Ways of setting the sound r. Effective ways and correct techniques for setting sound r

Beginning speech therapists often face problems with sound production [P]. You use several methods, but they are not effective. In this article you will find 14 Sound Staging Techniques [R] that have been successfully applied and tested in practice.

1 way to set the sound [P]:

Setting [P] - quickly and efficiently.

This method helps to quickly cause vibration.
The child puts his head on the knees of the speech therapist, sucks his tongue to the palate (“Fungus”), at this time the speech therapist with his thumb and forefinger (clean) presses the lateral edges of the tongue to the palate (not the tip!), the child blows forcefully on the tongue and ... often immediately there is a vibration!

2 way to set the sound [R]:

The child is asked to raise a wide tongue by the upper teeth and pronounce a sound similar to “zzh” for a long time (something in between these sounds is heard: [z] with an overtone [g] or vice versa) or repeatedly pronounce the sound [d] (but the tongue is not teeth, but on the alveoli, so the sound [e] is not clear).

3 way to set the sound [R]:

Make sure that the tongue is wide and very tense. At this time, with a straight (cleanly washed, with a short-cut nail so as not to scratch the tongue) index finger of the child himself or with your finger wrapped in a handkerchief, placed under the tip of the tongue, make frequent oscillatory movements from side to side, which makes a rumbling sound. (You can use a pacifier tightly stuffed with cotton wool or make a plastic spatula from a toothbrush, removing the bristles, you get a comfortable plastic stick, the corners must be rounded.) When the child’s hand gets used to it and the tongue does not slip off the finger (spatula), the baby will be able to induce fluctuations of the tongue.

If the tongue is not wide and not tense, the finger will carry it along and there will be no trembling. The tongue will swing along with the finger, with a sound close to "dl". Pay special attention to the child that the tongue should be both persistent tin soldier and under no circumstances resign from his post. You can compare a language to a string. If the string is taut, then by touching it, we cause it to tremble, the string starts to sound, but if the string is weakened, there will be no sound. This exercise is very popular with children, and they are happy to perform it. You can tell the child that you are now trying to start the engine.

Having achieved vibration of the tip of the tongue with mechanical assistance, the duration of the vibration is lengthened and gradually transition to the fact that the child starts vibration with mechanical assistance, and continues without it. Over time, it is enough for the child to bring his finger to his mouth, as the tip of the tongue begins to vibrate on its own (the finger in this case serves as self-soothing, the child is not yet confident in his abilities), gradually this is no longer necessary. If the independent vibration of the tip of the tongue is not developed for a very long time, they begin to automate the sound [r] in syllables and in words, achieving a roll with mechanical help.

4 way to set the sound [R]:

You can cause the tip of the tongue to vibrate as follows: invite the baby, with his mouth open, to suck his tongue to the sky, then, without releasing his tongue, blow on it. At the moment the tongue leaves the palate, a strong push of the exhaled air stream causes a short vibration of the tip of the tongue. This exercise reinforces in the child the sensation of vibration of the tip of the tongue, and then he can cause this sound on his own, without mechanical help.

The second version of the same method (with mechanical assistance). Raise the tongue to the sky, stretching the "bridle" to the limit. Then, with the thumb forefinger, firmly press the lateral edges of the tongue against the palate. The median part of the tongue and the "bridle" should remain intact. Taking a deep breath, forcefully blow out the air with the inclusion of the voice. The tongue “swells”, and the sound combination “tzh” is heard (some children immediately get the combination “tr” (dr)). The teeth in the exercise are open at a distance of one and a half to two fingers. Repeat the exercise many times, gradually increasing the air pressure. The sound combination “tzh” will gradually turn into “tr” (dr). Be sure to ensure that the tip of the tongue vibrates and is held against the palate, and the edges of the tongue are adjacent to the lateral edges of the upper teeth. Under the pressure of a strong jet of air, a short "tr-tr" (dr - dr) is spontaneously obtained.

There may be the following inaccuracies: the fingers grab the "bridle", and vibrations are not obtained when blowing air; the air does not pass along the tongue, but into the nose, so the tongue does not "swell" and does not "poking"; insufficiently strong stream of exhaled air; instead of the sound combination “tr” (dr), “tl” is heard, which means that the tongue itself works arbitrarily (to work, i.e., vibrate, the tongue must be under the pressure of a strong air stream), the tongue must fit snugly against the sky and be motionless; you should refrain from setting the sound [p] by imitation. With the correct pronunciation of the sound, the tip of the tongue vibrates, and with incorrect imitation, very often either the “tongue” or the root of the tongue, which is in contact with the soft palate, begins to vibrate.

