How to learn to speak R and L correctly without the help of a speech therapist

Speech defects can vary. You can often find incorrect pronunciation of sounds, for example, replacing one with another. In this case, instead of “sledge” you will hear “shanki”. Children find it most difficult to pronounce the sound “R”. Many parents notice that their baby cannot really growl, and try to teach him.

After such actions, distorted reproduction is often formed. Normally, the tip of the tongue vibrates, but if the pronunciation is incorrect, it is the throat that vibrates. As a result, the so-called “French” sound is heard. Producing the sound “R” in throat pronunciation requires special techniques from the speech therapist.

Is it possible to practice making the sounds R and L without a speech therapist?

In the absence of other speech disorders, parents may well try to help their child cope with the difficult sounds R and L. In classes, it is important to adhere to the correct recommendations, consistency and regularity.

With due diligence - without overexertion and stress! - the result can be achieved without the help of a specialist. However, we note that if after one and a half to two months of regular classes, the child has not been able to “tame” complex sounds, you will still have to visit a speech therapist. The reason may be that you are not performing the necessary exercises correctly, or perhaps the child has some other speech disorders (for example, dysarthria, rhinolalia) that the parents were unable to identify on their own.

Causes of guttural "r"

It would seem that in an environment where everyone says “r” correctly, the child should also pronounce it the same way. But this sound is insidious and difficult for children, it is not for nothing that it is most often replaced with “l”, “f” and even “d”. Why does the baby use the throat “r”?

There are different reasons. First of all - “heredity”. If one parent says the guttural “r” and the child hears it all the time, he may begin to repeat it.

A short “frenulum” under the tongue makes it inactive and prevents you from pronouncing sounds correctly. Usually this defect is removed at very different ages, but it can also be neglected.

Often the cause of the laryngeal “r” is enlarged tonsils. It is easier for a child to close the root of the tongue with the palate than to use its tip.

There are also more complex situations: nervous disorders, impaired phonemic hearing, hypotonicity of the tongue and much more. Fortunately, all this can be treated, and a defect in the throat “r” in a child can always be corrected if you contact an experienced specialist. The question is how much time and effort it will take.

If you wish, you can diagnose the causes of the laryngeal “r”, so it will be easier to deal with them. However, this is not the most important thing, since unless we are talking about serious illnesses, speech therapists use the same exercises in most cases.

How to learn to speak R - sound production

• We develop articulation. By the way, this “secret” will be useful for any problems with sound pronunciation. Exercises will help develop the articulatory apparatus. Remember the cartoon about a baby elephant and a boa constrictor? They had exercises for the tail, and you will have exercises for the tongue! It’s not difficult to find the exercises you need online. The simplest ones include clicking like a horse, sticking out your tongue, curling it into a tube, and so on. This is the case when grimacing is not only possible, but also necessary!
• Perhaps the reason is a short frenulum of the tongue. The operation to trim it is simple and the wound heals in a few days. If you are not ready, try stretching it. Invite your baby to reach the tip of his nose with his tongue. Does not work? We stretch every day. Gradually the frenulum will stretch and the sound P will become more accessible.
• Let's start getting the sound. The child puts his finger under his tongue, which he begins to move from side to side, gradually beginning to “growl.”
• Another option for producing the sound R. Let the child open his mouth and pronounce the sound “z-z-z”. At this time, with the tip of your finger (you can put a baby pacifier on it or use a special speech therapy probe), try to move the frenulum of the tongue back and forth, creating vibration. If the exercise is done correctly, you will hear a wonderful R sound.
• Another way. Ask your child to cup his tongue and, pressing the tip of his tongue against the roof of his mouth, forcefully pronounce the sound “ddd.” Let the child tug on the frenulum with his finger, feeling the vibration. This way you will also get the R sound.

What can affect its development?

Medical reasons

Conditions due to which the pronunciation [r] may not be formed by the age of 5 can be divided into two groups: functional, when the speech apparatus is simply not yet mature, and organic. Organic disorders include:

1. disturbances in the innervation of the muscles of the articulatory, vocal, and respiratory apparatus (identified together with a neurologist);

1. anatomical disorders (for example, cleft palate);

1. malocclusion (then you need to contact an orthodontist);

1. features of the frenulum of the tongue, due to which it cannot rise to the palate: (shortened, incorrectly attached - in this case, surgical intervention may be required).

Eliminating functional difficulties usually requires only time, access to clear Russian speech, simple exercises, and sometimes consultation with a specialist.

Phonetic environment

The kind of speech a child hears around him influences how he learns to speak. Russia is a multinational country, and a situation of bilingualism often occurs, when the family speaks not Russian, but the parents’ native language. In it, the pronunciation of some sounds, naturally, differs from the Russian norm, and the articulatory apparatus adapts specifically to them. In this case, establishing the correct pronunciation of the sounds of the Russian language is a joint task of the speech therapist and the teacher.

If there are people with speech impediments in the child’s immediate environment, then he regularly hears the incorrect pronunciation of this sound and, as a result, can learn exactly that sound. But such a situation can arise not only with [p], but also with any other sound.

Type of pronunciation: hissing

There is little point in trying to teach a child how to pronounce the sound [r] until he is ready for it. In particular, until he mastered hissing ones. By the age of 3.5 years, clear pronunciation of whistling sounds such as [s] is considered normal. By the age of 4–4.5 years, hissing words are pronounced in the upper position of the tongue. Unfortunately, it is impossible to distinguish it from the lower position by ear. Only a speech therapist will be able to determine the source of the problem and “retrain” the child’s speech apparatus, and will also show exercises to reinforce correct pronunciation.

