Set of exercises

for developing articulation patterns

sounds[ w ], [ and ], [ h ], [ sch ].

The structure of the organs of articulation.

When pronouncing [ w] lips are rounded and slightly extended forward before the following vowel [ A] rounding is minimal, before [ s] ([And]) rounding may not occur. The teeth are close together, but not touching, the distance between them is 2-5 mm, the upper and lower incisors are visible. The wide tip of the tongue is raised to the alveoli or forms a gap with them. The middle part of the back is lowered (the depression in the middle forms, as it were, the bottom of a “cup”). The lateral edges of the tongue are pressed against the upper molars and do not allow the escaping stream of air to pass through the sides. The air stream is warm and can be easily felt with the back of your hand brought to your mouth.

When forming [ and] the same articulation. The exhaled stream of air is somewhat weaker, and the gap between the tip of the tongue and the hard palate is smaller than during the formation of [ w].

When pronouncing [ sch] the lips are rounded and slightly pushed forward, the wide tip of the tongue is raised to the level of the upper teeth (lower than when pronouncing [ w]). The front part of the back of the tongue bends slightly, the middle part rises towards the hard palate. The air stream passes through two slits: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth.

When pronouncing [ h] the lips are rounded and elongated, the tip of the tongue is lowered and touches the lower incisors. The front part of the back is pressed against the upper incisors.

"Pie".

The mouth is open. Lips in a smile. Tongue out. The lateral edges of the spade-shaped tongue rises upward, and a depression is formed along the middle longitudinal line of the tongue. Hold the tongue in this position while counting from 1 to 5-10.

“Spatula”, “Pancake”, “Flatbread”.

The mouth is open. Lips in a smile. Place the wide front edge of the tongue on the lower lip and hold it in this position while counting from 1 to 5-10.

"Swing".

The wide tip of the tongue touches the upper incisors, then the lower ones from the inside.

"Painter".

Goal: to develop upward movement of the tongue.

The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke the palate, moving the tongue back and forth (from the teeth to the throat and back).

"Fungus".

Goal: strengthen the muscles of the tongue, develop upward movement of the tongue, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue with its entire plane against the palate (the tongue is suctioned) and hold it in this position, counting from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its stem.

"Harmonic".

Goal: strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue to the palate (the tongue is sucked in and, without lowering the tongue, open and close the mouth.

"Delicious jam."

Goal: strengthen the muscles of the tongue, develop mobility of the tongue, develop the lifting of the wide front part of the tongue.

The mouth is open. Lips in a smile. Using the wide front edge of the tongue, lick the upper lip, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow.

"Cup", "Ladle".

Goal: strengthen the muscles of the tongue, develop elevation of the lateral edges and tip of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue is lowered, bending downwards.

"Focus".

Goal: to develop the ability to hold the side edges and tip of the tongue in a raised state, to learn to direct the air stream along the middle of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue bends downwards.

"Fence".

The teeth are closed. Lips in a smile. The upper and lower incisors are visible.

Pronunciation exercise[ T" ] – [ sch ].

Before staging [ h] it is useful to carry out an exercise in alternately pronouncing sounds [ T"] And [ sch]. this facilitates rapid switching of the tongue from one position to another, which is necessary for pronouncing [ h]. At first the sounds are pronounced slowly, then the tempo speeds up. Make sure children don't say thousand or mother-in-law.

"Slide".

Goal: to develop the elevation of the anterior-middle part of the back of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the lower incisors, and the anterior-middle part of its back first rises until it comes into contact with the upper incisors, then lowers.

Articulatory structure of whistling Sounds Sound “S”: Position of organs of articulation : a) lips slightly stretched into a smile; b) teeth are opened by 1-2 mm; c) the tip of the tongue rests on the lower incisors, the lateral edges are pressed against the molars, a groove is formed along the tongue along the midline. The sound “3” is characterized by additional phonation of the vocal cords Hissing sigmatism Hissing sigmatism belong to the group of parasigmatisms. Whistling and hissing sounds equally fuzzy, similar to the sound of softened hissing ones. When pronouncing sibilants, the tip of the tongue is pulled away from the lower incisors into the depths of the mouth, and the back is curved in the direction of the hard palate. A groove does not form in the middle part of the tongue; the air stream spreads over the surface of the tongue. In this case, the whistling sounds are pronounced like sh or zh. Correction of hissing sigmatism

