System of work on automation of sounds P, P. work program for speech therapy (senior group) on the topic

Tags: Speech therapy, Speech development, Development
Methods and effective techniques for producing different sounds

When starting work on correcting sounds, you first need to determine the reason for their incorrect pronunciation. As a rule, disorders can occur with dyslalia, dysarthria, and rhinolalia. Each diagnosis has its own characteristics. However, no matter what type of disorder is diagnosed, it is important to know how sounds are characterized, what articulation should be, and what exercises are best to use for certain sounds.

Features of sound production

Work on correcting sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are used: vibration, auditory, visual and tactile. In the first lessons, you should not create completely new models of articulatory movements and phonemes in order to evoke the desired sound. Initially, the work is based on the maximum use of models available to the child.

Children diagnosed with reduced kinesthesia or phonemic hearing disorders are recommended to acquire intermediate articulations. The articulation itself can be improved by performing exercises to lengthen the exhalation and the required air flow pressure. Therefore, production of sounds usually begins in a lying position, developing lower-diaphragmatic breathing. This is how the child learns to smoothly inhale air through his nose and exhale it steadily through his mouth.

When working on the formation of articulatory praxis (the ability to pronounce a series of sounds of native speech), you need to take into account how strong the relationship between the muscles of the articulation organs is. It is useful to use the following techniques, which should be based on visual control (the child should control the exercise in the mirror):

• to move the tongue a little deeper in the mouth, push the corners of the mouth forward mechanically (for example, with your fingers);
• to move the tongue forward, the corners of the mouth are moved to the sides.

When correcting the pronunciation of sounds that the child distorts, you should not name them - this will cause their incorrect pronunciation.

Sounds are produced using the following methods:

1. By imitation: for example, invite your child to roar like a tiger (rrr) or make the sound of a drill (drrr).
2. By reference sounds: for example, we study sounds in this order - V-Z-Zh, M-B, N-D, S-SH-Z-ZH, F-V, F-S-SH.
3. From the gymnastics of the language by sound, but use the correct diction - T, D, N. If the child pronounces sounds interdentally, then they should be taught to pronounce them correctly, and then put in defective sounds.
4. Mechanical method (using a spatula, fingers, nipples, probes).

If you are working on correcting sound pronunciation, you should not forget about the following features:

1. Parallel work on correct breathing and articulation is mandatory.
2. The child must consciously control his own pronunciation by ear.
3. The sounds being studied must be designated with special symbols.
4. For older preschoolers, the letter designation of sounds is introduced, which promotes further literacy learning.
5. Automation of sounds and their use in different conditions - in syllables, words and phrases, sentences.
6. Prevention of dysgraphia.

Now that we've sorted out the theory a little, let's get down to practice.

Speech therapy classes and exercises: developing a child’s correct speech - read here.

Articulation gymnastics for children from 3 to 7 years old

Vocabulary development in preschool children: methods and techniques, here.

We put the sounds [L], [L']

To set the sounds [L], [L'], use the exercises “Needle”, “Painter”, “Turkey Poults”, “Steps”, “Ladle”, “Hunter”.

If the sound [L] is absent in the child’s speech, it is placed in 2 stages:

1. Interdental production of sound, when the child is asked to say the combination of sounds “ya”. When pronouncing the sound “y”, you need to pronounce it briefly, straining the articulatory apparatus. Next, pronunciation is carried out by squeezing the tongue between clenched teeth. Repeat the exercise until the clarity of the sound is established - you need to establish the position of the jaw in which it was possible to reproduce the sound.
2. Dental production of sound - the tongue is moved to a position behind the teeth, it is pressed firmly to the alveoli, and they pronounce “ly-ly-ly.”

It is important to develop the correct direction of the air stream. If a child has several sounds in interdental pronunciation, it is worth developing motor skills of the tip of the tongue. You can help with this in any convenient mechanical way.

If a child replaces the sound [L] with the sound [Y], he is asked to place a round tube on the middle part of the side of the tongue, with his mouth open, and the tip of the tongue should be tucked behind the upper incisors. The main difficulty is that the child continues to hear the sound that he played earlier. Therefore, it is important to connect the baby’s auditory attention to the sound that he pronounces during its production.

Automation of the P sound in words

1. Peter baked pies for Peter.

2. The baker baked rolls in the oven. 3. Three bakers, three Prokopiy bakers, three Prokopyevichs walked; they talked about the baker, about Procopius the baker, about Prokopyevich. 4. Petya was sawing a stump with a saw. 5. Baker Peka baked a pie: baked, baked - underbaked, baked, baked - overbaked. 6. Potap doesn’t have five feet of heels - five feet of five feet; and the python has no mushrooms or heels. 7. The approach is not an undermining, the approach is not a catch. 8. The bird's chick is smart. 9. The captain has a Rooster in his trap. 10. The dipper’s paws are on honey mushrooms again. 11. The great-grandfather has a great-grandson, the great-grandson has a great-grandfather. 12. A pair of birds fluttered, fluttered, and fluttered out. 13. Daddy has glasses under the nightstand, and slippers on the nightstand. 14. Repeat without hesitation: the dewdrops on the aspen trees sparkled like mother-of-pearl in the morning. 15. The stumps have five honey mushrooms again. 16. Again, five guys found five honey mushrooms near a tree stump. 17. Potap the cat clapped his paw, and Potap caused the cat to drown. 18. The rooster sings about colorful birds, about lush feathers, about down. 19. The sparrowhawk caught a quail, a quail, a quail and a sparrowhawk. 20. Sawdust is falling out from under the saw. 21. Our Polkan fell into a trap. 22. The parrot said to the parrot: “I’ll parrot you, parrot!” To the parrot the parrot answered: “Parrot, parrot, parrot!” (V. Bakhrevsky) 23. Fish in the hole are a dime a dozen. 24. Tell us about your purchases. — What kind of shopping? - About shopping, about shopping, about my shopping. 25. A man was walking from the market. When bargaining, they don’t talk about the cut, they don’t talk about the hem, they talk about the purchase. 26. Prokop came, the dill was boiling, and under Prokop the dill was boiling. And Prokop left, the dill was boiling, and without Prokop the dill was boiling. 27. Without Prokop the dill boils, with Prokop the dill boils, Prokop came - the dill boils. 25. There is a priest on a shock, a cap on the priest, a shock under the priest, a priest under the cap. 26. Peter stands on a haystack, wearing a blanket and cap. And Peter has half a cap of peas in his blanket. 27. Pyotr Petrovich, nicknamed Petrov, went for a walk and caught a quail bird (pigalitsa); He went to sell, carried it around the market, asked for fifty dollars, they gave him a nickel, and he sold it like that. 28. Philip was sawing a log of linden trees; Philip dulled the saw. 29. Karp Polikarpovich Polikarp Karpych was watching for carps in a pond. And in Polycarp’s pond there are three crucian carp and crucian carp. 30. Ipat went to buy shovels. Ipat bought five shovels. I was walking across the pond and got caught on a rod. Ipat fell into the pond, five shovels disappeared. 31. If Philip had not cut down the linden trees, the linden trees would have bloomed in the summer, the bees would have brought honey, we would have treated the flu with honey.

