biting it. (There should be teeth marks on the tongue.)
"The tongue sleeps on the crib." Lowering the back of the tongue. Press the tip of the tongue to the lower incisors, lower the back.
Note. In case of difficulty, invite the children to cough, yawn, while the soft palate involuntarily rises and the root of the tongue descends. You can interest children with an offer to meet or say hello to a small tongue.
Highlighting the sound [s] against the background of syllables and words among sounds that are far in acoustic and articulatory features.
Game "Catch the sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy, ba. If the child selects a sound from a sound or syllabic series, words are given poppy, cheese, bough, shelf, son, bun, lamp, catfish.
Pronunciation of vowel sounds with a change in the strength and height of the voice.
"Let's sing a lullaby to the doll": a-a-a-a-a-a-a-a-a.
"Teeth hurt" Ltd
"Steamboat whistle": uuu.
Lesson 2
Breathing exercises
Development of expiratory force
Blowing through a tube. letting go soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).
Development of the correct direction of the air stream along the midline of the tongue
Blow the paper snowflake off your palm. Whose snowflake will fly farthest?
Exercises for the lips and facial muscles
"We are having fun". "Smile". Lips in a smile, teeth close to 2 mm.
"Sponges swing on a swing." Teeth and lips clenched. Alternately raise the corners of the mouth with the help of the fingers.
“Sleep, peephole, sleep, other. The right eye sleeps - wakes up. The left eye sleeps - wakes up. Alternately opening and closing the eyes.
Language exercises
"Tongue lights up." Lay the tongue on the bottom of the mouth. "The tongue dived to the bottom of the river." "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
"The tongue crawls through the crack in the door." Biting the tongue with teeth from the tip to the middle and vice versa.
"Monkey Teasers". Put a wide tongue on the lower lip and pronounce syllables pya-pya-pya-pya-pya.
"Conversation of dogs Barbosa and Pushka". Pronunciation of syllable combinations pa-ba, po-bo, po-bo, pu-boo whisper, quietly and loudly.
Development phonemic perception
Isolation of the sound [s] among sounds similar in acoustic and articulatory features. Sounds: [s], [h], [s], [w], [c], [s]. syllables: sa, for, with, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden etc. The child raises his hand or claps his hands if he hears the sound [s].
Lesson 3
Breathing exercises Developing expiratory strength
"Extinguish the candle." Development of intense intermittent exhalation with pronunciation fuuuuu.
Development of the correct direction of the air stream along the midline of the tongue
"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.
Exercises for the lips and facial muscles
"The monkey is smiling, and the baby elephant is ready to drink some water."
Lips in a smile (hold count up to 5-6). Alternating positions - lips in a smile and a "tube".
“Teeth hurt on the right side. Teeth hurt on the left side. Alternately raising the corners of the mouth while closing the corresponding eye.
Language exercises
"Raindrops are pounding on the roof." Bite a wide tongue with your teeth and pronounce syllables ta-ta-ta-ta-ta-ta.
"Shovel". Put a wide tongue on the lower lip so that the lateral edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, offer to squeeze the lips tightly, then stretch them in a smile and squeeze the tongue between them.
Exercises for the formation of the ability to form a bow with the upper molars with the lateral edges of the tongue
"The baby learns to pronounce the sound [and]." Lower the tip of the tongue behind the lower teeth and pronounce the sound [and]. Make sure that the “dimple” in the tongue is exactly in the middle.
"Donkey Song". Sound combination pronunciations ia.
"Boat". Stick your tongue out of your mouth and fold it into a boat ("groove"). If the exercise does not work out, you can put a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect various mushrooms in a basket - russula volushka, flywheel, etc. Suction of the tongue to the sky. (Recommended for use when correcting lateral sigmatism.)
Development of the switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
Vowel pronunciation i-yu, u-i, i-e, e-i; i-i-e; i-i-e-yu.
Development of phonemic perception
Isolation of sound [s] from words. Find toys that have the sound [s] in their names from a number of others ( owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in words owl, baby elephant, forest, nose.