If you start teaching a child to pronounce [r] before he learns to pronounce hissing sounds correctly, this can lead to the so-called guttural [r], characteristic of the French language. In this case, the child creates vibration not with the tip of the tongue, but with the help of its back.

How to learn to speak the sound L

• Preparatory exercises - clopping like a horse with a gradual change in volume and speed of sound. Watch your lower jaw - it should not move!
• “The wind is blowing” - the child should press the tip of the tongue between the teeth so that there is space on the sides. You need to blow air on different sides of the tongue.
• Let's try to hear L. With the tongue clamped between the teeth, ask the child to say “yyy” or “uuu”. The desired sound will appear by itself. Make sure later that the “correct” L is pronounced with the tongue retracted.

Correct articulation for the sound "Ш"

In order for the sound to be pronounced clearly, it is necessary to explain and show the baby how the tongue should be positioned and how to fold the lips correctly.

• The lips should be slightly pushed forward and rounded (in the shape of a tube);
• The teeth are close together or completely clenched;
• The tip of the tongue must be raised to the anterior edge of the hard palate so that there is a gap between them;
• The lateral edges of the tongue should be pressed against the upper molars (air should not escape on the sides);
• There is a warm air stream in the middle of the tongue (you can feel it by bringing your hand to your mouth);
• The soft palate is raised and blocks the passage into the nasal cavity;
• Vocal cords are open (no voice).

Determining exactly how a child’s articulatory apparatus works when pronouncing a particular sound is not so easy. If you do not feel confident in yourself, be sure to seek advice from a speech therapist.

Automation of sounds R and L

It is not enough to learn to pronounce a sound separately from words, you also need to consolidate it in speech. As speech therapists say, automate it. The child must pronounce all sounds correctly, without thinking about where to place the tongue and what to do.

The following exercises are great for strengthening the pronunciation of the desired sound:

• Clear repetition of syllables with the “necessary” letter - dra-dru-dra, le-la-lo-lu-li, etc.
• Search for words starting with the required letter. Lay out pictures from children's lotto or simply open a book with bright illustrations. Ask your child to find and name objects containing the letter P or L. Watch the pronunciation.
• A little later, tongue twisters and tongue twisters will be perfect. You yourself know about Greku, who rode across the river and the grass on which firewood lay. Let us suggest a few more: “the quail hid the quails from the guys”, “the ships maneuvered and maneuvered but did not catch them”, “there are pins at the Christmas tree”, “have you washed the raspberries? They washed it, but they didn’t wash it.”

There are a lot of options for automating sounds. The main thing is to practice systematically and make sure that the child pronounces the sound correctly and clearly.

Preparatory stage

For the correction to be successful, it must be carried out in stages. The first stage lays the foundation for the correct sound. During the lesson, the child will practice the correct pronunciation model:

• the mouth smiles widely;
• teeth exposed;
• the tip of the tongue rests on the tubercles behind the upper teeth.

For ease of perception, a graphic representation of articulation is shown. As you work, you will notice that children are not always able to easily make their tongue wide. The tip may be constantly narrowed and tense.

In this case, practice the “knead the dough” exercise with them. You need to put the tongue on your lower lip and lightly bite it with your teeth. They accompany the movement with the syllabic path “pa-pa-pa-pa”.

Gradually, the child’s attention is focused on changes in the state of the language. After the exercise it became wide. All training is carried out in front of a mirror, since without visual control they are useless.

During the lesson they learn a complex of articulatory gymnastics. This will allow you to prepare the device for sound production. The standard set includes exercises to develop a strong tip of the tongue.

In individual lessons, special cards with symbols are used. They are needed for ease of perception on the part of the child. For example, a picture of a horse invites him to clatter, but this should be done as follows:

• mouth wide open;
• tongue touches the roof of the mouth;
• the jaw is motionless.

For the whole complex, it is important that only the tongue works, the jaw should not move. They also use the “clock” exercise - the starting position is the same as in the “horse”, only the tongue moves left and right. It should not touch lips and teeth! In the “swing” exercise, the position is the same, but the tongue moves up and down.

To make it easier for the child to lift the tip of the tongue, use the following exercise: take thin strips of toffee and ask the tongue to fasten them on the tubercles behind the upper teeth. It is useful to lick honey, sour cream from a plate, lick fruit ice and other frozen ice cream and candies.

Breathing exercises

It's not so easy to remove throaty pronunciation. In order to get rid of it you need a strong air stream. To produce it, you need plumes, wind blowers, feathers, etc. The child must sit and blow on them. His cheeks should not puff up - this moment is strictly controlled.

Approximate instructions: inhale strongly through your nose and exhale through your lips with a straw. To make it interesting for children to study, small competitions are held. Hex pencils are placed on the table and asked to be blown away. Whoever is the farthest wins. Preschoolers will be delighted with this activity.

Auditory perception

The key point of correctional work is to teach the child to listen to his own speech and notice errors in it. This is the only way to get rid of throaty pronunciation.

To develop hearing, non-speech sounds are used: street noise, door slamming, etc. You can use musical instruments. The child is shown how and what he plays, asked to remember, then he turns away and determines the action by ear.

Later they move on to distinguishing sounds and, to begin with, take only vowels. Gradually they learn to determine the place of sound in a word.

Do not confuse the concepts of “letter” and “sound”. These are different systems. Before school or preschool, it is better not to give your child anything related to letters.

