Staging and automation of the sound D and D: what are the types and causes of deviations in the correct articulation of sound, as well as a set of breathing exercises to consolidate pronunciation

Every person's speech consists of sounds. The child’s development depends on how correctly the letters are pronounced. If a child under 5–6 years old makes mistakes in reproducing phonemes, you should seek help from a specialist.

Recently, incorrect pronunciation of the letter D has become increasingly common among children. To eliminate the defect, the sounds “D” and “D” should be produced and automated.

Types of deviations

Characteristics of pronunciation defects:

Stun.
Read also: Theme “Mushrooms”: speech games and exercises in pictures for classes with children
Consonant voiced
the sound “D” at different positions in words turns into
steam room
deaf
I agree
"T". The disorder occurs due to the similarity in the location of the articulatory apparatus during reproduction, poor development of phonemic perception and organic deficiencies of the speech organs. The defect is eliminated again using the phoneme “B”.
Open twang. Replacing the sound
“D” with “N”. The sky curtain is down. The tip of the tongue does not push away from the incisors. There is no push of the air stream from the oral cavity. The air leaves the nasal cavity in a continuous manner.
Clicking "D". Correction is carried out by regulating breathing during pronunciation.

You can check correct reproduction in the form of a small test, suitable for older

groups
of preschoolers
:

An adult pronounces sentences with frequent letter repetition. For example, Dina blows a trumpet. The child is asked to repeat what he heard.
Using illustrations of objects with the sounds “D” and “D”. Place the pictures
in front of the child. Ask to name what is depicted on them (oak, house, melon, children, hollow, etc.)
Search for the desired picture. The adult says the name of one depicted object among the presented pictures, and the child finds it and names it.

Such simple tasks are used in preparatory groups

to identify defects in sound pronunciation and to develop the thinking abilities of children. Similar activities are used for all types of phonemes.

III. DIFFERENTIATION OF PRONUNCIATION OF SOUNDS D - Дь

Sounds d

and
d
in syllables

1. Say a series of syllables.

du-du do-do do-du-du vdy-vde-vda

yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, yes, but

2. Repeat rows of syllables (each syllable 3-5 times).

Di-dy-dy, di-dy-dy, ... etc. Dy-di-di, dy-di-di, ... etc.

Sounds d ch d v

words

1. Name words with sounds d

and
talk
from pictures or reflected (see dictionary on p. 79).

2. Name the pictures. Select from them those whose names contain the sound d, a

then - the sound
d. Arrange the pictures in two rows: with the sound d
and with the sound
d.
Ice floe, sofa, boards, dolphin, melons, smoke, swans, one, water, two, people, house.

3. Remember and pronounce a series of words, arrange pictures in the same sequence.

People, houses, melons, bears. Swans, turkeys, oaks, boards.

Sounds d

and
d
in phrases and sentences

1. Briefly answer the teacher’s questions based on subject pictures.

A person lives (where?) ... (in a house).

The fish swims (where?) ...
(in the water).
The squirrel lives (where?) ... (in
a hollow).
2. On the typesetting canvas there is a picture depicting one or two similar objects. The teacher asks: “Guess what word I have in mind. One …?" (one...? two...? two...?...?).

Sample. One oak, one board

etc. Lexical material:
oak, board, sofa, ice floe.
3. Repeat after the teacher the questions about the pictures and answer them in complete sentences, f Fig. 153-156.

Where did Vadik and Lida go? (To the cinema.)

Where did Vadik and Lida take Dima?
(Into the pool.)
Where did Vadik and Lida pour the water?
(Into the can.)
Where were Vadik and Lida sitting?
(On the sofa.)
Sounds d

and

in the texts

1. Learn the saying.

Two are not one - we won’t give offense.

2. Listen to the text and repeat it after the teacher. Answer questions about the pictures. " Rice. 157.

Houses for swans on the water. Two swans in the water. And two small swans on the boards near the house. Fedya and Dima threw crumbs to the swans.

Where are the swan houses? Where are the two little swans?

3. Listen to the text. Answer questions and learn the text. Name words from the text with the sound d,

and then - with the sound
d.
9 Fig. 158.