Lesson 4
Breathing exercises
Development of expiratory force
Development of the correct direction of the air jet along the center line
"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.
Development of a long strong exhalation during prolonged pronunciation of sound combinations iffff, iffff.
Lip exercises
Lips in a smile (count up to 10).
"The boat is rocking on the waves." Alternately lifting up the corners of the mouth (with and without the help of hands).
Language exercises
"The tongue is sick and lies in bed." Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Lay the tongue with a “path” on the bottom of the oral cavity so that a small tongue appears. (Keep in this position for as long as possible.)
"Teasers". Put a wide tongue on the lower lip and say: bya-bya-bya-bya-bya, pya-pya-pya-pya-pya-pya(with change of intonation).
The tongue is a "groove" inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When blowing into the bubble, a round slit involuntarily appears in the tongue.
"Funny Clowns" Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. Pronunciation of a sound combination i-hee-hee.
Development of switchability of the organs of the articulatory apparatus
"The tongue swings on a swing." Pronunciation of syllables i-la, i-la, i-la, gradually increasing their number on one exhalation.
Development of phonemic perception
Distinguishing words that sound similar: bear— bowl, helmet— porridge, cheese— ball, salt— play pranks(based on pictures).
Finding pictures, in the name of which there is a sound [s], on the topics "Vegetables" and "Fruits".
Lesson 5
Development of expiratory force
Development of the correct direction of the air stream along the midline of the tongue. "The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.
Lip exercises
"The hippopotamus opened his mouth, the hippopotamus asks for rolls." smile. On the count of "one" tightly compress your lips, on the count of "two" open your mouth wide.
Language exercises
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. Pronounce and, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the lateral edges of the tongue until a recess is obtained in the middle part of the tongue.
"Funny kids". The starting position is the same. Pronounce sound combinations hee-hee, hee-hee, hee-hee.
"Alien Talk" Pronunciation of syllables ti-ti-ti, ti-ti-ti, ti-ti-ti, ti-ti-ti(with a change of stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in words cabbage, beets, radishes, beans, lettuce, garlic?
Find vegetables that have the [s] sound in their names. Where is the sound [s] in the word salad? In the word garlic? In the word cabbage?
Development of logical thinking
The game "The Fifth Extra". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra image.
Lesson 6
Development of expiratory force
Development of the correct direction of the air stream along the midline of the tongue
smile. Lower the tip of the tongue behind the lower teeth, raise the back with a “hill”, exhale.
Lip exercises
Raising and lowering the upper lip, exposing the upper teeth.
Alternating raising and lowering the corners of the mouth.
Language exercises
Keep the tongue “groove” outside the mouth motionless, and then open the lips wide, then touch the “groove” with them.
The game "I am not me." The speech therapist pronounces phrases, and the children answer: "And I" or "Not me." For example, a speech therapist says: "I love chocolate." And the children answer: "And I, and I, and I." "I like to chew a cup." Children: "Not me, not me, not me."
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
Pronunciation of syllable combinations ptit-ptit-ptit, ptya-ptit-ptya; bird-bird, bird-bird; ptt-ptt-ptt-ptt.
Development of phonemic perception
"Choose and name." Arrange in two piles pictures with the image of objects in the name of which there are sounds [s] and [sh].
Determine the position of the sound [s] in words sledge, boots, owl, bus.
Sound setting [s]
The position of the organs of the articulatory apparatus with the correct pronunciation of sound [s]
The teeth are close together and are at a distance of 1 mm. Lips stretched as if smiling. The tongue rests against the lower incisors, a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is deaf, pronounced without the participation of the voice.
Techniques for setting sound [s]
Auditory perception of sound. Creating an auditory image of sound
Game tricks. "Whistles". "Winter storm".
Formation visual image sound
Showing the articulatory position of the sound on the model or articulation scheme. Articulation profile display.
Formation of a kinesthetic image of sound(sensations of the position of the organs of articulation)
Showing the position of the organs of articulation with the help of fingers. clenched fingers right hand(imitation of the tongue) lower to the base of the fingers of the left hand (as if it were the lower teeth). Description of the position of the organs of articulation.