After fixing the pronunciation of a short “tr” (dr), it is necessary to train a rolling long “tr” (dr) - first with the help of fingers, and then without fingers.
At any of these stages, do not rush. The child may get a rolling p the first time, and it may take several months. The main task that faces you is to perform these exercises regularly, preferably every day. Having started setting [r] in one way, do not rush to be disappointed in it and move on to another. Be patient with this job.

5 way to set the sound [R]:

Setting from the sound [З].

Usually P from the sound Z is not set, because. it is believed that they are very different in articulation and cannot be supporting each other.
But you can try. The secret is that the child pronounces [Z] very briefly, only touching the alveoli with his tongue and at the same time blowing strongly on the tongue. At first, a single-beat [P] will be clearly heard, which then relatively easily turns into a vibrant. This method is very easy and fast, especially with the throat [P]. I wish you success in its application!

6 way to set the sound [R]:

With progeny: press the tip of the tongue to the lower incisors and pronounce the vowel “AAAAAA” drawlingly, alternately opening and closing the mouth. With the mouth closed, the child will place the upper incisors on the tip of the tongue pressed against the lower incisors, i.e. the child will tap the tongue up.

When the classical techniques of setting [R] are not enough.

7 way to set the sound [P]:

In especially persistent cases, when the classical methods of setting [P] are not enough, I use the following exercises - syllables that must be pronounced quickly and rhythmically:

dydydydydydy….dydydydydydy….tydytydydydydy.
dydadydadyda…adydaadyda…youdytydytydy….
dydodydodydo… dydoadydo…

8 way to set the sound [P]:

Sound-producing exercise games [r].

The exercises are very simple and are well suited for training the rise of the tongue to the alveoli, and fine motor skills are also trained at the same time.

a) Exercise "Merry rain"

Make firm sounds [t-d]. Do you hear, as if the droplets are falling and hitting something solid? Put your left palm up, and with your fingers show how raindrops fall on your hand, slowly at first, and then faster and faster.

The rain dripped on the palm - t-d, t-d ...
(depict falling raindrops with your right hand)
On the flower - t-d, t-d ... (draw a flower with your left hand)
And on the track t-d, t-d .... (make a track from your left hand)
He pounded on the roof - -t-d, t-d ....
And there was a frequent ringing - t-d, t-d, t-d ... (it started raining harder).

While playing, try to change hands and learn the rhyme by heart. We pronounce T-D exaggeratedly (underlined). We exclude the work of the jaw.

b) Exercise "Song of the Crocodile Gena"

The melody of the song is well suited for training the rise of the tongue to the alveoli. At first, we sing the song only on the syllable YES. In the future, it is useful to use the syllables DY, DE, DO, DU. You can alternate syllables, taking into account the desire of the child. When fixing the sound [p], we sing a song to the syllable RA.

9 way to set the sound [P]:

[P] setting from the interdental position.

The position “tongue on the upper lip” and a directed air jet are preliminarily practiced.

Wide edge of the tongue on the upper lip. In this position, the child is asked to blow on the tip of the nose with a buzzing sound similar to "B-B-B".

In addition to the previous position, the speech therapist “plays” with the index finger on the child’s lower lip, as a result of which the air stream acquires a vibrating character. This effect needs to be worked out properly. Older children can be offered independent “performance” with a finger on the lip.

Then gradually reduce the duration of the touch of the finger, then removing it, then returning. Achieve vibratory sound from the slightest touch to the lower lip (something similar to “v-r-r-uh ...”)

Keeping the same configuration of the tongue, it is easy to move the tongue behind the upper teeth during the developed vibrational sound. It is important not to lose the shape of the tongue! This technique is taken from the arsenal of Irina Anatolyevna Smirnova, a speech therapist from St. Petersburg. She recommended it for children with dysarthria, since in this case the child does not require great muscular effort, and, consequently, the spasticity of the organs of articulation does not increase.

10 way to set the sound [R]:

Setting the sound [P] on inspiration.

