Setting the sound pi. Description of the correct articulation of the sounds of the Russian language

Organs of articulation. The lips are open and take the position of the next vowel sound, the distance between the teeth is 4-5 mm. The tip of the tongue rises to the base of the upper teeth. It is tense and vibrates in the passing air stream. The anterior middle part of the back of the tongue flexes. The back of the tongue is pushed back and slightly rises to the soft palate. The lateral edges of the tongue are pressed against the upper molars, the gloto-expiratory jet passes in the middle. The soft palate is raised and closes the passage to the nose, the vocal folds vibrate, producing a voice.

Soft sound R differs from the hard one in that when it is articulated, the middle part of the back of the tongue rises to the hard palate (approximately as with the vowel and), the tip of the tongue is slightly lower than with R, the back of the back of the tongue, together with the root, is advanced forward.

Sound staging techniques.

By imitation. This approach rarely leads to positive results, so more often you have to use others.

The most common approach is sound setting r from d, repeating on one exhalation: ddd, ddd, followed by a more forced pronunciation of the latter. Alternating is also used pronunciation of sounds t and d combined td, td or tdd, tdd in 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 and t the child is asked to blow strongly on the tip of the tongue, and at this moment a vibration occurs.

Statement of p 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, with quick movements of the probe to the right and left, the tongue vibrates, 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). A child can do home workouts with 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 a 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.

When setting soft R the same technique is applied, but with the help of a syllable zi, and later 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; but it is recommended only to conduct their simultaneous setting in order to avoid bias.

Sound Automation (P)

RA-RA-RA RO-RO-RO RY-RY-RY RU-RU-RU RE-RE-RE

RA-RA-RO RO-RY-RO RY-RU-RU RU-RA-RA RE-RE-RY

RO-RA-RO-RA

RY-RY-RO-RO

RU-RA-RU-RO

RE-RY-RA-RU

RA-RO-RY-RE

AR-AR-AR OR-OR-OR UR-UR-UR IR-IR-IR ER-ER-ER

AR-OR-AR OR-AR-OR OR-IR-OR UR-AR-UR IR-AR-IR

AR-OR-UR-YR

YR-UR-OR-AR

ER-IR-YUR-YAR

AR-YAR-OR-ER

YR-IR-YAR-AR

CANCER FRAME Knapsack RADIO ROCKET RAINBOW SHELL ROCKET

HANDS SLEEVE HANDLE SHOTGUN STREAM RUBY PLANE SHIRT

MOUTH HORN ROBOT ROSE LYNX FISH MARKET FISHERMAN

NORA RAM DRUM FEATHER GATE CROWN LIGHT MOUNTAIN

ARCH WATERMELON BRAND DESK MAP APRON CARROT POCKET

GRASS TRAMS TROIKA PIPE CHEESE PARSLUSH FIRE

PAINTS BED GARNET PEAR FRUIT SPRING MUG

KOMAR COOK AX FENCE TOMATO Amanita BOAT

Modern parents know that successful learning At school, children need to clearly and clearly pronounce all the sounds of their native language. Without correct speech it is impossible to express one's thoughts, write dictations, compose retellings. Usually, a child should have a well-developed speech for school. However, some preschoolers never learn to speak clearly, distort some sounds, so it becomes necessary to contact a speech therapist. Experts note that in recent times new types of dyslalia (violations of sound pronunciation) appeared, which were almost never met before. These include mispronunciation sounds T, D. Will parents at home be able to work on correcting sound pronunciation if such a speech disorder is found in a child? In order to properly organize classes at home, it is necessary to understand what the production of sound m is in connection with the production of sound e.

Important: correct pronunciation develops mainly by the age of five, so you should seek special help after 5 years. However, you need to early age carefully monitor the child's speech, do not be touched by the distortion of words, but, if possible, correct the speech errors of the crumbs.

Features of the pronunciation of sounds T D

What kind typical mistakes do children make when they are pronounced? Common speech disorders include:

Replacing the sounds of the anterior lingual "T - D" with the corresponding posterior lingual "k - g", for example, "k ( t) toy", "ing( d)yuk.
Mixing consonants of the anterior lingual "T - D" with the posterior lingual "k - g": cell - cell; glass - rolled up.
The sound "T" can be softened by "P" or "K", for example: a little bird - a bird; kyochka, pyochka instead of a dot.
Persistent mixing T H(at t it - teaches, girl be(h)ka), T C(Pe c I am Petya c et - blooms).