raise and lower the middle part of the back of the tongue with the tip of the tongue lowered.
Blow onto the tongue with the middle part of the back of the tongue lowered. Direct the air stream in the middle of the tongue. Work to form a deep groove.
Hold the wide tip of the tongue behind the lower incisors.
Alternate movements of the wide tongue over the lower and upper teeth. Keep your lips in a smile with the upper and lower incisors exposed.
Alternate movements of the wide tip of the tongue from the lower incisors to the hyoid frenulum.
Compare and distinguish by ear the sounds S-Shch. Practice the sounds I, F. It is necessary to differentiate the sound S and the substitute sound Shch.

Techniques and methods

Invite your child to hold the tip of his tongue between his front teeth, spreading it, and exhale air, directing it to the tip of his tongue. The result will be a sound similar to interdental s. Then press the tip of the tongue with a spatula or match and move it behind the lower incisors (teeth).
suggest holding the front edge of the tongue between the lower and upper incisors, spreading it wide; with this position of the tongue, the child, exhaling air and feeling its stream at the tip of the tongue, produces a sound similar to a lisp (interdental) With. Then the speech therapist, lightly pressing the spread out front edge of the tongue with a spatula, gradually moves it behind the lower incisors. Once the correct pronunciation of the sound s is established and the child is able to maintain the correct position of the tongue without mechanical assistance (without probe or spatula support), the delivered sound s can be included in syllables, words and differentiated with the sounds з and ц.

SET OF EXERCISES

“Smile – Tube”
"Punish the naughty tongue"
"Make the language broad"
"Put the ball into the goal"
"Spatula"
"Brushing our teeth"
"Slide"

Exercises to develop air flow

"Snowflakes"
“Whose dandelion will fly away first?”
"Breeze"
"Tricks"
"Groove"
"Storm in a glass"

Materials used in the presentation:

Speech therapy. Ed. L.S. Volkova, S.N. Shakhovskaya. – M.: Humanitarian Publishing Center VLADOS, 1998.
Paramonova L.G. Speech therapy for everyone. – St. Petersburg: Peter, 2004.
Filicheva T.B. Features of speech formation in preschool age. – M., 1999.
https://yandex.ru/images/

The pattern of sounds (s – s – z – z – z)

The first thing to do is to do an exercise to develop speech breathing, so that the child learns to direct the exhaled air in the middle of the tongue. This is necessary for the correct pronunciation of whistling sounds.

1. Frog - proboscis

On the count of “one-two”, alternate the “Frog” exercise and the “Proboscis” exercise.

Your lips directly to your ears

I'll stretch like a frog.

And now I'm a baby elephant

I have a proboscis.

2. Spatula

Smile, open your mouth. Place your wide tongue on your lower lip. Hold calm for a count of five. In this exercise, it is important to ensure that the lower lip does not tense or pull on the lower teeth.

Place your tongue with a spatula

And keep count of him:

One two three four five!

The tongue needs to be relaxed!

3. Let's punish the naughty tongue

Place a wide tongue between your lips and “slap” it “five-five-five”

4. Pussy is angry

Smile, open your mouth. Place the tip of your tongue against your lower teeth. On the count of “one”, bend your tongue out into a slide, resting the tip on your lower teeth. On the count of two, return to the starting position. The tip of the tongue should not come off the lower teeth, and the mouth should not close.

On the bench by the window

The cat has settled down and is dozing.

The cat opens its eyes

The cat arches its back.

5. Stubborn donkey

Lips in a smile, mouth slightly open. Pronounce the combination IE with force. The tip of the tongue rests against the lower teeth.

The donkey was angry today.

He found out that he was an ass.

6. Tube

Open your mouth, curl your tongue into a tube. Blow into this tube for a long time.

Fold the tongue into a tube -

It looks like a pipe.

Blow the pipe

We can do it without a pipe.

7. Clean your lower teeth

Smile, open your mouth slightly. Use the tip of your tongue to “clean” your lower teeth from the inside, moving your tongue from right to left. The lower jaw does not move.