Open mouth. Lower the tip of the tongue to the lower incisors so that a gap forms in the middle of the tongue. Exhale evenly with force. It should sound like [s].
Note. If a “groove” does not form along the midline of the child’s tongue, put a stick along the tongue. Close your teeth as far as the wand allows, and pronounce the sound [s]. Do the same exercise with slowly removing the stick from the mouth to the teeth and out, then repeat several times without using the stick.
Correction of hissing sigmatism according to M.E. Khvattsev (1959)
1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered near the lower gums.
2. Blowing out on the tongue when it is in a low position.
3. The tongue is set in a deep “groove”, and the sound [s] is pronounced. Then gradually the depth of the "groove" decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of sound [s]. Fixation in syllables, words, and then the transition to normal articulation.
2. The child pronounces the sound [r] lingeringly, and then, doing the same, push the tongue forward as far as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper a sound combination ihi, and then repeat it with clenched teeth.
4. Pronunciation of a combination ie with tension.
Correction of labiodental sigmatism
Show that during the pronunciation of the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternation of lip movements with a successive change of their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is applied in the form of pushing the lower lip down with a spatula. Drawl pronunciation [s], and then syllables and words that begin with it.
Correction of interdental sigmatism
Clench your teeth and, without unclenching them, pronounce [s] lingeringly. (At first, the sound is pronounced with clenched teeth.)
Pronunciation of syllables and words with clenched teeth. Gradually move to the normal pronunciation of the phoneme.
Dental sigma correction
Showing the correct articulation of the phoneme. Using a profile picture. Reliance on kinesthetic sensations (feel a cold jet on the back of the hand with the correct pronunciation of the sound [s]).
Articulation exercises
Protruding tongue between teeth.
Protrusion of the tongue with a "groove" with the mouth open.
Curvature of the back of the tongue upwards with the tip of the tongue resting on the gums of the lower incisors.
Hissing sigmatism correction
Distinguishing between the correct and incorrect sounding of the sound [s] (whistling - hissing).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the help of the hands.
Having achieved the correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use the interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Lateral sigma correction
Achieve the formation of a "groove" in the midline of the tongue.
As a base, use the sound [t]. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling the jet of air on the hand.
At the next stage of work, the child is invited to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [c], in which sounds [t] and [s] are heard.
Gradually, during the exercises, the sound [s] lengthens, and then separates. After that, the child can be explained that this is a correctly pronounced sound [s].
Use of mechanical assistance.
The child is offered to pronounce the sound [f], pushing the tongue as far forward as possible and resting its tip on the lower teeth. Whistling noise should be added to the noise characteristic of the sound [w].
Reliance on the sound [x].
Whisper the combination ihi, and then pronounce the same sound combination with clenched teeth. At the same time, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s "].
Correction of nasal sigmatism
Work out the correct direction of the air stream, closing the passage to the nasal cavity by raising the palate. Development of correct articulation of the tongue.
Sound replacement correction [s] to [t], [d]
1. Insertion of a spread tongue between the teeth.
2. "Groove" with an open mouth.
3. Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
Massage is performed with hypercorrection of the affected side:
- patting of the smoothed nasolabial fold;
- circular movements at the junction chewing muscles;
- stroking lips;
- slight tingling of closed lips (more often on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping with a spatula or fingers on the tongue;
- a very light pat on the affected lateral edge of the tongue.
Exercises for the lips and facial muscles
Teeth and lips clenched. Alternately raise the corners of the mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of the mouth calm. Lift the corner of the mouth affected by paresis to produce two or three times, healthy - one.
Language exercises
1. Smile, put the tongue on the lower lip, then move the tongue to the right side and bite the left edge of the tongue with your teeth. Return to starting position.
2. Smile, put the tongue on the lower lip, slightly move the tongue to the left side and bite the right edge of the tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth over your tongue.
4. Smile, put the tongue on the lower lip, move the tongue to the left side and slide the teeth over the tongue.
5. Biting the lateral edges of the tongue.
For the affected side, the number of exercises is doubled.
Fixing the auditory image of sound
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