For children with speech errors you can observe the following construction of sentences: “Mom, de (where) are my tanfetki (sweets)?”, “On the tarte (picture) dosi”. Others immediately notice such violations, and parents can also detect incorrect sound articulation. t: instead of leaving the tip of the tongue at the bottom, resting on the front teeth, the baby raises it to the palate.

Very often the reasons correct pronunciation are:

Disturbances in articulation (the work of the organs of speech).
Little mobility of the lower jaw.
Underdevelopment auditory perception(the baby does not distinguish sounds).
A bad example of adults when someone around mispronounces T D.

In any case, the diagnosis is made by a speech therapist, and the parents are engaged in staging sounds at home in accordance with his recommendations. Articulation gymnastics helps a lot in work, which should become a constant companion not only in classes, but also in everyday life.

Important: correction of the pronunciation of sounds N T D, as a rule, is carried out after simple sounds are clearly set in the speech of a preschooler: vowels (a, y, o, i, e, s) and consonants (b b, p p, m m, in vy, ff ph).

To test the pronunciation of sounds T D You can offer your child a small test in the form of several exercises:

Following the adult, say sentences in which these sounds occur, for example: Dusya gives a melon to Dasha. Aunt Tanya has notebooks on the table.
Consider pictures that depict objects with sounds T D, for example: slippers, calf, tiger, ax, TV, cart, cake; melon, house, door, tree, girl, children.
Among the pictures laid out on the table, find the one that the adult will name: a dot is a daughter, a cloud is a cottage, a duck is a pipe, a pond is a twig, a house is a volume.

Work is required for that kid whose speech is not traced T D or are replaced by other sounds, there is no differentiation (distinguishing sounds similar in sound).

Techniques for setting sounds T D

The classic methods of speech therapy work are the preparatory stage and sound production, which can be actively used in homework. If you choose the right exercises, then it will not be difficult for parents to cope with speech disorders your child.

Important: before teaching a child correct articulation sound T (D), the adult must himself work out the position of the lips and tongue in front of the mirror: the lips take the position of the vowel that follows T(ta - ta - ta); the tongue is fixed in the upper teeth; the palate is raised. In addition, articulation gymnastics must also be pre-rehearsed by an adult.

Preparatory stage

Speech therapists insist that if the baby's tongue is not strong enough to make sounds, you must first strengthen the muscles of the tongue and lips. Therefore, the preparatory stage necessarily includes articulation gymnastics. Speech therapy massage exercises will help to prepare the speech apparatus for it:

An adult, using a mirror, teaches a preschooler to take the correct position of the lips and tongue, showing differences in pronunciation, for example, T(tip of tongue) and To(tongue tail): “They eat cake”, “Drops drip”.
Sound staging T requires a sharp and strong exhalation. Therefore, it is necessary to develop the ability to exhale correctly. You can use exercises: Bubble», « Balloon”, “Flying snowflakes (from a napkin or cotton balls)”.
This is followed by articulation gymnastics:

“Big smile” - connect your teeth, stretch your lips wide and hold this position for up to 7 seconds.
"Tick-tock clock" - the tongue moves quickly to the left - to the right along the upper lip.
“The tongue does not obey” - pronounce five-five-five, tapping the upper lip on the tongue, gradually differentiating (distinguishing) the sounds P T.
“Tongue - spatula” - relax the tongue, making it wide, place it on the relaxed lower lip.

Important: we must try to make it interesting for the child to perform rather monotonous preparatory tasks. For this, it is necessary to introduce new exercises at each home lesson. For this, it is necessary to introduce new exercises at each home lesson. articulatory gymnastics which can be borrowed from speech therapy practice.