The condition is the correct and clear pronunciation of the sound [C]. The child pronounces SSSSS for a long time, and then takes a short breath through the mouth, sharply raising and pressing the tongue to the alveoli, sucks the tongue “like a snail into a shell”. If the child does not touch the alveoli with his tongue when inhaling, then the sound will not work. The method is very unexpected, paradoxical (after all, all normal speech therapists put sounds “on the exhale”)

11 way to set the sound [R]:

Setting the sound [P] from the exercise "CHATTER".

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

12 way to set the sound [R]:

Setting [R] from the sound [W].

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

13 way to set the sound [R]:

The way of setting the sound [R] is old and simple as the world.

It is performed in 3 steps:

1) stick the tongue to the hard palate ("Fungus")

2) take a deep breath through the nose (tongue in the same position)

3) make a sharp short exhalation through the mouth, directing the air stream to the tongue and connecting the voice. Describe all this for a long time, but the method is very simple. The effect is achieved in contrast (tension of the tongue during suction and relaxation during a sharp exhalation). This contributes to the vibration of the tip.

14 way to set the sound [R]:

Setting [P] with insufficient air jet.

The method is suitable for those children who do not have an air jet of sufficient power necessary to vibrate the tip of the tongue. It is based on the traditional method of setting with a ball probe. And the peculiarity is that the child is in a reclining position, with his head slightly thrown back. The tongue is raised up to the alveoli, the child pronounces the sound [D] or a combination of DY in fast pace. The probe makes quick movements under the tip of the tongue to the right and left. The effect is achieved by the fact that in the prone position the tongue is slightly pulled back and the child is forced to exhale the air stream more intensively, which starts the vibration in combination with the probe manipulations. The time for setting the sound is halved.

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Speech for every man plays big role in life. Inconvenience and difficulty in communication can be caused by various speech defects. Therefore, it is so important to notice in your child in a timely manner mispronunciation and start taking action. Setting the sound "C" is not particularly difficult. With the right exercises and regular exercise, you can quickly achieve success. How to do it?

Setting sounds in speech therapy is a special process, which is the development of the skill of pronunciation of a particular letter. It is important for a child to learn how to reproduce sound in any form, depending on the word, the combination of letters in it.

Often, speech therapists are faced with a speech disorder precisely when playing whistling sounds in children. There are two types of such defects:

sigmatism;
parasigmatism.

In the first case, the baby distorts the pronunciation of the correct sound “C” or “Sh”, and in the second, he generally changes them to other sounds.

Therefore, it is so important to notice a speech disorder in a child in time and begin to instill the skill of correctly reproducing letters. Such pathologies can also negatively affect nervous system children, lead to the following diseases:

Dysgraphia. It is a variety of violations. writing when a child involuntarily swaps letters while writing, replaces them with other letters, and so on.
Dyslexia. This pathology does not allow the child to read normally, making it difficult to link letters into a single text.
Dyslalia. With this disease, children have serious defects in the pronunciation of certain sounds.

Thus, there is no doubt that the production of sounds is important and obligatory. Parents should be patient and choose for their kids effective methods development of speech, breaking down into certain stages, from simple to complex.

Preparatory activities

The production of whistling sounds first of all begins with the training of the child's breathing. He must be able to release an air jet with force. To do this, you can ask him to take air into his mouth and blow hard through the tube from his lips. You can use cotton wool or something else light, put it on a flat surface and blow it off to some distance. Or you can come up with a competition to see who can blow off the ball of cotton next. So the child will be more interesting to complete the task.

It is also good to carry out various exercises that develop the respiratory process. You can perform the following tasks:

"Harmonic". Stand up straight, put your hands on your stomach with your palms, inhale deeply through the nasal cavity and hold your breath for a couple of seconds. Then exhale through your mouth. This exercise will help you exhale with intensification, learn how to correctly direct the stream of air.
"Breeze". Pull out the lips with a tube, take in air and blow hard through it. In this case, it is necessary to put a palm in front of the mouth, which should feel a sharp cool stream of air.
"Storm". Take any vial with a narrow neck. Bring to the lower lip and blow. The characteristic noise will indicate the correct direction of the air jet.

After performing breathing exercises, you will need articulation of sound. It helps a person to train the muscle tissues of the speech apparatus, develop skills correct location organs during the pronunciation of a particular sound.