We put the sounds [P], [P']

The most common question encountered in practice is: “Why doesn’t he (she) say the sound “r”, are we worried?” And even though the baby is only 2 years old, parents begin to worry, having not understood the peculiarities of the formation of a range of sounds in children.

Getting the "R" sound right is a labor-intensive process. As practice shows, it is almost impossible to evoke it through imitation. Usually, its appearance in speech is preceded by a long preparation of the articulatory organs, the development of the necessary movements of the tongue, and learning to distinguish between correct and incorrect sounds.

The most suitable set of exercises is “Fast Snake”, “Woodpecker”, “Balalaika”, “Turkey Poult”, “Drummer”, “Ladle”, “Needle”. There are other equally effective exercises:

"Paint brush"

The baby smiles and opens his mouth slightly. Next, the child strokes the upper palate with his tongue back and forth, that is, from the front teeth towards the throat, retracting the tongue as deeply as possible. You need to repeat the exercise 10-12 times.

"Harmonic"

You need to smile and open your mouth, press your tongue to the roof of your mouth, as if you are preparing to utter a drawn-out “n” sound. Holding your tongue in this position, open your mouth as wide as possible, then close it. Repeat the exercise 15-20 times.

"Komarik"

Open your mouth, move the tip of your tongue behind your front teeth and try to pronounce the sound “z”. Then remove the tongue back, resting it on the upper palate at the line of growth of the front teeth. Say the sound “z” again.

Such exercises perfectly develop articulation, stretch the frenulum, and strengthen the facial muscles. But to make the sound [P], they also use special exercises:

1. The child should open his mouth, press the tip of his tongue to the base of the front teeth near the roof of the mouth, while asking him to quickly pronounce the sound “d-d-d.” After a few seconds, ask your baby to blow strongly on the tip of his tongue, without stopping to pronounce the sound “d”. This exercise will help the child feel the desired vibration and remember it.
2. The child opens his mouth wide and pronounces the sound “zh-zh-zh”, moving the tongue closer to the growth line of the upper teeth. After a couple of seconds, insert a special spatula under the child’s tongue and move it rhythmically to the sides, creating vibration. In this case, the child must blow forcefully on the pronounced sound, feeling the vibration and vibrations that result.
3. Ask your child to make the sound "z-z-za" while pushing the tongue back as far as possible. Similar to the second exercise, insert the spatula under your tongue and move it left and right. If you do the training correctly, you will eventually hear a clear “R” sound.
4. Similar to exercise No. 3, ask your baby to pronounce the sounds “z-zi” without closing his mouth. Make similar movements with a spatula. This exercise will allow you to make the sound “r”, but softer.

If the baby cannot keep his tongue up, and the sound itself turns out to be dull, ask him to lengthen the sound - drn-drn (for example, start the car).

Riddles, proverbs and sayings

Riddles will help determine how the child has learned what he has learned.

*** It's more fun with this letter! Well, how can I not smile - I can hang on it, And also pull myself up! (Letter P)

*** I wrote it before afternoon tea - Crossbar, two columns. Like a horizontal bar, or a door in a compartment, The letter in the alphabet is... (P)

*** Parrot, parrot, don’t scare Mom and Dad. Don’t look for a bug in the cereal, but find us a letter... (P)

*** The bright red comb is worn proudly by (Cockerel).

Proverbs and sayings can also help when learning the alphabet. Give your child a small list of folk wisdom starting with P. Let him paste them into the copybook so he can repeat it all the time. Then let P underline.

1. Hit or miss.
2. To love steam is to heat a bathhouse.
3. To the plowman the earth is his mother, and to the lazy man his stepmother.
4. Drink and mind your business.
5. To chop a stump - to spend the day.
6. The first guilt is forgiven.
7. While there is life there is hope.
8. The pen is about a piece of paper, and the needle is about a shirt.
9. The dog is shaggy - he is warm; the man is rich - good for him.
10. You can't cover the sea with sand.
11. To a rooster, barley grains and pearls are more valuable.
12. You can't comb your head with a rooster's comb.

We put the sounds [Ш], [Х], [Ч]

Setting the sound "SH"

To put the child’s articulatory organs in the correct position in which he can pronounce the sound “Sh”, you can use a mechanical technique. To do this, we ask the child to pronounce the long sound “C” or the syllable “SA”. At this time, you need to carefully lift the tip of the tongue by the upper row of teeth onto the alveoli using a spatula or spoon. Thanks to such manipulations, the child will be able to pronounce the sound “SH”. But it’s too early to end this exercise: it is important to draw the child’s attention to his pronunciation of this sound. The adult’s task is to help the baby understand and remember this position of the articulatory organs.

When the child manages to pronounce the sound “Ш”, its automation begins. To do this, they practice the sound, combining it with vowels: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO, etc. Then they practice the sound in words, first of all using those where the sound “SH” is at the beginning, and only then those in which he occupies a place in the middle or end.

Next, the sound is practiced in sentences. To do this, tongue twisters or quatrains can be used, most words of which contain the sound “Ш”. At the last stage of sound production, you can invite the child to independently compose a story using reference words.

To form the sound “Ш” the following techniques are used:

1. Imitation performance. Ask your child to lift his tongue towards his upper lip, forcefully but evenly, and let him exhale, controlling the flow of air with the back of his hand. As soon as warm air is felt, offer to move the tongue behind the upper teeth, touching the palate. The mouth should be slightly open, the lips should be slightly extended, the teeth should be a couple of millimeters apart. Invite your baby to exhale a stream of air - you will get the sound “SH”.
2. Setting the sound “T” to the base. Ask your baby to pronounce the sound “T” every 2 seconds. Then ask him to make his tongue hit the alveoli rather than the teeth. Gradually, the sonorous “T” will turn into a more hissing sound. Next, ask the child to round his lips and pull them forward, and lift his tongue up towards the palate (towards the front). The sides of the tongue should be pressed against the molars. Now, pronouncing the sound “T”, the child will be able to smoothly move on to pronouncing the sound “SH”.
3. Based on the sound "S". Offer to move the tongue behind the lower teeth and pronounce the sound “C”. At the same time, use a spatula to lift the tongue up, let the child continue to pronounce the sound “C”. Using your fingers, lightly press on the cheeks so that the lips move forward. You should hear a hissing sound. To consolidate the result, ask your child to pronounce the syllables “SA”, “SI”, “SO”, “SY”, “SU”, “AS”, etc.