Setting sounds

How to put sound at home? Experts offer several ways to set the sound, the parent can try all of them and choose the one that is more accessible and understandable to the baby.

staging T by imitation: an adult offers a preschooler to repeat syllables first, and then words, it is advisable to start with the syllable “ta”. For example: ta-ta-ta, ta-you-that-that, you-you-you, you-that-that-that, that-that-that, that-that-that-you. Then the transition to words - pure phrases: ta-ta-ta, ta-ta-ta, such beauty; you-you-you, you-you-you, gave us flowers; tu-tu-tu, tu-tu-tu, we clean up; so-and-so, so-and-so, I put on my coat. Creativity to speech lessons will allow parents to independently compose such tongue twisters to sound, attracting children to creativity.
Interdental method: an adult shows the child the position of the tongue (the tongue is clamped with the lips, in this position you need to exhale strongly until you get a sound, then place the tongue behind the teeth). You can learn to control exhalation by playing the "fence" for air by placing your palm in front of your mouth. Or arrange a game of "ball" (a cotton ball is driven into an impromptu gate with a stream of air).
Speech therapists use the method of setting T from the sound P. The child repeats pa-pa-pa, placing the wide tip of the tongue on the lower lip, then, smiling broadly, says P, it turns out T.
When staging D there is an identical work, only when exhaling a voice is added.

Automation of sounds T D

When the sounds T D will be delivered (correct articulation has appeared), and the child will learn to pronounce them, the next step comes - automation (skill development). It is important to achieve free pronunciation here. Since this is new to a preschooler, a long training session is required. Speech therapists recommend introducing a practiced skill gradually: first through syllables, then words, then sentences. Helpful in this job articulation exercises, games based on poems, stories, riddles, which will also support interest in classes. At the same time, do not forget that every homework must begin with articulatory gymnastics.

Important: parents need to make every effort to ensure that the incorrect pronunciation of sounds T D disappeared as quickly as possible from the child's speech. At the same time, take into account that new material introduced only after the previous one has been assimilated.

What can an adult do to keep a child interested in activities and at the same time repeat monotonous actions many times? Game techniques will help, with the help of which syllables are worked out, for example: ta-ta-ta, yes-yes-yes, so-and-so, do-do-do, ta-you-to-tu, at-at-at, yes-dy-du, yt-yt-yt, ud-ud-ud. Plots can be very diverse:

Let's teach the doll to brush her teeth, show her what articulation gymnastics is: "brush her teeth" (various movements of the tongue over the teeth from the outside and from the inside up - down, left - right).
Let's sing a song to the toys: "tra-ta-ta, tra-ta-ta, we are taking a cat with us";
Play the drum for the bear: tram-ta-ta-tam; on a pipe for a dog: doo-doo-doo.
I start talking, and you finish (an adult pronounces part of the word, which necessarily ends in a syllable with sounds T D): flowers-you, beauty-ta, candy-you, mach-ta, coat, bouquet-you; bike-dy, ke-dy, beard-yes.
Hello finger! ( thumb is put forward, and each finger alternately “greets him” with syllables: that, that, that, you; yes, do, do, do).

After the sounds are automated in the preschooler, the work becomes more complicated, the pronunciation of the sound is fixed in words.

Exercise "Collect the beads"

An Effective Sound Automation Exercise T with older preschoolers. An adult offers a preschooler to collect unusual beads, having previously agreed which syllable follows which. For example, there may be such a sequence: that - that - you - that - that - that. Similarly, work is being done with sound e. At first, you can rely on clarity (colored beads, circles of colored paper, pencils). In the future, visibility is removed, the child acts from memory.

Exercise "Come up with words with sounds T D"

Invite the child to repeat words with sounds after an adult T D at the beginning, middle, end of a word. For example, an adult begins with a more understandable syllable that: that kidney, that chka, that relay; baby continues: that nk, that Buret, that netz, that xi. Then moves on to another position T D: ko t ik, pe t ear, ka t ok fox t OK; fat t, playing t, collect t, lae t, help t. Or du daughter, Yes th, de uh, by Yes rky, sol Yes t (voice emphasis on the highlighted). If at first it is difficult for a preschooler to continue the vocabulary, you can work with pictures. Similarly, work with syllables you dy: you qua, dy rka, you, dy m; up to: then since, then rt, then flat, before bry, then chka, before chka; that du: that chka, that loop, ra du ha, du ha. It is better to prepare the vocabulary in advance. Even more interesting is the automation exercise with the ball. The adult throws the ball to the child with his word, the child answers with his own.

Exercise "Sound t and sound d in a sentence"

Similar work takes place with sentences, the preschooler repeats after the adult, highlighting with his voice T D:

Tanya and Tom are on the tram.
Trofim is in a taxi.
The plane is flying.
Aunt Tonya is planting flowers.
Dima and Tolya are skating.
Dasha and Denis shared a melon.
Children go to Kindergarten.

In order for the preschooler to independently compose a sentence, plot pictures are used. It is necessary to ensure that all sentence words had a sound that is automated ( T D).