To produce a hard “C” or a soft sound “Sh”, you can use the following tasks:

"Naughty language". You need to smile, open your mouth a little. Position the tongue on the lower lip and slap it with your lips, pronouncing the syllable "pi" several times. Do this for one breath, and then fix the tongue in a passive state on the lip for a few seconds.
At the same time, you can easily exhale the air. It is necessary to ensure that the lower lip is not tucked in and not stretched over the jaw from below. Also, the sides of the speech organ should touch the corners oral cavity.
"Crap". You need to open your mouth, smile. On the lower lip, place the front of the tongue and fix it in this state for a few seconds. In this case, you can not strain your lips, stretch them widely, tuck or pull on the lower jaw. Also, do not stick out your tongue too much, it should cover only the lip, and its sides should touch the corners of the mouth.
"Mountain". You need to open your mouth and smile. Then, with the wide tip of the speech organ, rest against the tubercles that are behind the lower jaw. Next, you should raise the middle part of the tongue until it touches the upper incisors, and then lower it. When performing the exercise, you need to look so that the tip of the tongue does not come off the tubercles, and all other organs of the speech apparatus remain motionless.

First you need to conduct simple classes, then gradually add tasks more difficult. The main thing is to do this regularly and with the desire to succeed in staging whistling sounds. With more detailed information about articulation exercises you can find in our article -.

In order for the pronunciation of the sound “C” to be correct, it is necessary to control the position of the organs of the speech apparatus, as well as the breathing process during the reproduction of the letter.

After preparing the organs, you can go directly to the exercises.

Sound production through imitation

Imitation is the easiest and preferred way of producing sound. Children like to repeat after adults, animals, so using this exercise to set the sound "C" will interest them.

To do this, you need to sit down with the baby in front of the mirror and show him the correct position and movement of the speech organs while pronouncing the solid sound “C” and softening it. Then ask him to repeat the same. You can also ask the child to show how the wind blows, how the pump pumps up the wheel, and so on.

How to put sound mechanically?

Techniques for setting sounds include a mechanical method. To do this, you need to do the following:

Smile broadly, place a wide tongue between your teeth. In this case, its tip should be only on the lower jaw. It is necessary to control that the baby does not press the organ with his upper teeth.
Then ask the baby to blow on the tip of the tongue so that it feels cool. You can bring your hand to the mouth and feel the exhaled air stream.
While the baby is blowing on the tip of the tongue, it is necessary to put a toothpick on its midline, pressing a little on it. Thus, a “groove” is formed, along which a stream of air will then go. Insert a toothpick about 2 cm.
Ask the child to blow. During this, an indistinct hissing whistle will be heard. Then you need to close the jaws so that only a toothpick is placed between them, and the tongue remains inside. You also need to continue to blow on the tip of the tongue, the jet should be interdental. When the jaws close, a whistle is formed that cannot be interrupted.
While the baby is whistling, you need to press the tongue with a toothpick with different force, move it back and forth. This will allow you to determine at what position the sound "C" sounds right.
Once this position is established, you can further train pronunciation. At the time when the child correctly says the letter "C", you need to slowly pull the toothpick out of the baby's mouth.
For a certain period of time, it will continue to correctly reproduce whistling sounds without this device, but then it may go astray again. Therefore, it is necessary to train in this way until the child himself can correctly set the desired position of the speech organs.
You can consolidate the result of this exercise using the pronunciation of syllables and words. If it is more difficult for a child to reproduce a sound as part of a word, then the mechanical method can again be used.

Staging from other sounds

You can put the correct pronunciation of the sound "C" from other sounds. Among them, such letters as "Sh" and "C" are used. When setting the pronunciation from "Sh", you must perform the following steps.

Ask the baby to start pulling the sound “Sh”, and at the same time, slowly move the tongue forward. The speech organ itself cannot be torn off from the palate, the upper and lower incisors should be parallel to each other.
The occurrence of intermittent pronunciation indicates that the child has torn off the tongue from the palate, which cannot be done. Then it is necessary that he opens his mouth and continues initial occupation on sound setting.
With open incisors, you will first hear soft sound“Sh”, then an indistinct whistling sound, and then the correct pronunciation of the sound “S”. Then you should be asked to close your mouth and try to pronounce a sound with closed incisors.
Let the baby try to find the position of the tongue in which the sound “C” is the most correct. As soon as the pronunciation is correct, you need to fix it. To make it more interesting for the child, we can say that a mosquito squeaks like this, and the baby will imitate him.