During classes, do not forget to use exercises that contribute to the general strengthening and development of the articulatory apparatus.

Making the sound “Zh”

The sound “Zh” is placed by analogy with the sound “Sh”. The only difference is that in this case we add voice sound. Articulation during production should be as follows:

• the lips are rounded and slightly moved forward;
• the teeth are close together, but not closed;
• the wide tip of the tongue is brought closer to the upper palate or alveoli, forming a gap between them; lower the middle of the tongue, pressing its edges to the side teeth; lift the back of the tongue and pull it back;
• a warm stream of air should pass through the middle of the tongue, which can be felt with the palm of your hand;
• the soft palate is lifted, pressing it to the pharynx, to its back wall, closing the passage into the nasopharynx, a stream of air exits through the mouth;
• The vocal folds need to be tensed and a voice must be produced.

As exercises, you can use imitation games (“Say what a bee says,” “...how a plane flies,” “...how a beetle buzzes,” etc.), tongue twisters, identifying sounds in words, and others.

Setting the sound "Ch"

When pronouncing the sound “Ch,” the child is asked to slightly round his lips, making a tube, and move them a little forward. There is no need to close your teeth, but they should be close to each other. The back and tip of the tongue should connect to the alveoli or upper teeth, forming a gap. When trying to pronounce the sound “Ch”, the child should feel a short stream of air passing through the middle of the tongue. The soft palate remains raised and pressed to the back of the pharynx. The vocal cords should not strain.

The sound “Ch” is made on the basis of “Ть” and “Ш”. Therefore, speech therapists use 2 methods of setting “H”:

1. Ask your baby to pronounce the sound “TH” often and quickly (the tip of the tongue should touch the base of the upper teeth). Then the baby should gradually move his tongue back, touching the upper alveoli with it. In the process, the lips should stretch into a smile.
2. Ask the child to first slowly and then quickly pronounce the sounds “TH” and “SH”, so that in the end it comes out TSH. Make sure that the child has a wide smile during the pronunciation process.

Automation of sound is performed in a playful way that is interesting for the child. Be sure to take into account the age of the baby when choosing activities and exercises. Don't neglect bright visual material.

Setting sounds [L], [L]

A set of exercises for the sounds L, L: “needle”, “fast snake”, “turkey poults”, “bucket”, “horse”, “painter”, “woodpecker”, “steamer”,

Methods and techniques for producing the sounds L, L.

If there is no sound, setting is carried out in 2 stages: Setting [l] interdental. The child is asked to pronounce the combination ya. In this case, [s] is pronounced briefly, with tension in the organs of articulation, then pronounce the combination with the tongue stuck between the teeth. When the sound becomes clear, it is necessary to slow down the movement of the lower jaw. In children with an erased form of dysarthria, it is recommended to fix this sound in syllables and words. Next, move the tongue to the tooth position, pressing the tongue firmly against the alveoli and pronounce ly-ly-ly.

With nasal pronunciation, production is carried out in the same way as in the absence of sound. First of all, it is necessary to develop the correct direction of the air stream.

Setting the sound [L] during interdental pronunciation . If a child pronounces several groups of sounds this way, special attention is paid to the development of motor skills of the tip of the tongue. The performance is carried out as in his absence. You can use mechanical assistance - use a spatula to lift the tongue by the upper incisors and hold it until this position is fixed in the child.

Setting the sound [L] when replacing [l] with the sound [th]. When replacing [l] with the sound [th], with the mouth open, place a round plastic tube on the middle part of the back of the tongue, and lift the tip of the tongue by the upper incisors. When replacing the sound [L] with a soft sound [l], you can use probe No. 4. Ask the child to repeat the syllable [la] several times, then insert the probe so that it is between the hard palate and the middle part of the back of the tongue. Press the probe down on the tongue (to the right or left). To lower the middle part of the back of the tongue, you can perform the following exercise: rest your tongue firmly on the upper incisors and pronounce the syllables ky several times. Then sharply open your mouth (you can help by pressing on your chin). This technique is not suitable for children with lateral pronunciation. When pronouncing [a], you need to “knock” your tongue on the upper incisors. The exhalation should be hot, smooth and continuous. In some cases, a faster and clearer sound is obtained in the reverse syllable. Pronounce [a] for a long time, then “bite” the tip of the protruding relaxed tongue: [aaall-aaal-aallaallaaa]. From the sound [v] is placed in a mixed way. Ask the child to pronounce the syllable you with his tongue inserted between his lips, then push back the lower lip with your finger. A similar technique can be used from the combination [bl] (“turkey”). While pronouncing the combinations blblbl, gradually move your lips to the sides and your tongue deeper into your mouth (first along the lips - [blblbl], then along the upper teeth and then along the alveoli). Invite the child to give, perhaps, full tension in the area of ​​the shoulder girdle, for which you need to bend your head forward and in this position pull out the sound [l] at the lowest possible tone. Using two fingers - index and ring - apply light pressure on the outside of the neck so that each finger is at a point at the inner edge of the posterior third of the left and right branches of the lower jaw. When pronouncing a sound from the side, you must first achieve the correct air flow and straight position of the tongue. The child should be switched from incorrect articulation. Methods No. 1, 8,9 are suitable for this. The main difficulty in producing the sound [L] is that while pronouncing the sound correctly, the child continues to hear his previous sound. Therefore, it is necessary to attract the child’s auditory attention to the sound that is produced at the moment of its production.

Setting sounds [Р], [Рь]

A set of exercises for the sounds R, Rb: “needle”, “fast snake”, “turkey poults”, “bucket”, “horse”, “painter”, “woodpecker”, “drummer”, “balalaika”.

Methods and techniques for producing sounds [P], [Pb].

By imitation. The child is asked to perform the “mushroom” exercise. At the moment of suction, ask to blow forcefully on the tip of the tongue. A voice is added to the resulting dull vibration.