Nursery rhymes, tongue-twisters for automating sounds T D

To make it easy for parents to choose an artistic range for practicing the sounds of T D, you can use speech therapy selections or come up with tongue twisters for sound with the children. For example, the parent starts with syllables, and the child then rhymes the sentence:

Ta - ta - ta, ta - ta - ta, (they saw ki in the sea that).
Tu - tu - tu, tu - tu - tu, (let's pour milk to that).
Yes - yes - yes, yes - yes - yes, (all splashed in Yes).
Dy - dy - dy, dy - dy - dy, (there is no water in the glass) dy).
Yes - yes - yes, yes - yes - yes, (don't you go that Yes).
Doo-doo-doo, doo-doo-doo, (sing there anyway du).

A lot of nursery rhymes can be found on children's websites or in children's books. Their main task is to automate sound T (D), its correct pronunciation, for example:

Shadow, Shadow, Sweat, higher than the city, wattle.
The animals sat on the wattle fence and boasted all day long.
The fox boasted: I am beautiful to the whole world!
The bunny boasted: Go, catch up!

Pull canvases,
The canvases are simple.
Pull, pull, pull
Across, across shift.

We know, we know: Yes, Yes, Yes!
Water is hiding in the tap!
Come out, voditsa!
We came to wash!

LaDushki, LaDushki,
Let's bake olaDushki.
We'll put it on the window.
Let's make it cool down.
Let's wait a little,
All olaDushek DaDim.

Differentiation of sounds D T

An important step in speech therapy work is the differentiation of sounds (distinguishing similar in sound, T D, D D, T Th). This stage is carried out in parallel with automation and is necessary in order to compare the sound (soft and hard), to work out the pronunciation. You can teach a preschooler new special techniques for distinguishing sounds: a hand is applied to the throat during sounding, a sound is determined ( D- voiced, vocal; T deaf, no voice). For differentiation, you can use already known techniques: syllables, words, sentences in exercises, games, tongue twisters, nursery rhymes.

Differentiation of sounds ТТТ in the exercise “Compare sounds in guesses”

An adult invites the child to solve riddles, and then asks if the sound is the same T in all clues? The main thing is to make it possible to understand the difference in the pronunciation of sounds T(solid) TH(soft).

Round, not a month, yellow, not oil,
Sweet, not sugar, with a tail, not a mouse ( you kva).

Bows, bows, comes home - stretches ( then pore).

A block froze above the water,
For dinner, she dreams of fish.
There are fins and too lazy to swim,
Another fish will eat ( bye laziness).

Exercise "Correct speech"

The goal is to teach how to correctly and clearly pronounce and distinguish D D.

Grandfather Dodon blew a tune,
Grandfather hit Danka with a pipe.

Woodpecker hammering a tree
Day - day bark crushes.

Game "Come up with a proposal"

For setting and fixing pronunciation T D adults can teach children to invent beautiful offers when relying on verbal assistants. Then determine which words are hard T D, and which are soft T D D:

Denis - telephone (Denis was presented with a telephone);
House - a cat (Our cat does not walk, he is at home);
Tanya is a melon (Tanya loves a melon);
Tyoma - pipe (Tyoma learns to play the pipe);
Dusya - pictures (Dusya likes to look at pictures);

Important: parents should understand that homework for correct pronunciation consists in the formation of the skill of pronouncing the sounds of the native language. This is a long, systematic process that requires patience and hard training in automation, sound differentiation. A thoughtful selection of articulatory gymnastics, exercises, games, verbal material will help to achieve good results in the development of competent beautiful speech in preschool children.

Egorova O.V. Sounds P, Pb, B, B. speech material and games on automation and differentiation of sounds in children 5-7 years old.- M.:"Publishing house" Gnome and D", 2005. - 24 p.

This manual is addressed to speech therapists, educators of speech therapy groups, parents. Its main task is to help the child learn the correct pronunciation of the sounds P, Pb, B, B.

The manual offers practical material on the production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.

Egorova Olga Vladimirovna

Speech therapist teacher GOU - kindergarten of combined type No. 1547

Moscow

Sounds P, Pb, B, B

Speech material and gameson automation and differentiation of sounds in children 5-7 years old

Publisher - A. Kazakov

Editor - N. Ilyakova

Corrector - I. Maksimova

Cover - N. Zalipaeva

original layout - A. Komoloe

OOO Publishing house GNOM and D E-mail: gnome_ logoped@ newmail. en

Handed over to the set 08.09.04. Signed for publication on 20.11.04. Offset printing. Volume 1.5 p.l. Format 60x90/16. Circulation 2,000 copies. Order No. 1293.