All these complexes must be practiced at home. Otherwise there will be no effect from such a production.

General recommendations for independent speech therapy sessions

• Classes should not overload the child. The length of one “lesson” should not be more than 45 minutes.
• Be sure to alternate types of tasks so that your child does not get tired.
• Support and praise your child for every positive change. You should not swear or get angry if something is done incorrectly. Perhaps while the articulatory apparatus
• is not ready to pronounce such a complex sound, or your son or daughter does not fully understand what he needs to do.
• Use a mirror when practicing. Looking into it, it is more convenient to control articulation.
• Use all kinds of games and entertainment to keep your child interested and prevent him from becoming overtired.
• Lessons do not have to be done at home at the table. Communicate more - on a walk, during everyday activities. Ask questions, encouraging them to pronounce the correct letters.
• Don’t quit classes “halfway”! If it seems to you that the sound has already been achieved, you definitely need to introduce it into speech, bring the pronunciation to automatism. Otherwise, all your and your children’s efforts will be in vain.
• Be friends with your child. Support and encourage each other. By dealing with such a problem, you can convey to him that he can overcome many problems in his life. With your support or on your own.

Date of publication: 07/09/2016. Last modified: 12/02/2021.

How to teach a preschooler to pronounce the sound “SH”?

Classes with your baby should consist of successive stages (warm-up, breathing exercises, articulation exercises, production and automation of sounds).

1. Warm up. Let your child become familiar with the organs that are necessary for speech. Sit with your baby in front of the mirror and look at the lips, tongue, cheeks, and palate. To prepare the articulatory apparatus for work, do a warm-up: run your tongue across the palate, lips, teeth, stick out your tongue, smile.
2. Breathing exercises. We pronounce the sound “SH” as we exhale, and in order for it to sound clear, we need to control the amount of air exhaled. Simple exercises such as blowing out a candle or blowing soap bubbles, playing with a pinwheel, whistles, and so on will help with this.
3. Speech, or articulation, gymnastics promotes the development of speech organs. Your baby will definitely enjoy these fun exercises and will help him learn to pronounce the sound “Ш”.

• "Cup". The lower jaw is in a relaxed position. A wide, flat tongue is placed on the lower lip, the tip and edges of the tongue are raised, forming a flat cup.
• "Horse". The task is to imitate the clatter of hooves (repeat for 15 seconds).
• "Paints". We move our tongue across the palate, as if painting it.
• "Swing". The tip of the tongue alternately touches the upper and lower teeth.
• "Watch." We move our tongue left and right, imitating the movements of a clock pendulum.
• "Jam". We lick our lower lip with our tongue.

You can see the correct execution of some articulation exercises for the sound “Ш” in the video:

To make it more interesting for your child, alternate the exercises performed and use colorful visual materials.

1. Sound production and automation. This is a gradual process: first the sound is fixed in syllables, then in words, phrases and sentences. Sound production can be done in two ways: by imitation (when the baby repeats the correct articulation after an adult) and mechanically (this work can be done by a speech therapist using a probe). Parents can use some exercises to make the sound “Ш” at home. For example, “Clap your hands.” The child should clap the moment he hears the sound “Ш” in the word. This game develops phonemic awareness and promotes sound production. In order for the sound to become part of the child’s active speech and become automated, you can repeat small phrases and learn short poems that contain words with the corresponding sound. A variety of games are also suitable:

• “Call me kindly.” Invite your child to form a diminutive form of the word (hat - cap, cat - kitty, hare - hare, and so on).
• “Correct the mistake.” The child must understand what the semantic error is in the phrase and pronounce it correctly (for example, “Chess is playing Grisha,” “The cat is afraid of the mouse,” “Dasha put the hat on,” and so on).

Correction of the pronunciation of the sound “R”; methodological development in speech therapy on the topic

Correction of the pronunciation of the sound “R”

Speech defects of the sound “R”

There are two types of defects in the phonemes p and p': rhotacism (distortion) and parorotacism (replacement).

Varieties of rotacism.

The phoneme p can be deprived of its own inherent articulation and declare itself in speech by lengthening the adjacent vowel. Often the phoneme p appears in the form of a throaty trembling sound.

The first type of such articulation is velar p (velum - soft palate), in which the root part of the tongue approaches the lower edge of the soft palate and forms a gap with it. Passing through this gap, the exhaled air causes a fine, random vibration of the soft palate, resulting in noise, which, when mixed with the tone of the voice, imparts a specific defective sound to the phoneme.

The second type is uvular p (uvula - tongue), in which only the tongue vibrates. In this case, the vibration is harmonic in nature and a distinct rumble is heard.

There is a “kuchersky” p, formed by the vibration of both lips, as well as the reproduction of the phoneme p through the formation of a bilabial or labiodental fissure, when something like the English v or Russian v is heard.

Instead of p, sometimes there is a nasal sound G, like the English or German ng, for example, in the words long, long, formed by closing the root part of the tongue with the soft palate with the free passage of air from the pharynx to the nose.

Often there is a lateral r, in which, instead of vibrating the front edge of the tongue, the stop between its lateral edge and the molars explodes with a transition to the articulation inherent in the soft phoneme l. The result is a sound reminiscent of the combination rl.

Finally, mention should be made of a rare type of rhotacism, in which a sharp distortion of sound is caused by the fact that a stream of exhaled air passes through the gap formed between the lateral edge of the tongue and the upper molars, causing the cheek to vibrate. This is the so-called buccal r.