We have a bench in our kindergarten. We knocked it down from two stumps and one board. Let's sit on it and go home from kindergarten.

Where is the bench? What was the bench made of?

IV. DEVELOPMENT SOUND ANALYSIS AND SYNTHESIS SKILLS

1. Name the pictures: can, two, sofa. Perform word analysis. Choose from them the words that fit the scheme w

27.

2. Listen to the sentence Dima was at home.

Say words with the sounds
d
and
d.
Name the stressed syllable in these words.
What word can be made from the syllables do
and
ma, di
and lsh? What syllables are different in these words?

SOUNDS T, Т - Д, Дь

I. CHARACTERISTICS AND COMPARISON OF SOUNDS

1. Pronounce the sounds t, tp

and
d, d.
2.

Describe the sounds.

II. DEVELOPMENT OF PHONEMATIC PERCEPTION

1. Raise your hand when you hear the sounds d, d, a

then the sounds t, t “Ta, tya, dya, yes, du, du, you, ti, those, then, dy, di, tu, tyu, ...

2. Raise your hand when you hear the sounds d, d, d

and then - the sounds t,
t
I do, I blow, I stomp, I pull, I pull, I breathe, I give, I hold, I lose, I push, I catch up, I touch.

III. DIFFERENTIATION OF PRONUNCIATION OF THE SOUNDS T, Т - Д, Дь

Sounds
t, t and d, d in
syllables

1. Repeat rows of syllables.

date	tee-dee	yes, yes, yes	di-ti-di	sta-zda
before	di-ti	to-to-to	to-do-to	vda-fta
doo-too	de-those	doo-too-doo	de-te-de	here
wow	te-de	you-you-you	ti-di-ti	who-where

2. Repeat rows of syllables.

Ta-da-da, ta-da-da, ta-da-da, etc. Doo-too-too, doo-too-too, doo-too-too, etc.

3. Finish the last word in the sentence when listening again. —

At the station, passengers are waiting for food.

A bright light is burning in the sky. A burl is growing in the garden bed.
The album is missing one li(hundred).
Sounds t, t and d, d in

words

1. Game with Competition." Children are divided into two teams. Each team receives the same number of different pictures for the sounds t(t) i d(d) and completes the teacher’s task - to arrange the pictures into two piles with the sound t(t) and with the sound d(d). The teacher checks the results. The winner is the team that completes task A faster and without errors. 332-343.

Lexical material: house, board, oak, shoes, calf, swans dominoes, telephone, kitten, dishes, duckling, turkey, bus, cabbage sofa.

2. Listen to the sentences and pronounce words with the sound d(d), and

then - with the sound
t(t).
The gardener was planting bushes . Wild ducks fly south in the fall Mom buys Vadim dominoes. is lying on the sofa .

3. Change the words. Sample: Year - year.

Garden, bridge, cat, bush, factory.

4. Complete the sentences according to their meaning.

They built... on the mountain. In this house lives... After morning comes...

Volume

or
a house?
day or shadow?

Cool… falls from the trees to the ground.

5. Say the words, gradually accelerating the pace. The garden is the gardener, the tank is the tank driver.

6. Briefly answer the questions about the story picture. • Rice. 159.

Who's going with mom? Who did mom buy toys for? Whom is mom taking from the store?

Identify the stressed syllable in the words children, children, children.

Sounds t, t
and d, d in sentences

Causes of pronunciation problems

The occurrence of incorrect reproduction of soft and hard

"D" is accompanied by:

lack of correct articulation
of the speech organs;
underdevelopment of phonemic hearing (the child does not distinguish sounds from each other);
repeating the mistakes of others;
weak motor activity of the lower jaw and other organs of the speech apparatus (occurs with dysarthria).

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Note: dysarthria is a violation of the innervation of the speech organs. The deviation appears due to damage to the central nervous system.

It is possible to establish an accurate diagnosis and cause after speech therapy

examinations.
After collecting a detailed history, the speech therapist
prescribes corrective
tasks
. Some classes should be done at home.