8. Swing

Smile, open your mouth. On the count of 1 - 2, alternately rest your tongue on the upper and lower teeth. The lower jaw is motionless.

9. Count your bottom teeth

Smile, open your mouth slightly. The tip of the tongue rests in turn on each lower tooth from the inside. Make sure that the lower jaw is motionless.

Something happened to the tongue

He's pushing his teeth!

As if he wants them for something

Pull it out by the lips!

Articulation patterns

Prepared by Lebedeva M.D.

Articulation patterns of sounds

Before you start working on sound production, you need to know how to pronounce this sound correctly. In what position should the organs involved in pronunciation be?
All exercises must be taught in front of a mirror.

Articulatory structure of sound C

The lips are smiling.
Teeth at a small distance.
The tongue is wide, it rests on the lower teeth, there is a groove in the middle of the tongue.
The neck does not buzz.
Blow on the tip of the tongue. SSS

Articulatory structure of the sound Сь

The lips are smiling.
Teeth at a small distance.
The tongue is wide, it moves close to the lower teeth, there is a groove in the middle of the tongue.
The neck does not buzz. Blow on the tip of the tongue. S___

Articulatory structure of the sound Z

The lips are smiling.
Teeth at a small distance.
The tongue is wide, rests on the lower teeth, there is a groove in the middle of the tongue.
The neck is buzzing. We hum on the tip of our tongue. 3___

Articulatory structure of the sound Зь

The lips are smiling.
Teeth at a small distance.
The tongue is wide, moves close to the lower teeth, and there is a groove in the middle of the tongue.
The neck is buzzing. We hum on the tip of our tongue. 3____

Articulatory structure of the sound C

The lips are smiling.
Teeth at a small distance.
The tongue is wide, rests on the lower teeth, and there is a groove in the middle of the tongue.
The neck does not buzz.
First, we knock on the lower teeth with the tip of the tongue (T), and then we blow on it (C) and do it quickly, quickly.
TS____

Articulatory structure of the sound Ш

We don’t clench our teeth, the distance between them is a “big path”.
The tongue is wide. Its front part rises upward, but does not touch the “ceiling”.

The neck does not buzz.
The neck does not buzz.
We blow on the raised tip of the tongue. SH___

Articulatory structure of the sound Zh

The lips are round and extended forward.
The tongue is wide, its front part rises upward, but does not touch the “ceiling”.
The neck is buzzing.
We hum at the tip of the tongue, raised up. AND_____

Articulatory structure of the sound Ш

The lips are round and extended forward.
We don’t clench our teeth; the distance between them is a “big path.”
The tongue is wide and rises high. The front part of the tongue moves close to the “ceiling”, but does not touch it.
The neck does not buzz.
We blow on the raised tongue.
sch____

Articulatory structure of the sound Ch

The lips are round and extended forward.
We don’t clench our teeth; the distance between them is a “big path.”
The tongue is wide, its front part rises high.

The neck does not buzz.
The neck does not buzz.
First, we knock on the upper teeth with the tip of the tongue (TH), and then we blow on it (SH) and do it quickly, quickly!

Articulatory structure of the sound L

The lips are smiling.
We don’t clench our teeth; the distance between them is a “path.”
The tongue is narrow, tense, its tip rises upward and rests on the tubercles behind the upper teeth. When we look in the mirror, empty spaces are visible on the sides of the tongue.
The neck is buzzing. We hum on the tip of our tongue. L___

Articulatory structure of the sound L

The lips are smiling.
Teeth at a small distance.
The tongue is wide, resting heavily on the tubercles behind the upper teeth.
The neck is buzzing.
We hum on the tip of our tongue.
L___

Articulatory structure of the sound R

The mouth is wide open.
Teeth at great distances.
The tongue is wide, its tip rises upward and rests on the tubercles behind the upper teeth.
The neck is buzzing.
We blow and hum on the tip of the tongue, it trembles.
R______

Articulatory structure of the sound Рь

The mouth is wide open.
Teeth at great distances.
The tongue is wide, the tip rises upward and rests on the tubercles behind the upper teeth.
The neck is buzzing.
We blow and hum on the tip of the tongue, it trembles. Pb____

1. Sigmatisms of hissing sounds

Characteristics of the sounds sh, zh, ch, shch and their articulation

To identify the main (basic) sound among the hissing ones, it is necessary to get acquainted with the characteristics of each sound and compare them (see the figure on the back flyleaf).