In some cases, one has to deal with the so-called single-beat p, in which the front edge of the tongue touches the alveoli only once, there is no vibration and a sound is heard that is reminiscent of the English (alveolar) d.

In most cases, one or another type of rhotacism covers both the hard phoneme p and the soft p'. Often, however, with a defective p, normal p' is noted. Sometimes the opposite happens, when p' is distorted, but p remains normal.

Anatomical anomalies predisposing to rhotacism can be a short hyoid ligament, a narrow and high palate, an excessively narrow or massive, insufficiently plastic tongue.

Correction of the throat pronunciation of the sound r

is produced in several stages.

Some of the simplest exercises suitable for independent daily speech gymnastics include the following:

1. The first attempt to correct rhotacism based on imitation involves the auditory perception of the phoneme, supported by examples of rumbling sounds (roar of a motor, rumble of thunder, etc.). At the same time, the opportunity is used to see and control with the help of a mirror (with the mouth slightly open) the shape, position and function of the tongue.

2. Exercise “Horse” - click your tongue like a horse, slowing down and speeding up the pace.

3. Exercise “Sucker” - suck your tongue to the hard palate and stretch the frenulum to the limit, hold it in this position for as long as possible, then click your tongue and repeat the exercise several times.

4. Sitting in front of a mirror, pull the tip of your tongue towards the alveoli.

5. Exercise “Machine Gunner”: the child sits in front of the mirror and, with his mouth wide open, holds the tip of his tongue at the alveoli and quickly pronounces the sound d-d-d-d-d-d. It is important that the child sees the rapid strokes of the tip of the tongue. The tempo of the blows should gradually increase, and the rhythm of the tongue’s vibrations should change.

The next stage is the stage of setting the sound r.

Method 1 of sound production [P]: For the next exercise you will need a special speech therapy spatula. So: to begin with, ask the child, opening his mouth wider, to pronounce the sound “w-w-w”, gradually moving the tongue closer to the base of the upper teeth. Give him a couple of seconds to get used to it, and then carefully insert the spatula under your child’s tongue and begin to rhythmically (but not too much!) swing it left and right, creating vibration. At this time, the child should blow strongly on his sound “zh-zh-zh” - this way he will feel the vibration created by the air and the vibrations of the spatula.

Method 2 of making the sound [P]: Ask the baby to open his mouth wide and at the same time pronounce the syllable “z-z-za”, moving his tongue as far back as possible. At this time, as in exercise 2, slip a spatula under his tongue and rhythmically move it left and right. If this speech therapy exercise is performed correctly, you should hear a fairly distinct “R” sound.

3rd method of making the sound [P]: In the same way, ask the child to pronounce the sound “z-z-zi” with an open mouth, and do the same manipulations with a spatula as in the previous exercise. In this case, a softer sound R is used, which is used in words like “rhyme”, “rice”, “drawing”...

4th method of setting sound [P]: Setting [P] - quickly and effectively. This method helps to quickly create vibration. The child puts his head on the speech therapist’s lap, sucks his tongue to the palate (“Mushroom”), 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 vibration appears!

5th method of making the sound [P]: The child is asked to raise his 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 the overtone [zh] or vice versa) or pronounce the sound repeatedly [d] (but the tongue is not near the teeth, but on the alveoli, so the sound [d] is not clear).

6th method of making sound [P]: 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 is why a rumbling sound is heard. (You can use a pacifier tightly stuffed with cotton wool or make a plastic spatula from a toothbrush, removing the bristles to create a comfortable plastic stick; the corners must be rounded.)

7th method of making sound [P]: You can cause vibration of the tip of the tongue as follows: invite the baby to suck his tongue to the palate with his mouth open, then, without releasing the tongue, blow on it. At the moment the tongue is lifted from the palate, a strong push of the exhaled stream of air causes a short vibration of the tip of the tongue. The second version of the same method (with mechanical assistance). Raise your tongue to the sky, stretching the “frenulum” to the limit. Then, with your thumb and index finger, press the lateral edges of the tongue firmly against the palate. The middle part of the tongue and the frenulum should remain unclenched. Taking a deep breath, forcefully blow out the air while turning on your 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. When pronouncing a sound correctly, the tip of the tongue vibrates, and when imitation is incorrect, very often either the “tongue” or the root of the tongue in contact with the soft palate begins to vibrate. After consolidating the pronunciation of the short “tr” (dr), it is necessary to train the rolling long “tr” (dr) - first with the help of fingers, and then without fingers. There is no need to rush at any of these stages.

8th method of setting sound [P]: Setting from sound [Z]. Usually R is not placed from the sound Z, because it is believed that they are very different in articulation and cannot support 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-strike [P] will be clearly heard, which then relatively easily turns into vibrant. This method is very easy and fast, especially with throat [P].

9th method of making the sound [P]: For progeny: press the tip of the tongue to the lower incisors and pronounce the vowel “ААААА” protractedly, 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 top of his tongue. When classical techniques for setting [P] are not enough.

10th method of setting the sound [P]: 1. 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....adydyadydy....tydydydydydy. dydadydadyda...adydaadadyda...youydydydydydy.... dydodydodydo... dydoadydo...