When the upper elevation of the tongue is set, the child is asked to pronounce the combinations: jzhzh, zhzhzh, or d-d-d-d. At this point, use a spatula, ball probe or clean finger to make quick movements from side to side along the bottom of the tongue closer to the tip.

For spasticity of the tongue root, this technique is used while lying down . In a similar way, you can call [P] from [Z] upper rise . The child is asked to hold his tongue at the base of the upper teeth and pull out the sound [З] for a long time. During its pronunciation, the tip of the tongue is in a more tense state and the air stream is more forced. The resulting sound is not clear, but rather noisy. The resulting sound mechanically causes a trembling [P ].

When pronouncing [P] in the throat, the production takes place in 2 stages. Setting up a single-strike [P] from the sound [Zh] . When pronounced in a drawn-out manner, without rounding the lips, moving the tongue slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with significant air pressure and a minimal gap between the front edge of the tongue and the gums. Then the placement is carried out using a probe as in other cases. The most common technique is the production of [D] , repeated on one exhalation, followed by a more forced pronunciation of the latter. When pronouncing the combination [tdtdtdtd] repeatedly, with the mouth slightly open and when the tongue is closed with the gums, vibration occurs. However, this method is not suitable for correcting velar or velar [P]. When the mouth is closed with teeth tightly clenched, sometimes in combination [tr] a voiceless [r] (prodental) is heard. You can make a sound from it if, while pronouncing this combination, you gradually open your mouth, pushing a spatula between your teeth. To maintain the upper elevation of the tongue, use the “turkey poult” exercise. When quickly pronouncing the combination [blblbl], first the lower lip is lowered (the tongue moves along the upper), then the movements are transferred to the upper incisors, and then to the alveoli. This sound turns out to be slightly burry. To eliminate this defect, you should ask the child to fixate a strong exhalation on the sound d . If the child does not maintain the upper position of the tongue, and the sound comes out dull and not booming, you can ask the child to “extend” the sound – drn – drn (“start the car”).

Setting sounds [Ш], [Ф], [Ч]

A set of exercises for making the sounds Ш, Ж, Х: “bowl”, “delicious jam”, “fungus”, “accordion”, “horse”, “trick”, “punish the naughty tongue”.

Methods and techniques for producing sounds [Ш], [Х], [Ч].

By imitation . Sound [Ш]. Ask the child to lift his tongue with a scoop over his upper teeth. While holding this position, pronounce the sound [s], paying attention to the fact that the sound [sh] is heard. The child pronounces the syllable [sa] several times, and the speech therapist gently raises the tip of the tongue with a spatula or probe towards the alveoli. Then you need to blow strongly on the tip of your tongue, adding the sound [a] to the exhalation. When the sound r is intact, the child pronounces the syllable [ra], and at this moment the speech therapist touches the lower surface of the tongue with a spatula or probe to slow down the vibration. Or they ask you to pronounce the sound [r] as quietly as possible. When pronouncing the sound x, which produces a strong air stream, the child is asked to raise his wide tongue to the alveoli. However, so that the resulting sound does not remain rear-lingual, it is necessary to focus on the tip of the tongue. If, when the tongue is raised, its lateral edges are not adjacent to the upper molars, then the thumbs of both hands press it on both sides. Or, standing behind the child, insert your index and middle fingers under the tongue and ask them to blow on the tip of the tongue. The child pronounces the sound [t] ([d] for the sound [zh]) for as long as possible, holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist uses a spatula to slightly move the tongue towards the alveoli. The same technique can be used if the child pronounces the sound [h].

The sound [zh] is placed similarly, but with the inclusion of voice. The sound [h] is easier to place in reverse syllables (aCh-och-uch). To do this, ask the child to pronounce the syllable [at] with a strong exhalation on [t], while slightly stretching his lips forward, and control the exhalation with the palm of his hand.

If a child has the sound [sch], then you can put [ch] from it if the child quickly begins to pronounce the combination [tsch]. From the sound [ts], at the moment of its pronunciation, ask the child to raise the tip of his tongue upward and stretch his lips forward. In some cases, it is possible to place [h ] from the combination [ts] . To do this, fix your lips in the “horn” position and pronounce the combination “like a shot” with a strong exhalation. If the tongue does not rise, use mechanical assistance - a spatula, a probe.

The sound [ш] is placed in imitation of the sound [h] - stretching it out, or from [sh], moving the tongue to the base of the upper teeth. From the sound [zh ], pronouncing it in a whisper. From the sound [sya ] mechanically, lifting the tongue up or showing.

Setting the sounds S, Сь, З, Зь, Ц.

A set of exercises: “spatula”, “punish the naughty tongue”, “brush your teeth”, “the train whistles”, “swing”, “angry cat”, “groove”.

Methods and techniques for producing sounds [С], [Сь], [З], [Зь], [Ц]

In cases of dental sigmatism, it is sufficient to lower the tip of the tongue to the lower teeth with mechanical assistance and thus obtain a gap instead of a bow. In labial-dental pronunciation, it is necessary to inhibit the participation of the lips, for which preparatory articulation exercises are carried out. Or slow down the movement of your lips with your finger. In other cases, the child is asked to smile, pulling the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce a whistling sound. The child is asked to pronounce the syllable ta repeatedly, the speech therapist inserts probe No. 2 or a ball probe between the alveoli and the tip of the tongue (as well as the front part of the back of the tongue) and presses down lightly.

With interdental sigmatism, you need to pronounce the syllable [sa] with clenched teeth at the beginning of its pronunciation or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel a.

For lateral sigmatism, a two-stage placement technique is used: they cause interdental pronunciation to get rid of the squelching noise, and then move the tongue to the interdental position.

In some cases, with isolated nasal sigmatism, the sound is placed from the sound [F]. By pushing the tongue between the teeth and moving the lips away with mechanical assistance. Pronunciation of the combination [ee] or [th] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similar to the sound [x]. Lips in a smile, teeth in the form of a correct bite (slightly closed). Ask the child to pronounce the sound [x] “into the teeth” and feel the cool air stream with his palm. The child is asked to pronounce the sound [T] with a strong forced exhalation . The resulting noisy sound (close to [Ts]) should be stretched out as long as possible. It is necessary to monitor the position of the lips in a smile and control the force of the air stream with the palm of your hand. An equivalent method of staging from the sound [ts]. By lengthening and adjusting the strength of the sound pronunciation, a clear [s] is achieved: TSSSSssssssss. A very rare technique of staging while inhaling. Place a wide tongue at the bottom of the mouth so that it is in contact along the entire perimeter with the lower teeth. Stretch your lips into a smile, teeth slightly closed in the form of a correct bite. In this position, after exhaling (shoulders should be lowered), the child should “suck” very little air into himself, so little that it hits the very tip of the tongue. Next, “drive” a stream of air into and out of the mouth. At first, the exercise is performed at a fast pace, then, if the sound is clear, slow down the pace.