Printed in accordance with the quality of the provided transparencies in the WPC of Rospatent, Domodedovo, Kashirskoye sh., 4, p. 1.

Introduction

Speech is one of the most important human functions. In the process speech development higher mental processes and the ability for conceptual thinking are formed. Speech communication creates the necessary conditions for the development of various forms of activity. To educate a full-fledged personality, it is necessary to eliminate everything that interferes with the free communication of the child with peers and adults.

Disadvantages of sound pronunciation significantly distort the speech of the child. The child may experience omissions, substitutions, deficiencies in the differentiation of sounds. All this makes the child's speech incomprehensible to others, limits the baby's speech activity.

Correction of deficiencies in sound pronunciation is one of the critical tasks teacher. The child must learn to pronounce all the sounds of his native language correctly. Recently, more and more children have appeared who have impaired pronunciation of not only whistling, hissing or sonors, but simpler sounds, such as D, T, N, P, B, etc.

Benefit structure

Work on each sound includes 3 sections:

Sound articulation.

Sound setting.

Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).

Automation of any sound should begin with syllables. Only when the child learns to pronounce the sound correctly in syllables, you can move on to words and sentences. At

working with words, it is necessary to work out the sound in different positions: at the beginning, in the middle and at the end of the word; in words with a confluence of consonants.

At the final stages of sound automation, children are offered tongue twisters, proverbs, tongue twisters, riddles, poems, stories, games. To pronounce pure tongues, proverbs at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. At first, tongue twisters should be pronounced slowly, clearly articulating sounds, then at a normal pace. Only when the child can accurately pronounce the tongue twister, you can repeat it at a fast pace. When working with riddles, invite children not only to guess them, but also to repeat, since an automated sound is found in the text of riddles. Poetry is desirable to learn. This contributes not only to fixing the sound, but also to the development of memory. Read the stories to the child calmly, expressively, so that he can remember and retell them. Play games in a lively manner, encouraging the correct answers of the baby.

When sounds that are similar in pronunciation are automated, it is necessary to work on their differentiation. The differentiation of sounds must begin with syllables, gradually moving on to words, sentences, poems, etc.

This manual is intended for speech therapists, teachers of speech therapy groups, parents of children with deficiencies in sound pronunciation.

Sound articulation

The lips are at first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel. The soft palate is raised, the vocal folds are open, the air jet is jerky.

Sound staging

way: by imitation.

way: the speech therapist asks the child to pronounce the syllable pa, blowing a ball of cotton wool or a strip of colored paper.

Practical material on audio automation P

1. Repeat the syllables.

Pa - pa - dad - on - pu - py Up - op - pack

By - on - by Py - on - pu - pa Pack - yp - up

Pu - pu - pu po - pa - pu - py Yp - up - op

Py - py - py Pu - py - on - pa Pack - op - up

2. Repeat the words.

Sound at the beginning of a word: Pan, share, pass, page, spider, fall, package, paste, finger, Pavel, chamber, stick, tow, steam, park; dust, dusting, vacuum cleaner, fawn, donut; sing, sweat, floor, post, train, help, kidney, soil, mail, regiment, shelf, crawl, tomato, port, spanking; pud, fluff, path, pouf, ottoman, launch, cannon, bunch, bullet, scarecrow, powder.

Sound in the middle of a word: Anapa, fall, stomp, drip, dig, bathe, buy, attack, foot, paw, clap, crowd, tulips, hat, constipation, parka, scratch, croup, trail; trenches, hoof, spray; soot, boot, bast shoes, pressure.

Soundat the end of a word: Top, stage, tyap-blunder, sap, tsap, arap, snore, drape, ladder

The confluence of consonants in syllables and words: Pka, pna, mpa; pla, pla, plo, pl; right, right, about, right Firebox, hill, foot, mop, lamp; flame, planet, swim, swimming trunks, cry, plastic, plasticine; swim, quicksand; raft, fruit, bad, bad, hollow, nozzle, bowl; rogue, plow, stray; truth, rule; jump, jumper; just a sheet; rod, pond.