2. To generate vibration, one should proceed from the rapid repetition of the sound d in one exhalation, articulated in a special way - with the mouth slightly open and when the front edge of the tongue is closed not with the incisors, but somewhat deeper, with the gums of the upper incisors or even with the alveoli, as when pronouncing English phoneme d. The exercise may consist first of two or three times uniform repetition of the sound (dd, dd, dd.., ddd, ddd, ddd...), then of the same series, but with the last sound being strengthened, as well as repeated repetition of the sound, both uniform (dddddd...), and with rhythmic emphasis, every third sound of the series... It is also possible to use t (td, td; tdd, tdd) as the initial sound. Only the tongue should work, with the lower jaw in a calm position. Subsequently, two or three repetitions of the sound d ends with the vowels a or s.

3. It is useful to produce vibration by pronouncing d instead of the phoneme r in words with combinations tr or dr at the beginning (tdava, tdamvay, tdusiki, tduba, ddova, ddozd, ddug, etc.)

4. Independent vibration of the tongue is facilitated by the combination of alveolar t or d with the fricative r (dr._____, dr_______; ddd_____, dddr___; tr_____, tr_____; tttr_____, tttr_____).

11th method of making the sound [R]: Games-exercises for producing the sound [R]. The exercises are very simple and are well suited for training the raising of the tongue to the alveoli, and at the same time trains fine motor skills.

a) Exercise “Happy Rain”.

Say firmly the sounds [et-d]. Do you hear as if droplets are falling and hitting something hard? Place your left palm and show with your fingers how raindrops fall on your hand, slowly at first, and then faster and faster. The rain dripped onto the palm - t-d, t-d... (with your right hand, depict falling drops of rain) On the flower - t-d, t-d... (with your left hand, depict a flower) And on the path, t-d, t-d.... (make a path from your left hand) He knocked on the roof - t-d, t-d…. And there was a frequent ringing - t-d, t-d, t-d... (the rain started getting heavier). While playing, try to change hands and learn the rhyme by heart. We pronounce T-D exaggeratedly (emphasized). 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 tongue to rise to the alveoli. At first we sing the song only on the syllable YES. In the future, it will be useful to use the syllables DY, DE, DO, DU. You can alternate syllables, taking into account the child’s wishes. When fixing the sound [r], we sing a song on the syllable RA.

12th method of setting the sound [P]: Setting [P[ from the interdental position. The “tongue on the upper lip” position and a directed air stream are first practiced.

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

• In addition to the previous position, the speech therapist uses his index finger to “play” 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 finger touch, then removing it, then returning. Achieve a vibration sound from the slightest touch on the lower lip (something similar to “v-v-r-r-e-uh...”) • While maintaining the same configuration of the tongue, while the vibration sound is being developed, it is easy to move the tongue behind the upper teeth. It is important not to lose the shape of your tongue!

13th method of setting the sound [P]: Setting the sound [P] while inhaling. 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 his mouth, sharply raising and pressing his tongue to the alveoli, sucking 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 be produced. The method is very unexpected, paradoxical (after all, all normal speech therapists make sounds “on exhalation”)

14th method of setting the sound [P]: Setting the sound [P] from the exercise “CHATTER”. The child does the “Chatterer” (or “Turkey”) exercise: sticking out a wide tongue at the sound [A] makes movements back and forth, sliding along the hard palate. At the moment when the tongue touches the alveoli, a single-beat [P] is heard. Now all that remains is to fix this position and start automating [P]. As a rule, very soon the single-beat sound itself turns into vibrant (the tip of the tongue trembles).

15th method of setting the sound [P]: Setting [P] from the sound [Zh]. If the child correctly pronounces the upper sh and z, then it is not difficult to obtain the fricative r. It is enough to invite him to pronounce the phoneme w in a drawn-out manner with his mouth slightly open without rounding his lips and move the front edge of the tongue a little forward, to the gums of the upper incisors. Having achieved the goal, you should fix the fricative p on the material of syllables, words, and then phrases, without waiting for the vibration to be absorbed.

The next method: the child pronounces the sound [Zh], for a long time, on one exhalation and at the same time moves the tip of the tongue deeper into the oral cavity. A second later you can hear a single-beat [P]. After fixing the isolated pronunciation of this sound, they immediately move on to pronouncing syllables with a combination of TR, DR, NR, ZHR. This contributes to the rapid transfer of a single-beat [P] into a state of vibrating sound. The method justifies itself.

16th method of sound production [P]: Performed in 3 steps: 1) suck 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 exhale through the mouth, directing the air stream onto the tongue and connecting the voice. It would take a long time to describe all this, but the method is very simple. The effect is achieved by contrast (tension of the tongue during suction and relaxation during a sharp exhalation). This helps cause vibration in the tip.

17 method of setting the sound [P]: Setting [P] with insufficient air flow. The method is suitable for those children who do not have an air stream of sufficient power necessary to vibrate the tip of the tongue. It is based on the traditional method of placement using a ball probe. And the peculiarity is that the child is in a semi-lying position, with his head slightly thrown back. The tongue is raised up towards the alveoli, the child pronounces the sound [D] or the combination DY at a 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 supine position the tongue is slightly pulled back and the child is forced to exhale a stream of air more intensely, which starts the vibration in combination with the manipulations of the probe.

18th method of making the sound [P]: For throat p, the following method is used if the child has the sound z. Learning to say the combination j. Next is the “machine gun” exercise (pronounceddddddddddd......), hold the tongue at the top by the edges on both sides with your fingers. Then, when the tip of the tongue gets stronger and gets used to the correct position, we use the “motor” method.

Sound automation.

When the correct r sound is obtained, it is very carefully introduced into the words. Having become accustomed to throaty pronunciation, the child cannot always control his articulation. Therefore, self-control and control by an adult are necessary for a long time.