From the sound [sh] by imitation or mechanically, slowly moving the tongue forward to the upper teeth, then down. The teeth should be closed.

The sound [Сь] can be placed from [С ] in combination [isi] with the highest possible sound [и] at a fast tempo. Similar to the production of [s] from the sound [Хь].

The sound [З] (зь) is placed in the same way as [s] (сь), but with the voice connected. In cases where the sound [z] still turns out to be dull, it is pronounced between two consonants - [mzm]. Draw out the sound [m] as long as possible, and pronounce the sound [z] (s) quickly.

The sound [Ts] is made from a combination of [t] and [s] or from [t ] at a fast pace with a forced exhalation on [t]. However, the sound in the reverse syllable is better - [ats].

[Ts] from the sound [h] by imitation, stretching your lips as much as possible in a smile.

Sound setting [Y]

A set of exercises: “brush your teeth”, “needle”, “slide”, “reel”.

Methods and techniques for producing sound [Y].

It is often possible to create a sound by imitation. It is useful to add the display of articulation and the tactile sensation of the expiratory stream during prolonged pronunciation [yyy]. the combination [aia] or [ia] several times The exhalation intensifies somewhat at the moment of pronouncing [i], and immediately, without interruption, [a] is pronounced. You can put the sound immediately in words where the sound [th] is first . The child pronounces the syllable [zya], repeating it several times. During pronunciation, the speech therapist presses the front part of the back of the tongue with a spatula, moving it back slightly until the desired sound is obtained. When pronouncing the sound [хь] for a long time, pay attention to the very thin gap between the teeth and increased exhalation.

If the sound [th] is replaced by the sound [l], differentiation should be made by lowering the tip of the tongue down with a spatula or as shown.

Setting sounds [K], [G], [X]

A set of exercises: “slide”, “coil”, “painter”, gargling, coughing. Ways and techniques of making sounds k, g, x.

The sound [X] is made by imitation of the “let’s warm our hands” exercise. Open your mouth two fingers and blow warm air onto your palms. In some cases, tilting your head up helps.

The sound [К] (кь) is placed from the sound [т] (ть ) with mechanical help. The child pronounces the syllable [ta] (tya) several times; at the moment of pronouncing, the speech therapist uses a spatula or probe to move the tongue deeper into the mouth by pressing on the front part of the back of the tongue. First one hears [ta], then [tya – kya – ka].

Sound [G]. Sometimes it’s easier to first put the sound [g] from [s]. The child throws back his head and pronounces [yyy] with a strong exhalation, while slightly pushing his lower jaw forward, lowering and raising it - “the bear growls.” If the sound turns out to be South Russian. It happens that even the sound [x] is pronounced without raising the back of the tongue and part of the air passes into the nose, so the air flow should be controlled by slightly pinching the nose.

The sound [X] is placed from the sounds s and w mechanically - at the moment of their pronunciation, move the tongue deeper into the mouth.

The sound g is placed from the sound d in the same way as the sound k.

Staging other sounds

Sound setting [U].

Stretching your lips forward, pronounce the sound [u], then close and open your lips with your fingers. Or do the “balalaika” exercise with your fingers on your lips at a faster pace. The sound can be immediately entered into words: paper, Pinocchio, etc.

When replacing [B] with [P], you should initially teach: to distinguish sounds, to distinguish incorrect pronunciation from correct, to teach to include the voice at the stage of preparing the articulatory position.

Sound setting [B]. Stretching your lips forward, pronounce the sound u, then mechanically press your lower lip to your teeth. Bite the edge of your lower lip, slightly stretch your lips into a smile and hum, then sharply open your mouth and say [A]. Particular attention should be paid to the duration and force of exhalation on the lower lip.

Sound setting [D]. Pronounce the sound [B] with your tongue stuck between your teeth, then use your fingers to spread your lips. From the sound [Z] or [Zh]. At the moment of pronouncing, use sharp movements of the spatula to press the tip of the tongue against the alveoli.

Recommendations for producing sounds for various speech disorders

Phonetic-phonemic speech underdevelopment (FFSD).

The production of sounds during FFNR is carried out with the maximum use of all analyzers. Children's attention is drawn to the basic elements of sound articulation during the period of its evocation. The following is taken into account: for the initial production, sounds belonging to different phonetic groups are selected; sounds mixed in children's speech are gradually worked out in a delayed manner; the final consolidation of the studied sounds is achieved in the process of differentiation of acoustically close sounds. From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word. Hearing impairment. In case of impaired hearing, a defect in voicing is observed. If voicing is completely impaired, work begins with fricative sounds, and with the simplest of them in articulation - [B]. After it they move on to the sounds [Z] and [Zh], and then to plosives in the sequence: [B], [D], [G]. You can achieve voicing of a sound thanks to a direct transition to it from one of the sonors - [M], [N], [L], [R] (mmmba, nnnba). At the beginning, the speech therapist focuses the child’s attention on the clarity of correct pronunciation in general, i.e. clarity and correctness of pronounced sounds and correct stress, then deals with the production of sounds (usually S, Ш, Ж, Р, Б, Д, Г) and their automation in the child’s dictionary. The main thing in working with hearing-impaired children is visual and tactile control. Stuttering. Corrective work on sound pronunciation is carried out in parallel with the correction of stuttering. Evoking sounds begins with the easiest and most preserved ones. A detailed defect analysis is of particular importance. The process of working on sounds is similar to working with dysarthria. Ways and methods of producing sounds for stuttering are used as for dyslalia. Dysarthria. Corrective work for dysarthria is complex and includes work on: normalizing muscle tone; strengthening the perception of articulatory patterns and movements through the development of visual-kinesthetic sensations; development of conditioned connections between movement, voice and breathing. Speech therapy work is carried out against the background of medication, physiotherapy, physical therapy and massage; if necessary, a reflex-inhibiting position is used. Working on sounds with dysarthria has its own characteristics: It is not necessary to immediately achieve complete purity of sound; polishing each sound should be carried out over a long period of time, against the backdrop of increasingly developing, increasingly complex work on other sounds. It is necessary to simultaneously work on several sounds belonging to different types. The sequence of work on sounds is dictated by the gradual complication of articulatory settings and the structure of the defect. First of all, phonemes with the simplest articulation or more intact pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation are less disturbed. Before evoking sounds, it is necessary to distinguish the phoneme by ear. The child must also learn to recognize the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish inter-analyzer connections between the movement of articulatory muscles and their sensation, between the perception of a sound by ear, the visual image of the articulatory structure of a given sound and the motor sensation when pronouncing it. The most common method is phonetic localization. When a speech therapist passively gives the child’s tongue and lips the necessary position for a particular sound. Many exercises are carried out without visual control, drawing the child’s attention to proprioceptive sensations. Particular attention should be paid to the pronunciation of vowel sounds, which contribute to the activation of the soft palate and jaw movement.