You can also put a whistling sound using the letter "C". True, this option is used much less often, but it does not hurt to know it.

The baby needs to pronounce the sound “C” for a long time and drawl. In this case, the sound "C" will be clearly audible. The most important thing is for the baby to hear and be able to take into account this letter.
In case of difficulties with the pronunciation of an isolated "S", you can first practice using the letter combination "CS".
The result is also important to consolidate. This requires regular repetition of syllables, words, tongue twisters.

What methods exist for sigmatism?

Children who suffer from sigmatism and parasigmatism can also be taught correct pronunciation. For this, it is necessary to select speech therapy exercises to the sound that is suitable in a particular case.

Interdental sigmatism

Setting the sound with such a violation is to demonstrate to the baby how the organs of speech are correctly located during the pronunciation of the sound “C”. If a child fails to imitate an adult, then they perform a staging with mechanical assistance.

Lateral sigmatism

In this case, it will be necessary to prepare the organs of speech in order to activate the activity of the muscle tissues of the sides of the tongue. As a result, the baby should be able to raise the sides until they are in full contact with the side teeth.

Then you can resort to an exercise in which you need to blow on the front of the speech organ, then on its tip, and then, hiding the tongue behind the jaw.

Nasal sigmatism

Such children need to perform the following exercise. It is necessary to reproduce the letter “F” for a long and drawn out time. Insert the wide tip of the tongue between the lower lip and upper incisors and blow on it, pronouncing the sound “Ф” and slowly removing the organ by the lower incisors.

Dental parasigmatism

Sound production in this speech disorder is performed only by demonstrating the correct location of the organs. Also, the emphasis is on tactile sensations. The child brings his hand to his mouth, if the air flow is correct, then cold is felt. You can set the sound from the soft "S".

It should be remembered that classes should not be stopped as soon as the child was able to correctly reproduce the sound, even if there is no longer a violation. The set pronunciation must be fixed with the help of poems, tongue twisters, stories and other works.

Thus, the production of sounds is very important for human speech. Therefore, if there are difficulties with reproducing this letter, you should definitely contact a specialist and perform exercises regularly.

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 correct pronunciation 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. Khvattseva (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 [p] 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 teeth and exposure of 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 of the masticatory 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.

Articulation gymnastics

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

We keep talking about staging the sound "R" . In the previous article we talked about, today we will continue:

Development of "r" rolling (with vibration of the tip of the tongue)

Once the child learns to hold correct position of the tip of the tongue at the upper incisors, you can start setting "r" sound with vibration of the tip of the tongue.

Ask the child to raise a wide tongue by the upper incisors and pronounce a sound similar to “g” for a long time, then add the sound “d”.

Ask the child to quickly, repeatedly pronounce the combination of sounds “d” and “g”. In order for the tongue to be tense and wide, it needs to additionally press hard with the tip of the tongue on the tubercles behind the incisors (alveoli). At this time, the nipple on the spatula to make oscillatory movements from side to side. You can hear the vibration of the tip of the tongue. Then you can independently teach the child to do this with a pacifier. You can do this with the index finger of the child himself, placed under the tip of the tongue, make frequent oscillatory movements from side to side, which causes a rumbling sound. Explain to the child that we will learn to start the engine.

Having achieved the vibration of the tip of the tongue with the help of a nipple with a spatula, the duration of the vibration is increased and gradually move on to the fact that the child does the vibration himself.

3. Mixed, from a combination of sounds "dn", "dr", "tr" and with vowels in the middle of the combination "tyr", "hole", "fat". The layout is the same.

4. Mixed, from reference sounds.

The reference sounds for staging the sound “p” are the sounds “t”, “d”, “s”. These sounds give rise to the tip of the tongue up. Repeated repetitions create a slight vibration of the tip of the tongue. The sound "s" forms a directed air jet. If necessary, probes can be used.

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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 [h].

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

Preparatory stage

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, seek 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 articulatory 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 say 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 on his own, without mechanical assistance, to pronounce right sound[c], 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 pronounce the sound [s "]. Open your mouth slightly so that your articulation can be seen by the child. Ask the child to pronounce the sound [s"] in the same way as you.
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 of the mouth 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: Place the tongue 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

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