PRODUCING THE SOUND

The soft sound R' differs from the hard sound in that when it is articulated, the middle part of the back of the tongue rises to the hard palate, the tip of the tongue is slightly lower than when pronouncing r, the back of the back of the tongue, together with the root, is moved forward.

Setting up the r-soft:

1. From the syllable zzi-zi-zi, exhale and move to ri; ze-ze-ze - to re, ze-ze-ze-ryo; zzya-zya-zya-rya; zyu-zyu-zyu-ryu. Speak while exhaling forcefully. Check the position of the tongue in front of a mirror: the front edge of the tongue is not at the alveoli, but at the necks of the upper incisors. If instead of [r'] you get a hard sound [r], then widen the smile by moving the tongue forward, towards the upper incisors.

2. After automating p, using the technique of imitation, they achieve the correct pronunciation of p. If necessary, you can practice the upper zz, zz, zz, pronounced repeatedly and then for a duration. A long, rolling r is successively combined with the vowels i, i, e, e, yu, while stretching the lips into a smile. Having achieved the correct pronunciation of ry in syllables, words are introduced, etc.

3. We start the motors from the sound de-de-de......

4. We alternately pronounce the sounds “R” “I”, accelerating the tempo. You can use the “Racing” exercise - 5 cars must reach the finish line in this way:

1 car rrrrrrr-ri-ri-ri-ri-ri….

2 car rrrrrrr-rya-rya-rya-rya......

3 car rrrrrrr-re-re-re-re-re……

4 car rrrrrrr-ryu-ryu-ryu-ryu……

5 car rrrrrrr-ryo-ryo-ryo-ryo…..

5. Invite the child to crack the r-r-r-r longer, moving the tip of the tongue closer to the upper teeth and straining the corners of the lips.

Pronouncing syllables and words: ri-rya-re-ryo-ryu. Ring, risk, pattern, rhythm, rhyme, rebus, radish, raid, rivers, turnip, hazel grouse, ripple, cassock, rowan, row, reva, backpack, glass, ruffle.

Varieties of pararotacism (replacement of r with consonants r' l, l', y, g, d, v). Some of them, in particular the replacement of p with p', with l or l', are often reflected in writing.

The childish nature of speech is also imparted by the observed replacement of phoneme p with phoneme j. Attempts to make a long rumbling sound fail. Preschoolers often observe a replacement of the phoneme p by l and l' or semi-soft l, which is usually temporary.

Sometimes there is a replacement of the hard phoneme p with the soft p'. Reverse replacement is also possible.

1. If the phoneme p is replaced by its soft pair, then by gradually expanding the mouth during the prolonged pronunciation of the sound p', one can automatically cause some movement of the articulation of the front edge of the tongue back, which entails a harder shade of the sound. If necessary, you should use mechanical assistance: to open the mouth, lightly press the chin with your thumb, to move the tongue back, insert a spatula or probe under it.

2. During the reverse replacement, when instead of a soft p' a hard one is obtained, it is necessary to achieve a gradual movement of the tongue forward, to the upper incisors, based on the combination of a consonant with a front vowel and..

3. Another series of exercises is aimed at developing tongue vibration. If the child correctly pronounces the upper sh and z, then it is not difficult to obtain the fricative r. It is enough to invite him to pronounce the phoneme w in a drawn-out manner with his mouth slightly open without rounding his lips and move the front edge of the tongue a little forward, to the gums of the upper incisors. Having achieved the goal, you should fix the fricative p on the material of syllables, words, and then phrases, without waiting for the vibration to be absorbed.

4. To generate vibration, one should proceed from the rapid repetition of the sound d in one exhalation, articulated in a special way - with the mouth slightly open and when the front edge of the tongue is closed not with the incisors, but somewhat deeper, with the gums of the upper incisors or even with the alveoli, as when pronouncing English phoneme d.

The exercise may consist first of two or three times uniform repetition of the sound (dd, dd, dd..., ddd, ddd, ddd...), then of the same series, but with the last sound being strengthened, as well as repeated repetition of the sound as uniform (dddddd...), and with rhythmic emphasis, every third sound of the series... It is also possible to use t (td, td; tdd, tdd) as the initial sound. Only the tongue should work, with the lower jaw in a calm position. Subsequently, two or three repetitions of the sound d ends with the vowels a or s.

5. It is useful to produce vibration by pronouncing d instead of the phoneme r in words with combinations tr or dr at the beginning (tdava, tdamvay, tdusiki, tduba, ddova, ddozd, ddug, etc.

6. Independent vibration of the tongue is facilitated by the combination of alveolar t or d with the fricative r (dr._____, dr_______; ddd_____, dddr___; tr_____, tr_____; tttr_____, tttr_____).

Development of P proto (without vibration of the tip of the tongue).

Corrective work in the absence of sounds P and P' in speech

Preparatory stage.

To correctly pronounce the sound r, the front edge of the tongue needs to become wide.

1. Exercise “Pancake”.

“Make your tongue into a pancake and let it sit on the plate.”

2. If the child’s tongue continues to remain tense, invite the child to “Punish the naughty tongue.”

3.When the child learns to flatten his tongue, make it soft and relaxed, invite him to lift his tongue onto his upper lip. This movement is demonstrated without opening the mouth too much, so that it is not difficult for the child to raise the wide tip of the tongue upward. The smaller the distance between the lips, the easier it is to make this movement.