Alalia (ONR).

Speech therapy work can only be effective if it is carried out comprehensively against the background of active medication and physiotherapeutic treatment carried out by a neuropsychiatrist. Speech therapy work on sound pronunciation is closely related to the development of children's vocabulary. When expanding the vocabulary or working on a phrase, individual sounds appear in children's speech. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants. When setting and consolidating, the sequence of assimilation of sounds in a certain position in a word is of great importance. The most successful way to fix a sound is at the end of a word, then at the beginning of a word, a sound in a position between two vowels, a sound in a confluence before a consonant, a sound in a confluence after a consonant. Work on sounds during alalia or OHP is carried out in stages: developing an oral image of the pronounced sound; development of kinesthetic sensations of the speech motor analyzer. Exercises aimed at compensating apraxic disorders. Development of differentiated movements of the tongue and lips. Development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) to close with different parts of the palate. Development of differentiated movements of the lips and tongue in various ways of producing sounds (differentiation of stop and fricative). Development of conscious differentiated movements of the tongue (tip and back) for the formation of frication. Development of differentiated movements of the lips and tongue for the formation of palatoglossus and labiolabial friction. As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase and elements of lip reading are also used. A child’s lack of certain sounds is not a serious obstacle to memorizing letters and mastering the technique of sound merging. The child gradually develops the connection between phoneme, grapheme and articule.

Aphasia. With afferent motor aphasia, the call of sounds begins with the imitation of labial and front-lingual, as well as contrasting vowel phonemes A and U. The speech therapist calls sounds by imitation, and then adds the sounds m and v. When working on sound pronunciation in aphasia, a number of features should be taken into account: you cannot evoke the sounds of one articulatory group; sounds should not be introduced into nouns in the nominative case, but into words and phrases necessary for communication (ok, I will, tomorrow, today, etc.). The interrelation of two processes - the formation of the syllabic structure of a word and the pronunciation of sounds included in the word - causes the pronunciation of a new difficult sound.

Rhinolalia.

Planning work to correct pronunciation for rhinolalia is recommended in the following sequence: Vowels A, E, O, U, Y.

Consonants P, F, V, T, K, X, S, G, L, B and their soft variants.

Sounds: I, D, Z, Sh, R. Sounds: Zh, Ch, C.

In the process of posing phonemes, it is necessary to involve visual, auditory and kinesthetic analyzers. Reliance on kinesthetic and visual control helps to become familiar with the sensation of moving the tongue forward and the degree of tension in the organs of articulation. Particular importance is given to the ability to sense directed exhalation.

Production of sounds begins only after correct speech breathing has been formed. The evocation and automation of sound occurs on a very calm exhalation with concentration of attention not on the sound, but on the correct exhalation. The mechanical method of pinching the nose should be done with one finger, while pressing the wing of the nose against the face, and not the nasal septum. Taking into account the degree of activation of the soft palate, first of all, fricative voiceless consonants are placed in the sequence: F, S, Ш, Ш, Х. They start with the sound [F], since it is the easiest, accessible by articulation. The child is asked to place the lower lip to the upper teeth and exhale through the middle of the mouth. Turning on the voice, we get the sound [B]. Explosive sounds in the work are more complex due to their short duration, so the production is carried out later. To obtain the sound [P], you can ask the child to exhale forcefully with his lips tightly compressed, at this time using his index finger to alternately close and open the lower and upper lips. The sound [T] can be caused by interdental pronunciation of the sound [P] or [S]. Pravdina O.V. recommends putting sounds, both vowels and consonants, first without voice. Naming a sound, as well as fixing it with a letter, is allowed after accurately pronouncing it in a whisper. The pronunciation of vowels is formed on a firm attack, loudly, without shouting or tension (“in a mask”). Practicing the vowels A, E, O, Y, U prepares the articulatory apparatus for the production of hard consonants, and the sound [I] for soft ones. Correction of posterior palatal sounds is impossible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of sound should not be inhibited, since it differs slightly from the normal sound. Children with reduced kinesthesia and phonemic hearing disorders have to use analogue sounds at first. If there is a proto [P], we put [W] from the whispered form []P with teeth close together and lips rounded. If the child finds lower articulation [Ш] easier, then we introduce it into speech. When staging sounds Povalyaeva M.A. recommends the use of mechanical assistance in extreme cases, since mechanical assistance makes it difficult to introduce sound into speech. It is important to take into account that evoking sound through interdental articulation delays the pace of work. With rhinolalia, it is not recommended to pronounce consonant sounds in a drawn-out, exaggerated manner, since tension and exhalation increase and the time of the bow lengthens. General recommendations for staging sounds When staging, one should take into account the economy and strength of sound formation and assimilation processes. The child's efforts to achieve articulation should be as natural as possible. The production of sounds is carried out in a sequence determined by the physiological course of the formation of sound pronunciation in children in normal conditions. This sequence corresponds to the training program for children in the preparatory speech therapy group. However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful advancement. The order of working on sounds (Konovalenko V.V., Konovalenko S.V.): Whistling S, Z, Zz, Ts, S'. Hissing Sh. Sonor L. Hissing J. SonoraR, Ry. Hissing Ch, Shch. Optimal age for correcting sounds. Bogomolova A.I. considers the optimal age for correcting sound pronunciation to be 4-5 years, and for the sound [p] - 6 years and recommends starting work with hissing sounds, since they have a less focused, therefore weaker air stream. Relying on this or that sound as a base one, the speech therapist must proceed from the fact that only a syllable is the minimal unit in which it is realized. Therefore, we can talk about the production of a sound only if it appears as part of a syllable. The starting points for producing hard sounds should be sounds in a syllable with the vowel A (Y for L), for soft sounds syllables with the vowel I should be taken. Automation of the corrected sound begins with direct, then reverse syllables, and lastly, in syllables with a combination of consonants. The sounds Ts, Ch, Shch, L are easier to fix in reverse syllables, and then in forward ones. The sounds P, Pb can be automated from a proto analogue and at the same time generate vibration. In some difficult cases, for example with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: pronounced p, hissing. Literature: Pravdina O.V. Speech therapy. / Textbook manual for defectologist students. fact-tov ped. Inst. Ed. 2nd, add. and processed M.: “Enlightenment”, 1973. Speech therapy: Textbook for students of defectology. fak. ped. universities / Ed. L.S. Volkova, S.N. Shakhovskaya. M.: Humanite. ed. VLADOS Center, 1998. Khvattsev M.E. Speech therapy: study. for ped. Institutes. M, 1937 Povalyaeva M.A. Speech therapist's reference book - Rostov-on-Don: “Phoenix”, 2002 Polyakova M.A. Self-instruction manual on speech therapy. M.: Iris-Press, 2012 Pelymskaya T.V., Shmatko N.D. Formation of oral speech in preschool children with hearing impairment. M.: Vlados, 2003. Fomicheva M.F. Education of children's correct sound pronunciation: Workshop on speech therapy: Textbook. manual for students of pedagogy. special education school No. 03.08 “Doshk. education" M.: Education