Correct articulation for the sounds D and D

When playing the sound “D” the speech apparatus takes the position:

The lips are completely neutral. The production depends on the subsequent vowel phoneme. The distance between the lips and incisors is about 5 mm.
The tip of the tongue rests on the upper jaw. May touch the alveoli behind the upper teeth.
The soft part of the palate descends.
The larynx vibrates.
The vocal folds are closed. Presence of voiceover.

The articulation of the soft “D” differs from the hard one only in the position of the tongue. Its tip falls behind the lower incisors.

Important: Classes aimed at establishing phonemes should be conducted after the child has mastered simple vowels and consonants (a, y, o, i, e, s) and (b b, p p, mm, v v, f f).

Consonants [d], [d'], letters D, d

Once upon a time there lived a wizard. He constantly did good deeds. In one house he conjures a vase that was broken. In another, the dog will be cured. That's why they called him Dobryak. One day the wizard decided to do another good deed and conjured the capital letter D

and a small
letter d
.

And today, together with the wizard, we will study these letters.

So, our wizard's name is Dobryak. His name begins with a hard consonant [d]

, which is denoted in writing by a capital

letter
D. A wizard's favorite pastime is doing good deeds. The word kind begins with a hard consonant sound [d]
, and the word deed begins with a soft consonant sound
[d']
, which are indicated in writing by a small
letter d
.

And also the sound [d']

may be indicated by a capital

letter D. For example, in the word Thumbelina.

As we have already said, sounds [d]

and
[d']
are
consonant sounds
. And when we pronounce them, a barrier arises in our mouth; our teeth and tongue prevent us from freely pronouncing these sounds.

To better remember the hard sound [d]

and a soft
sound [d']
, now the wizard and I are going to play an interesting game. Now Dobryak will conjure words that begin with the letter d.

Moreover, words containing the letter d

denotes a hard
sound [d]
, and the light green cubes will contain words in which the letter d denotes a soft
sound [d']
.

─ Good guy, tell us what words you conjured?

─ In the words house and firewood the letter d

denotes a hard
sound [d]
, and in the words children and tree
the letter d
denotes a soft
sound [d']
.

─ Well done, good guy. You've done another good thing.

So, let's continue to get acquainted with sounds and letters. We remember that all consonant sounds can sound voiced or unvoiced. Listen to how loudly the sounds [d] sound

and
[d']
. That's why we say that these sounds are voiced.

Capital D

and the small
letter d
are letters that tell us that we must pronounce
voiced paired sounds [d]
and
[d']
.
Sometimes in some words, instead of the sounds [d]
and
[d'],
we pronounce and hear
the sounds [t]
or
[t']
.
For example, in the word boat. In the middle of the word we hear a hard consonant sound [t]
, and we write
the letter d
.
In this case, in order not to get confused about which letter should be written d
or
t
, we will change the word so that after
the letter d
there is a vowel letter.
For example, a boat. In the middle of the word we clearly hear the sound d
, which means we will write
the letter d
.

Now let's see how these letters are written. Letter D

can be large (called
capital
) and small (called
lowercase
). A capital letter is always larger than a small letter, and a small letter is always smaller than a large letter.

─ Now I’ll build the letter d

. Look.

So, we have learned to write letters, and now let’s remember in what cases these letters are written.

But first, together with the wizard, we will take a journey through fairy tales and write down words that are written with a capital letter D

. Here we have a magic flying carpet and a paper bundle where we will write down the words so as not to forget.

The wizard flew and flew and saw the girl crying.

This is Thumbelina. Kindly helped the girl and Thumbelina wrote down her first word in her bundle. Since this is a girl's name, it is written with a capital letter.

The wizard flies further. He sees Santa Claus delivering gifts to children. And Dobryak helped Santa Claus deliver the gifts, and wrote down his name, it is also written with a capital letter.

The wizard flew further and saw the grandfather pulling a turnip. Yeah, I need to write it down.

Grandfather pulls a turnip.

This is already a sentence, which is written with a capital letter D

. And the wizard helped the grandfather pull out the turnip.

The wizard traveled for a long time and wrote down many interesting words that are written with a capital letter D

and
with a small letter d
. For example: a house and a pipe.

We learned to write letters, and now it’s time to read them. Here we have the word home. It begins with a hard consonant [d]

, then there is a vowel
sound [o]
and a hard consonant
sound [m]
. We combine these sounds together and we get one word house, which consists of one syllable.