4.Then you can say: “Now let’s send the tongue behind the upper teeth.” To show how the tongue moves behind the upper teeth, you need to slowly, with a smooth movement, moving it deeper into the mouth. It is necessary to draw the child's attention to the fact that the tongue remains as wide as it was when it lay on the upper lip. Then gently move your tongue back onto your upper lip.

5.Holding your tongue wide behind your upper teeth, moving it slightly towards the alveoli, you need to blow on its tip. It is necessary to ensure that the child’s lips do not cover his teeth, otherwise this will prevent him from seeing the position of his tongue. You can address him with these words: “Smile so that your teeth are visible! Keep your tongue wide at the top. Say s...z...z... (a sound similar to zzh is heard). Can you feel the breeze? Blow it again. Now watch how I blow!” It is necessary to ensure that this articulation becomes habitual and is performed quickly and freely. The child does not yet associate this sound with the sound r.

Sound production.

The child pronounces the sound z with the articulation indicated above, which resembles the sound p, but without vibration of the tip of the tongue. If instead of r you hear the sound z, you need to ask the child to move his tongue closer to his teeth. Slightly intensifying the air stream by adding the sound a, we hear the syllable ra. With other vowels the sound combinations ry, ro, ru are obtained. This preparation gradually and firmly establishes correct articulation in the child, but without vibration of the tip of the tongue. The resulting sound p is called proto.

Next, you should begin to develop a booming r sound.

Production of a rolling sound P (with vibration of the tip of the tongue)

Before you start developing a rolling r, you should teach your child to pronounce the sound r proto.

Preparatory stage.

1. Ask the child, holding his tongue wide, to “drum” his tongue behind the upper teeth with a sound close to d (d... d... d...) A strip of paper brought to his mouth should vibrate with each blow of the tongue.

Sound production.

1. The child is asked to raise his wide tongue by the upper teeth and pronounce a sound similar to zzh for a long time or pronounce the sound d repeatedly (but the tongue is not at the teeth, but on the alveoli, so the sound d is not clear). Make sure your tongue is wide and very tense. At this time, with the child’s straight index finger or your finger wrapped in a handkerchief placed under the tip of the tongue, make frequent oscillatory movements from side to side, which causes a rumbling sound to be heard. (You can use a pacifier tightly stuffed with cotton wool or make a plastic spatula from a toothbrush, removing the bristles to create a comfortable plastic stick; the corners must be rounded.)

2.You can cause the tip of the tongue to vibrate as follows: invite the baby to suck his tongue to the palate with his mouth open, then, without letting go of the tongue, blow on it.

3.The second version of the same method (with mechanical assistance). Raise your tongue to the sky, stretching the “frenulum” to the limit. Then, with your thumb and index finger, press the lateral edges of the tongue firmly against the palate. The middle part of the tongue and the frenulum should remain unclenched. Taking a deep breath, forcefully blow out the air while turning on your 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 roof of the mouth, and the edges of the tongue are adjacent to the lateral edges of the upper teeth. Under the pressure of a strong stream of air, a short tr-tr (dr-dr) is spontaneously produced.

4. To help with the exercises, you can stretch the hyoid ligament with a special massage. Grab the “frenulum” at the very bottom under the tongue with two fingers (thumb and index) and pull your fingers along it to the tip of the tongue. Try to pull it, but do not use force so as not to damage the thin fabric. Perform several of these movements each time. Very quickly your fingers will begin to feel the capabilities of the “frenulum”, and this procedure will not cause concern. Return to it 4 - 5 times a week, and after a while you will be convinced that the hyoid ligament has changed in length.

Nasal pronunciation of the sound P and its correction

The nasal pronunciation of the sound r sounds similar to the combination ng. It differs from correct pronunciation, firstly, in that the air stream comes out through the nose, and not through the mouth, and secondly, in that the tip of the tongue does not participate in the articulation of sound - it is pulled deep into the mouth.

Preparatory stage.

1. The preparatory stage begins with explaining to the child that air can be exhaled both through the nose and through the mouth. Taking a deep breath, exhale slowly through your mouth, bringing a cotton ball to your lips. Ask your child to do the same.

2. Having practiced exhaling through the mouth, show your baby how to exhale through the nose (with the mouth closed, bring the cotton wool to the upper lip). Then they compare the sounds that are pronounced with exhalation through the mouth (v, sh, etc.) with the sounds that are pronounced with exhalation through the nose (m, n). Applying cotton wool or a paper strip, follow the stream of escaping air. After asking your child to pronounce the sound r, tell him that he is pronouncing the sound incorrectly because he has air going into his nose.

3. The position of the lips, as well as the distance between the front teeth, depends on the next sound. The tip of the tongue takes the shape of a “spoon” and vibrates at the alveoli. The lateral edges of the tongue are adjacent to the molars, the root of the tongue is lowered. The soft palate is raised and closes the passage into the nasal cavity.

The vocal cords are closed and vibrate (by placing your hand on the larynx, you can feel the vibration), the exhaled stream of air is always strong.

Lateral pronunciation of the sound P and its correction.

When pronouncing r laterally, instead of the correct sound, rl is heard, this occurs from the rapid connection of the sounds r and l.

With this pronunciation of r, the tip of the tongue does not waver, the entire tongue is turned so that one side of it is pressed against the upper teeth, and the other hangs down when the air stream passes and creates a peculiar overtone. This pronunciation of r is often combined with the lateral pronunciation of hissing and whistling sounds, but sometimes it is an independent distortion.