Sounds T, Т, Д, Дь

Staging and automation of sound [D].

Staging and automation of sound [D].

Consonant, stop, lingual-dental, instantaneous plosive, voiced oral.

Articulation is normal when spoken in isolation.

The lips are open and take a position depending on the next sound. The distance between the incisors is small. The tongue is tense. At the first moment, it forms a bow with its front edge with the upper incisors, and the lateral edges are adjacent to the upper molars. At the second moment, the bow explodes and the air is pushed out. The position of the soft palate is raised. The vocal cords are closed and vibrate even at the moment of bowing. You can see the position of the lips, the edges of the incisors and the work of the tongue. You can feel a jerky stream of air, less strong than with T. Vibration of the larynx.

Evocation.

The law of assimilation applies - ADA. We don’t take analysis down to the syllable, in isolation.

1. We draw vowels, there is always a voice - auditory - visual.

2. Based on the syllable ABA. BA-BA without pauses, and now the tongue is up, it should work BA-DA, BA-DA - the law of assimilation applies, the sound D becomes sonorous by analogy. In the end, we get YES-YES-YES.

We put the sounds [K], [G], [X]

The sound “K” is made mechanically using a spatula. The articulation looks like this:

• the lips should take the position of the next vowel sound;
• You can’t keep your teeth closed;
• the tip of the tongue needs to be lowered and touched with it to the incisors of the lower dentition;
• the lateral parts of the tongue are adjacent to the upper lateral teeth;
• the back of the tongue should form a bow with the palate;
• the soft palate rises at this time, blocking the passage to the nasopharynx;
• there is no need to strain the vocal cords, they are open;
• During exhalation, the resulting stream of air should explode the bow, causing a characteristic sound.

The first version of the production is from the sound “T”. It is used if the child pronounces the sound “T” clearly, cleanly, without unnecessary overtones.

Invite your baby to play the sound “TA”. At the same time, press the spatula on the front part of the back of the tongue, as a result of which the sound “TY” will be heard. Next, you need to move the spatula a little further into the depth, which will provoke the pronunciation of the sound “KY”. Even deeper pressure on the tongue gives a clear pronunciation of the sound “KA”. The use of the mechanical method is stopped when the child remembers the location of the articulatory organs for pronunciation of the sound being studied.

The sound “K” can be made while inhaling. This exercise is reminiscent of imitation snoring - silent or whispering. Encourage your child to snore for fun. After the exercise, you can hear a sound reminiscent of “K”. Invite your child to say “KA” while inhaling and exhaling. After this, automate the sound traditionally: “KA-KO-KU-KI-KE-KYO.”

The articulation of the sound “G” is similar to the articulation of the sound “K”. However, the voice is involved in this process - the vocal cords must close and vibrate during exercise.

The sound "G" can be placed from "Y". To do this, invite the child to throw his head back and, while exhaling strongly, say “YYYYY”, simultaneously pushing his lower jaw forward, raising it and lowering it. By analogy with the production of the sound “K” from “TA”, you can place the sound “G” from “DA”.

The articulation of the sound “X” differs from “K” in that the back of the back of the tongue should form not a bow with the palate, but a gap along the midline. The sound “X” can be made like this: invite the child to open his mouth the width of two fingers and blow warm air on his palms. If the sound does not work, you can try throwing your head up in the process. The sound “X” can be placed from “S” and “Sh”. They use a mechanical method: when the child pronounces these sounds, you need to use a spatula to move the tongue deeper into the mouth.

Set the sound [Y]

Most often, the sound “Y” can be produced by imitation, supplementing the exercises with showing correct articulation and the tactile sensation of the expiratory stream when pronouncing “YYYY” in a drawn-out manner.

They make a sound from pronouncing the sounds “AIA” or “IA”. The exhalation must be intensified when the sound “I” is pronounced, and the short “A” must be pronounced without interruption. Sometimes placing the “Y” sound in words where it comes first is effective.

From the syllable “ЗЯ” the sound is made mechanically: the child pronounces the syllable, and the adult, using a spatula, presses on the front part of the back of the tongue, gradually moving it back until the desired sound is obtained.

Set the sound [C]

The articulation is as follows:

• lips are in a neutral position;
• teeth are brought closer by 1-2 mm;
• the tip of the tongue is lowered, touching the lower incisors; Initially, the back of the tongue is strongly curved, forming a bow with the incisors, then its front part quickly moves to the position of the “C” sound, forming a groove in the middle;
• the air stream should be strong and uneven.

The sound “C” is produced if the child clearly pronounces the sounds “S” and “T”. The baby is asked to quickly pronounce “TS”, as a result of which the desired sound appears.

There are 3 ways to make the sound “C”:

1. Method of imitation using play techniques (“The locomotive, stopping, says - tss-ts-ts”, “The mouse is sleeping, don’t make noise - tss-ts-ts!”).
2. Reception of reference sounds (in this case these are “T” and “S”).
3. Acceptance of the features of articulatory structure. Invite the child to open his mouth, rest the tip of his tongue against the incisors of the lower row of teeth, lift the tongue and stretch it so that its front part is pressed against the palate. In this position, the back of the tongue should touch the upper incisors. Without turning on your voice, invite your baby to pronounce the sound “T”, lifting the tip of the tongue with the pressure of a stream of air from the front teeth of the lower row. The lips should be tense and in a smiling position. This exercise helps to remember the position of the organs of articulation when the sound “C” is pronounced.