3. Repeat suggestions.

Pasha was tending sheep. The page raised a finger. The regiment goes to the port. Buds appeared on the trees in the park. The locomotive released steam. The post office light is on. Pavel went to Anapa. The crowd clapped. The vacuum cleaner swallows dust. Fluffy's paws got wet. Berries fell from the hollow. Paul teaches the rule. The scarecrow guards the fruits. The gun fires: poof. Dad buys cereal. Paul went on his way. There is dust on the floor, you need a vacuum cleaner.

4. Repeat tongue twisters.

Pa - pa - pa - small grits.

Pu - pu - pu - we bought cereals.

Py - py - py - no more cereals.

Pa - pa - pa - dad is coming.

Pu-pu-pu-I'm going to Anapa.

5. Repeat proverbs, sayings.

Got a finger in the sky.

From the clatter of hooves, dust flies across the field.

Got up late - lost the day.

In his youth he did not study - he lost his life.

Recognition is half the correction.

6. Repeat tongue twisters.

There is a pop on a shock, a cap on the priest, A shock under the priest, a pop under the cap.

A couple of birds fluttered, fluttered - Yes, and fluttered out.

The field is not weeded, The field is not watered, He asks for a field to drink - It is necessary to water the field.

7. Repeat the riddles.

Who grazes sheep and goats, A friend came out from under the snow,

Where the meadow is overgrown with grass? And suddenly it smelled like spring.

(Shepherd). (Snowdrop)

The golden sieve of black houses is full. (Sunflower) A hut was built without hands, without an axe. (Nest)

8. Learn poems.

Let's go, let's go, let's go The spider came to the market,

For ripe nuts, Muham spider brought goods.

For nuts, mushrooms, He hung it on an aspen:

What will be born under the oaks - Which of you wants cobwebs? That grow under the maples, Under the green lindens. (V. Orlov)

9. The game "Tell me a word."

The adult invites the child to suggest the right phrase at the end of each poem.

And from the wind, and from the heat, I grow in a red cap

Will cover you from the rain. Among aspen roots.

And how sweet it is to sleep in it! You will see me a mile away -

What is it?.. (Tent). I'm called... (boletus).

The plane is ready

He will go to... (flight).

10. Game "One-Many".

An adult names an object in singular, child - plural.

Tomato - (tomatoes). A gun - (guns).

Spider - (spiders). Pillow - (pillows).

Shelf - (shelves). Tent - (tents).

11. Retell the story.

The adult invites the child to listen to the story and then retell it.

Styopa went on a hike. First, Styopa took the train to the forest. He went down the path into the forest. There he found a beautiful clearing and pitched a tent on it. A river flowed near the tent. Styopa swam in the river and lay down on the grass to sunbathe. What a good rest!

Sound articulation

Cm. sound P. The difference is that when pronouncing the sound Pb, the lips are much more tense, and the tongue is arched, its tip rests on the lower incisors.

Sound staging

way: by imitation.

way: child pronounces a syllable pi. Gradually, the sound And is pronounced more briefly and deafly, do not stretch the lips much, the sound Pb is obtained.

Practical material on automation of sound Pb

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Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

A variety of entertaining exercises are at your service. speech development(), Following the recommendations of the speech therapy section of the site will allow you to get a positive trend in the development and correction of children's speech. Online exercises on speech therapy () can serve as a useful tool for speech therapists working with preschoolers. If a child has problems with pronunciation of sounds, then training work is carried out to automate sounds, expand the vocabulary, and develop coherent speech. Corrective work should be comprehensive and systematic. Correctional work with children involves overcoming speech and psychophysical disorders in children. Track your child's progress. You can specially shoot it on video and upload it to your youtube channel.

Making hissing sounds

Correction of violations of the pronunciation of sound / F /

The sound /Ж/ is usually put from the sound /Ш/ by turning on the voice when it is pronounced, but it can also be put from the sound /З/, like /Ш/ from /С/.

Correction of violations of the pronunciation of sound /R/

A set of exercises: “Horse”, “Fungus”, “Accordion”, “Turkey”, “Cup”, “Automatic”, “Woodpecker”, “Malyar”, “Brushing teeth”, “Swing”, “Drum”, “Delicious jam".

Setting the sound /R/ from the combination "FOR".