If you ask a child to pronounce the sound p protractedly, he will either not be able to do it at all, or a long impure sound l will be heard. Looking at the child's articulation, you will see that the tip of the tongue is pressed upward and does not vibrate and that the side of the tongue vibrates. The vibration can be so strong that the cheek can be seen trembling from the outside.

Preparatory stage

We begin the preparatory stage with tongue and lip gymnastics. With r lateral, the muscles of one half of the tongue are usually weakened, and prolonged work is required to achieve correct articulation. Various exercises for the muscles of the tongue are carried out for a long time, even at the stage of sound production.

Sound production.

It is usually difficult to generate vibration at the tip of the tongue, since when trying to cause it, one of the sides of the tongue usually comes into a state of oscillatory movement. That’s why they put p protoriy first. It is necessary for the child to use proton constantly: to introduce this sound into words, phrases and his independent speech. Only after this can you begin to generate vibration at the tip of the tongue.

Nasal pronunciation of the sound P and its correction.

The nasal pronunciation of the sound r sounds similar to the combination ng. It differs from correct pronunciation, firstly, in that the air stream comes out through the nose, and not through the mouth, and secondly, in that the tip of the tongue does not participate in the articulation of sound - it is pulled deep into the mouth.

Preparatory stage.

The preparatory stage begins with explaining to the child that air can be exhaled both through the nose and through the mouth. Taking a deep breath, exhale slowly through your mouth, bringing a cotton ball to your lips. Ask your child to do the same.

After practicing exhaling through the mouth, show your baby how to exhale through the nose (with the mouth closed, bring the cotton wool to the upper lip).

Then they compare the sounds that are pronounced with exhalation through the mouth (v, sh, etc.) with the sounds that are pronounced with exhalation through the nose (m, n). Applying cotton wool or a paper strip, monitor the flow of escaping air. After asking your child to pronounce the sound r, tell him that he is pronouncing the sound incorrectly because he has air going into his nose. Show the correct example.

Replacement of sounds Р, Рь with other sounds and correctional work.

Children often replace the sound r with other sounds that are simpler in articulation. Instead of rak you will hear l - “lak”, y - “yak”, y - “yak”, gkh - “ghak”, v - “vak”.

Preparatory stage Work is carried out simultaneously in several directions: distinguishing by ear the sound p and its substitute, mastering the difference in their articulation (Make cards with the letter p and the letter that replaces it, if the child knows the letters. Otherwise, make cards with symbols - stick pictures with words starting with these sounds, preferably from one syllable, so that these sounds are heard clearly. Name the words, and let the child pick up a card with the sound that he heard. Next, ask him to name words with this or that sound. Ask him to choose from the set pictures of words, first with one sound, then with another. Compare in front of the mirror the position of the speech organs when pronouncing one sound, then another, what they have in common, how they differ); mastering the correct movements of the tongue with the help of articulatory gymnastics, playing techniques, imitating a model.

Sound production and automation.

When replacing the sound p with the sound g, it is necessary, listening carefully to the child, to ensure that he does not experience vibration of the small tongue instead of vibration of the tip of the tongue; when replacing the sound r with the sound v, you should not call r protor, since the latter is similar to v in the method of formation (with v, a gap is formed between the lower lip and the upper incisors, with r protor, a gap is formed between the tip of the tongue and the alveoli) and the child can mix these sounds .

Differentiation of the sound p and its substitute. It is necessary to differentiate, otherwise when learning to write, the replacement of p with another sound, a letter, may occur again.

Release the R sound from the reins

The fact is that often the inability to correctly pronounce the sound R is explained not so much by a poorly developed articulatory apparatus, low mobility of the tongue and similar problems, but by the individual structure of the hyoid ligament - the so-called “frenulum”. And only a doctor can determine this nuance.

In most cases, the underdevelopment of the “frenulum” (due to which the baby’s tongue simply does not reach the upper palate, which makes it difficult to pronounce a number of sounds, including the sound R) can be leveled through daily exercises and special massage. But sometimes there are cases when this ligament needs to be trimmed in order for the tongue to acquire the proper range of motion. It is this dilemma - to cut or not - that a speech therapist can resolve. Moms and dads, don’t worry - modern doctors in most cases are inclined to the method of stretching the “frenulum” by performing special speech therapy exercises, including exercises for producing the sound R.

Other reasons for incorrect pronunciation of the sound R

Inactive articulatory apparatus. NOTE: In this case, you should focus not so much on directly producing the sound R, but on... grimacing! In a playful way, stimulate your baby to actively “move in the mouth” - let him stick out his tongue, twist it into a tube (children love this!), try to reach his nose or chin with his tongue, move his jaws, bare his teeth, stretch his lips in an “ah” smile. la Cheshire cat” and so on and so forth. All these funny pranks will quickly strengthen the facial muscles and develop the mobility of the speech organs.

Phonemic hearing impairment. NOTE: As a rule, phonemic hearing disorders (when a child hears the speech structures of adults, recognizes them and tries to reproduce them in his speech) manifests itself in the fact that a child aged four or more misses letters/sounds in words when speaking or reading. confuses voiced and voiceless consonants, as well as soft and hard consonants (for example: love-loubof, nanny-nana, door-tver, stool-diaburedka, etc.)

“Problems” in speech breathing. NOTE: Speech breathing is the basis for proper adequate sound production. The most common speech breathing disorders are usually chronic runny nose, enlarged adenoids, some immune diseases, and diseases of the cardiovascular system. To develop proper speech breathing, we use our own special gymnastics (where speech is combined with physical exercises), which is usually prescribed by a speech therapist, adapting to the individual characteristics of the child.