Well, we got acquainted with the hard sound [d]

and a soft
sound [d']
, which in writing are designated by a capital
letter D
and a small
letter d
.

And the wizard Kindly conjured a few more words and gave them to all people. These are two little words: goodbye!

Exercises for staging

Before you begin to master the phoneme, you should go through the preparatory stage. It consists of performing special articulation and breathing exercises (here). The child must be taught correct articulation (position of the speech organs) and breathing during the pronunciation of an isolated sound.

Articulation gymnastics

The classes are designed to train the organs involved in the pronunciation of the sounds “D” and “D” description

Lower jaw. Open your mouth wide. Use your lower jaw to imitate chewing movements. Perform for 10-15 seconds.
Lips and cheeks:

lips are closed, and air should be drawn into the oral cavity. Next, imitate rinsing as after brushing your teeth in the morning;
use your lips to make characteristic sounds for a horse (snorting);
pouting lips in turn. First the top, then the bottom.

3. Language:

Exercise "Mushroom"

"Fungus". Smile widely with your mouth open. The flat tongue is sucked to the palate. In this case, the organ should be located behind the upper incisors. Hold the position for 10-15 seconds.
"Horse". Click your tongue on the hard palate, imitating the sound of a horse's hooves.
"Swing". Open your mouth wide, slightly exposing your teeth. Place the tongue behind the upper and lower teeth in turn. Performed 5 times.

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4.Soft palate. The baby is asked to reproduce vowel sounds. The pronunciation is soft at first, and then a hard attack is applied.

Advice: to prevent your baby from getting bored with doing the same exercises, you can use classes prescribed for speech therapists. Many options are available on the Internet.

Breathing exercises

Experts suggest performing paradoxical gymnastics according to Strelnikova. But its use is allowed for children 7-8 years old ( grade 1

). Exercises should be performed under the supervision of parents or a specialist. Initial exercises:

Palms. The child stands up straight. He bends his arms at the elbows and shows his palms to the adult. Hands clench into fists as you inhale and unclench as you exhale. You need to breathe through your nose. Perform the exercise 4 times.
Shoulder straps. The baby is standing upright. Hands clenched into fists. They are pressed to the belt. While inhaling, hit the floor with your fists. Gradually unclenching your hands. As you exhale, return to the starting position. Do it 4 times.
Pump. From a level stance, make a slight forward bend. The arms are hanging at the sides. Simulate tire inflation. Lean forward and inhale. As you exhale, return to the bent position.

Important: the technique has many contraindications, so you should consult a pediatrician before performing it.

To train children's breathing, use the “tube” exercise. The lips are pulled forward. Inhale through the nasal cavity, exhale a stream of air using a formed tube. Perform 4-5 times.

Staging

It is carried out after the child has mastered the position of the speech organs when reproducing a phoneme. Typically, 2 methods of producing the sound “D” and “D” are used:

Imitation
. The baby and the adult sit in front of the mirror. A parent or specialist demonstrates the correct pronunciation of the sound. The child is asked to repeat. To make it easier, vowel sounds are used. For hard “D” (da – do – du – dy), and for soft “D” (di – du – de).
Mechanical method. The child pronounces the sound “B”. The tongue is between the lips at this time. The speech therapist uses a special spatula to press on the tip of the organ. Then he pushes it behind the upper incisors.

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Experts often offer these methods of setting as homework.

. In a familiar environment next to a loved one, the baby will master classes faster.

Important: when performing exercises, point out the distinctive characteristics of the phoneme “D” from “T”. A special feature of the sound “D” is the vibration of the vocal folds. In order for the baby to feel the difference, his hand is placed on the larynx of an adult, who pronounces the letters in turn.

Material for automating the sound "D" educational and methodological material on speech therapy

Material on sound automation D.