Poems about the letter

“P” - gate, stool, table... Similar or not? PaPa said: “It looks like it!” I agree with PaPa too!

For the letter P we have Sand, And Tomato, and Cockerel, Bubbles, Gifts and Pony in the Zoo

I didn't know this letter

And today I wrote.

Let's learn P together now,

She makes us all happy.

Invite your child to learn a verse about the letter P.

Sound setting [C]

The articulation of “C” is as follows:

• lips need to be stretched into a weak smile;
• bring your teeth closer, but do not close them;
• lean the tip of the tongue against the front teeth of the lower row, arch the tongue, resting its sides on the molars;
• create a strong and narrow air stream.

Before starting sound production, you should make sure that the child’s articulatory apparatus is ready to pronounce whistling sounds. For preparation, a set of special speech therapy exercises is used to improve the articulatory apparatus.

The sound “C” is placed in several ways:

1. By imitation. Sitting with your child in front of the mirror, show how to pronounce the sound “C”.
2. By imitation with game moments. For this method, visual aids and bright objects are used, with which you can imitate the sound “C”. For example, the balloon deflates - “SSSS”.
3. Based on reference sounds. To learn to pronounce the sound “S”, a child must be able to pronounce the sounds “I” and “F”, which are the reference sounds for him.
4. Mechanical setting. Using a spatula, the speech therapist sets the child’s tongue in the desired position and asks to gently but forcefully blow out the air.

The main thing is to give the child the opportunity to remember the position of the articulatory organs when playing the sound “C”, only then can it be automated in syllables, words and sentences.

Tales with letters for children

To make it easier for your child to remember new things, you can introduce him to fairy tales about P.

There were 33 letters in the country of Alphabet. Each of them had their own life. They were all different and unique, they all had their own character. For example, N was restless, L was lazy, A was neat. And P was sad. She pronounced the words muffled and quietly, she was hard to hear. She often cried because it was uncomfortable for her to live in the house: you couldn’t walk through the door, you couldn’t sit on a chair, you had to always stand like a stool.

Then she decided to go on an exciting journey around the country in search of other dull sounds with whom she could be friends and who would help her build a more comfortable home.

She crossed the field and came to the jungle where the parrots lived. When they saw the letter, they were very happy and started shouting: “Hello! Hello!". And then P realized that she could definitely find friends, because the words “hello” and “bye” begin with her, which are said when meeting and saying goodbye to friends. The word “help”, which is so important in friendship, begins with it. P immediately cheered up and went home.

Arriving home, she baked pies for her neighbors - the letters O and R. They talked, and the neighbors decided to help build a spacious house for P. They began to visit her often, bring her gifts and became her best friends! So P realized that she was important. And life became sweet for her.

An Incident happened in the world of ABC: P disappeared. No one could understand where she went. At the Threshold of her home they found a note: “We kidnapped, Pirates! Bring the treasure and you can get her back." The letters did not have any treasures, so they decided to save the Girlfriend with the entire alphabet.

On the Pirate Sailboat P cried: “Why did you kidnap me? I am needed at home so that the children can read and write.” “Why is this necessary?” asked the Pirates. “To be educated, to know a lot, to share information with others. And it’s so interesting to sit, leafing through the pages of a book, reading newspapers. You can write Poems, Letters,” answered P. “We want it too!” the Pirates shouted.

Suddenly letters began to rise onto the ship. “We will save you!” they exclaimed. "Wait! Let's help Pirates learn to read and write. Then they will Stop Kidnapping and start educating.” Thus, the Pirates became literate and decided to abandon robbery.

Set the sound to [Z]

The articulation when producing the sound “Z” is similar to “S”, only the sound “Z” is more sonorous, so you need to use your voice when pronouncing it. The sound “Z” is placed after successful automation of “S”.

Setting “Z” is similar to working with the sound “S”, only you need to make sure that the child connects his voice and feels the vibration of the ligaments. It is very important to be able to convey to the child that these sounds differ in their sound. To do this, invite your baby to put his hand on his throat and pronounce both sounds alternately. The child will understand this difference by vibration. When the sound “Z” is heard clearly, invite the child to pronounce it louder and clearer. After this, automate the sound through exercises on pronouncing syllables, words, and sentences.

Task for preschoolers: printed letter P

The child needs to draw objects that the printed P looks like; things whose names begin with it. It is also necessary to write capital and small letters several times. To do this, you will need a card with a capital P written, cursive letters, images of objects similar to P and starting with it.

Syllables starting with P

These are: pa (SPIDER), pe (Pepper), pe (DOGGIE), pi (PENGUIN), po (TOMATO), PU (BUBBLE), py (VACUUM CLEANER), PU (PURE), PYA (PITTLE).

These syllables, along with example words, need to be written several times for better assimilation of the material.

How to correctly produce sounds in a child: general recommendations

The child’s efforts should be natural - this is very important in producing sounds. The sequence of production is determined by the physiological course of formation of the pronunciation of sounds. Changes and adjustments can be made to this sequence if the individual characteristics of the child are taken into account and there is confidence in their effectiveness.

The standard sequence of working on sounds looks like this:

1. First they put the whistling “S” and “Сь”, “Ц”, “З” and “Зь”.
2. They put “SH” - a hissing sound.
3. Sonor "L".
4. They disassemble “Zh” - hissing.
5. Sonoras "P" and "Pb".
6. They end with the production of hissing “Ch” and “Shch”.

The optimal age for correcting sound pronunciation is considered to be 4-5 years, for the sound “R” - 6 years of age. Work usually begins on hissing sounds, since they do not require clear focusing of the air stream.

To place hard sounds, use the vowel “A” for the syllable (for “L” - “Y”), for soft sounds - “I”. Automation of the sound that has been corrected begins with the pronunciation of forward and backward syllables, only then with a combination of consonants.

In general, work on sound production should be carried out by a speech therapist. He will determine whether the child has deviations in sound pronunciation, what methods to use to produce sounds, how often to practice, he will draw up a lesson plan that will include various, most effective in this case, techniques. Remember that amateur efforts to correct problems with sound pronunciation in children can be harmful. Only a speech therapist knows how to organize work correctly and effectively.

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