The “throat” pronunciation of the sound /P/ is a violation in which many staging methods are ineffective. Most often, the reason for this adaptation is a weak speech exhalation. Therefore, first of all, it is necessary to develop the correct speech exhalation in the child, then proceed to setting the sound. In this case, the best thing I can do is to set the sound /P/ from the combination “FOR” (sometimes “ShA”) with the help of vibration of the tongue by a speech therapist.

This method, in my opinion, is the easiest, and most importantly, effective in correcting "throat" sounds (velar and uvular).

The child is asked to raise a wide tongue by the upper teeth and pronounce a long “Z-Z-Z-ZA” with a strong air pressure. At this time, a match with a cotton swab (cotton bud) is brought in approximately in the middle of the tongue, and the speech therapist makes frequent oscillatory movements, from which the combination “R-R-RA” is heard.

The jaw of the child must be fixed: thumb lightly press on the chin, the remaining fingers on the back of the head.

After the combination is obtained many times, the stick is replaced with a nipple tightly stuffed with cotton. You can teach the child to achieve the vibration of the tip of the tongue with the help of the right index finger. Over time, it is enough that a finger or a stick is brought to the mouth, and the tip of the tongue begins to vibrate. The sound is then introduced into speech. In this case, the order of automation will be as follows: the sound /Р/ in open syllables and words, then in closed syllables, in a confluence of consonants.

Setting the sound /P/ in the prone position.

This method is good if the child has macroglazia ( big tongue) or developed the habit of pronouncing sounds interdentally. In this case, first of all, you need to massage the tongue to strengthen its muscles, only then you should start staging the sound /P/ in the prone position. In the supine position, the tongue falls back slightly, that is, it does not peek out from behind the teeth.

The speech therapist sits on the edge of the sofa, the child rests his head on her knees. In the prone position, the child is invited to forcefully exhale air from himself, pronouncing “for” (you can “j”).

At this time, the speech therapist holds the child's chin with his left hand so that his mouth is open, and right hand using a stick, probe or pacifier causes vibration of the tip of the tongue.

Setting the sound /R/ from the combination of "melons-melons-melons":

The child is invited to open his mouth and pronounce the combination “melons-melons-melons”, at this time the speech therapist fixes the child’s jaw (it must be motionless) and causes the tongue to vibrate with a match or cotton swab.

/P/ from "Fungus".

We ask the child to do the exercise "Fungus". The tip of the tongue is moved to the alveoli, the mouth is open, the lips are smiling. With two fingers, the child holds the lateral edges of the tongue. The speech therapist suggests blowing on the tip of the tongue. The tongue starts to vibrate. After repeated repetitions, the voice turns on.

To call a good vibe isolated sound/P/ I use the “Start the motor” exercise from A. Ya. Mukhina’s speech motor gymnastics: legs shoulder-width apart, the body is slightly tilted forward (the tongue is relaxed at this time), the child performs with arms bent at the elbows parallel to each other rotational movements. At this time, the child blows with force on the tip of the tongue. It turns out a lingering "RRRR".

Setting the sound with the lateral pronunciation of the sound /P/

The preparatory stage begins with gymnastics of the tongue and lips. With /P/ lateral, the muscles of one or two lateral edges of the tongue are usually weakened. Achieving proper articulation requires a lot of work.

Correction of the nasal pronunciation of the sound /R/

The preparatory phase begins with explaining to the child that air can be exhaled through the nose and through the mouth. After exercising the child in exhaling through the nose and through the mouth, they compare the sounds that are pronounced with the exhalation through the mouth (/V/, /Ш/ and others) with the sounds that are pronounced through the nose (/M/, /Н/).

Correction of pararotacism.

On the preparatory stage the work goes in several directions: distinguishing by ear the sound /Р/ and its substitute, mastering the difference in their articulation: mastering the correct movements of the tongue with the help of articulatory gymnastics, playing techniques, and imitating the model.

Setting the sound /P/ is carried out by the same methods as in the absence, but the following features must be taken into account:

when replacing the sound /R/ with the sound /G/, it is necessary, carefully listening to the child, to ensure that he does not experience a vibration of a small tongue instead of a vibration of the tip of the tongue.

when replacing the sound /P/ with the sound /B/, you should not call /P/ protorny, since the latter is similar to /B/ in terms of the method of formation and the child can mix these sounds.