1. Repeat the syllables.

Yes, yes, yes, yes, yes, yes, yes, yes, yes

Yes-do-do-dy Do-do-da-do Do-do-dy-da

2. Repeat the words. The sound at the beginning of the word: Dam, give, lady, date, Danya, dacha, Dasha, distance, gift, free; smoke, melon, haze, haze, breath, breathe, hole, hole; don, house, house, dock, milking, daughter, domino, wash, get, finish, drink, top up, rain, road, good, doctor; oak, Dunya, duma, blow, arc, perfume, oak, think, shower, soul, stuffy, blew, blew, hollow, pipe.

Sound in the middle of the word: Food, water, trouble, weather, throw, Luda, medal, pedal, prowess, deck, dishes, freedom, settlement, environment, ore, blow, pencil, fence, joy, stage, obstacle, reward, fashion , berries, waterfalls, gardens, factories, trails, fruits, ponds; milk, whistle, walker, young; I’ll go, I’ll find, I’ll fall, air, inflated, sorcerer, put, rainbow.

Confluence of consonant sounds in syllables and words:

Two, two, bottom; food, dlo, dra, dro, other.

Two, twenty, twice; two, deuce, yard, janitor, mongrel, yard, palace; bottom, fashionable, tray, vessel, okay; surrendered, squeeze, give up; vile, meanness, breakdown; drama, fight, dragon, drape, drag, tease; fraction, crush, thrushes, tremble; friend, other, friends, squad, friendship.

3. Repeat the sentences. Dasha is at home. Danya at the dacha. The house has a shower. The lady is walking along the road. She has a melon. Dunya thinks: “I won’t fall.” Dasha has a hole in her dress. The road is visible in the distance. There is a woodpecker in the hollow. Danya received a medal. A janitor sweeps the yard. The wind is blowing outside. Dunya plays the pipe. There are a lot of berries near the pond. Danya and Dasha are picking berries. Dani has a dacha. The dacha is far away. Our home is on the Don. Don is a river. Ships are moving along the Don. There is an oak tree in the garden. The sorcerer built a palace. My daughter has a pencil. Danya and Dasha are friends. They don't have twos. In the forest you need to breathe fresh air. Luda, it's time to go home.

4. Repeat pure sayings.

Yes - yes - yes - the water is running. Doo - doo - doo - I will find you. Do - do - do - the beep sounds. Hey, hey, hey, the gardens are blooming.

5. Repeat proverbs and sayings. One for all and all for one. The fur coat is new, but there is a hole in the hem. You can’t even pull a fish out of a pond without difficulty. I walked through the forest, but didn’t see any firewood. They don't give anything for nothing. A quarrel will not lead to good things.

6. Repeat the tongue twisters. Daria gives Dana melons. Don, don, don - the cat's house caught fire. Oh, doo-doo, doo-doo, doo-doo - I’ll find you anyway.

Confluence of consonant sounds in syllables and words:

Two, two, bottom; food, dlo, dra, dro, other.

Rainbow-arc, rainbow-arc - don't let it rain!

7. Repeat the riddles. He makes noise in the field and in the forest, but doesn’t get into the house. And I won’t go anywhere while he’s walking. (Rain)

A white pillar stands on the roof and grows higher and higher. So he grew to heaven - and disappeared. (Smoke)

New dishes, but all with holes. (Sieve)

There is a mountain in the yard, and water in the hut. (Snow)

There is water all around, but drinking is a problem. (Sea)

8. Learn a poem.

Animal trainers! Give me some sugar quickly! For a long time the animals taught you so that they could be given a reward. (V. Berestov)

9. Game “Give me a word.”

An adult invites the child to listen to poems and suggest the right word at the end of each of them.

Our boy walks with difficulty, For the first time he walks around... (house).

Rain! Rain! We need to go to... (homes).

I will sew him new legs, He will run along... (path) again.

10. Game “Name it kindly.”

The adult asks the child to affectionately name the following objects: House - (house) pipe - (pipe) Oak - (oak) hole - (hole) Road - (path) smoke - (smoke)

11. Game “Be careful.”

The adult invites the child to listen to the story and name all the words with the sound D that appear in it.

Here is Aunt Lyuda's house. The house has a garden. Aunt Luda is a gardener. Apple trees, plum trees, and raspberries grow in the garden. Aunt Luda loves to take care of her garden. In autumn she collects a lot of fruits. Aunt Luda distributes apples, plums, and raspberries to her friends.