Setting the sound /R/ from the sound /D/

The child sets a wide tongue behind the upper teeth, pronounces the sound /D/ loudly, with a large air pressure (blowing on the tongue). If the tip of the tongue is not tense, the sound combination "dr" appears. Each time the vibration of the tongue increases, the sound /P/ becomes longer and longer. The combination "dr" should be entered into words with the confluence "dr", then "tr", after which we tear /T/ from /P/, introducing a vowel sound between them. Often at this stage the child lingers for a long time. In this case, along with the frequent pronunciation of words with the confluence of “tr” and “dr”, I try to cause a good vibration of an isolated sound /P/, using the already well-known exercise “Start the motor” from A. Ya. Mukhina’s speech motor gymnastics. First, the motor is pronounced “tr”, then “tr - r - r”, that is, we tear off / T / from / R /.

Setting the sound /P/ from the combination "tr"

If the sound /P/ is absent in the child or is replaced by another sound, you can offer to blow on the tip of the tongue and say “trrr” without turning on the voice. If the vibration is obtained, you can begin to "turn on" the voice. The child is invited to repeat this exercise, but with a voice (“so that the neck trembles”). If necessary, you can show how the voice turns on when we pronounce other voiced sounds, for example, /З/, /Ж/, etc. Further, we automate the sound.

Correction of violations of the pronunciation of sound /P '/

After automation /P/, using the imitation technique, the correct pronunciation /P'/ is achieved. A long rolling /R/ is sequentially connected with the vowels /I/, /I/, /E/, /E/, /Yu/, while stretching the lips into a smile.

If there is no /P'/soft, you can pronounce /P/ with your head thrown back.

After automating the sound, it is necessary to differentiate the sound /P/ and its substitute.

Lips slightly stretch and open the teeth.

Teeth open up to 5 mm.

Tip of the tongue lowered and touches the lower incisors. The anterior part of the tongue is lowered, the middle part of the back of the tongue approaches the hard palate, the tongue moves forward somewhat and makes a link with the middle part of the hard palate. The lateral edges of the tongue are pressed against the upper molars.

Soft sky raised and closes the passage to the nasal cavity.

To form the correct pronunciation of the sound [k '], I propose to perform the following exercises:

"Hide and Seek".

Target: strengthen the muscles of the lateral edges of the tongue, learn to retract and extend the tongue, raise the back of the tongue and hold in this position.

The teacher says: “Our Cheerful Tongue is playing hide and seek with us. Watch how he hides in the house, and do this several times.

The mouth is open. (Pull the narrow tongue strongly forward and remove it deep into the mouth.) The tongue lies calmly, its tip is at the lower incisors. The tongue is then pulled back, with the tip of the tongue moving away from the lower incisors but down.

It is necessary to ensure that the children sit quietly, keep their heads straight, do not close their mouths when they move their tongues back. The tip of the tongue is at the bottom all the time. If someone does not succeed in this exercise, it is necessary to move the tongue back with a wooden spatula or a clean finger of the child himself, slightly pressing on the tip of the tongue.

"Snake".

Target: strengthen the muscles of the tongue, learn to retract and extend the tongue, perform movements rhythmically.
The teacher suggests: “Our Tongue will show us a snake. See how it moves forward, backward. Do this exercise several times."

The mouth is wide open. Do the exercise "Needle". A narrow tongue, similar to a sting, should be pushed forward as much as possible and removed deep into the mouth. The exercise is performed at a given pace.

The snake showed a sting
She removed and tucked her tail -
The sting took out again,
Wants to scare you all!

Sit in front of a mirror. Do the Snake exercise with an adult.
Do it clearly, smoothly, without rushing.
Repeat 8-10 times.
Check the correctness of the exercise according to the picture and description.

Target: learn to raise the back of the tongue, hold the tip of the tongue behind the lower incisors.
The teacher shows: “Our Tongue built a slide. Look how cool the slide turned out. Make a hill too."

The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. In this position, the tongue is held for up to 5 seconds.
Higher, slide, rise,
We're going down the hill!

"Steamboat".

Target: learn to involuntarily pull the tongue backwards.
The teacher says: “Now we will go on a boat. Our ship gives a signal: s-s-s ... How does the ship give a signal?

Children by imitation say: s-s-s ...
The mouth is open. No need to open it wide and stretch your lips into a smile. The tongue is pulled back and held in this position.

The teacher monitors the correct execution of the exercise, the sound s-s-s ... is pronounced drawlingly on one exhale. All these exercises are performed in front of a mirror.