All sounds of this group by place of origin front-lingual, by method of education - slotted,

with the exception of h, which is occlusive-frictional, i.e., during its articulation, the front part of the back of the tongue first closes with the alveoli, and then a gap forms between them.

Articulation of sound and w presence of voice.

Articulation of sounds sch And h different from articulation of sound w additional lifting of the middle part of the back of the tongue to the palate.

Thus, for the hissing sounds sh, zh, shch, ch, the main articulation of the sound sh is, and this means that it will be basic for this group.

If the sound sh is pronounced correctly, then:

By adding the rise of the middle part of the back of the tongue, we get sch;

By adding the rise of the middle part of the back of the tongue and the bow in front of the gap, we get h.

Therefore, sound disturbances w, sch, h are the same as those w. To familiarize yourself with the main violations of hissing sounds and how to correct them, let’s turn to Table 2 “Violations of the sound sh and their corrections.”

Violations of the sound sh and their corrections

I. Correct articulation of soundw

Interdental.

Teeth: teeth are close together, but not touching, the distance between them is 2-3 mm; the upper and lower incisors are visible.

The tip of the tongue is wide, raised to the alveoli or the front part of the hard palate and forms a gap with them;

The front part of the back of the tongue is wide, raised to the palate behind the alveoli (reminiscent of the shape of the front edge of a ladle), but does not touch it, but forms a gap with them;

The middle part of the back of the tongue is lowered, bends towards the bottom (the depression in the middle forms, as it were, the bottom of a ladle);

The back of the back of the tongue is raised and pulled back (reminiscent of the back of a ladle);

The side edges are pressed against the upper molars (reminiscent in shape to the side edges of a ladle) and do not allow the escaping stream of air to pass through the sides.

The air stream is strong, wide, warm, and can be easily felt with the back of your hand brought to your mouth.

Sound disturbances: with correct articulation, a noise similar to hissing is formed; If the organs of articulation are in an incorrect position, the sound w is distorted or replaced by another sound.

Predisposing factors: various disorders in the structure or movements of the organs of the articulatory apparatus.

Preparatory stage. In the absence of sound w, work begins with the formation of correct articulation of sound; are produced:

The ability to slightly push rounded lips forward;

Raising the wide anterior edge of the tongue to the tubercles behind the upper molars;

A long-lasting air stream running down the middle of the tongue.

Sound production. Using the technique of imitation and at the same time drawing the child’s attention to the correct position of the organs of the articulatory apparatus, they achieve the correct pronunciation of the sound sh.

Side.

Lips: One of the corners of the mouth may be slightly lowered and pulled back.

Teeth: There may be a slight displacement of the lower jaw to the right or left.

Tip of the tongue:

a) raised up and rests on the roots of the upper incisors;

b) lowered behind the lower incisors;

Anterior dorsum of tongue:

a) forms a connection with the alveoli;

b) the left (right) half forms a closure with the alveoli, the right (left) half is omitted;

Middle part of the back of the tongue:

a) rises to the palate and forms a bow with them;

b) the left (right) half is curved, closed with the palate, the right (left) half is lowered;

Posterior part of the tongue:

a) raised;

b) left (right) is raised, right (left) is lowered;

Side edges:

a) omitted;

b) the left (right) edge of the tongue is lowered.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity.

Air jet:

a) comes out on both sides of the tongue;

b) goes sideways to the right (left)

Sound disturbances: squelching sound.

Predisposing factors:

Lateral open bite;

Weakness of the muscles of one half of the tongue.

Preparatory stage. Exercises are conducted for:

Strengthening the lateral edges of the tongue;

Uniformly lifting both halves of the tip and the front part of the back of the tongue upward;

Development of an air stream running in the middle of the tongue;

Sounds are being practiced T And With.

Sound production. Using mechanical assistance (a flat, narrow, slightly curved handle from a teaspoon), lift the wide tongue by the upper teeth, push it back to the tubercles (the edges of the spoon are approximately at the level of the fourth incisors), ask the child to lightly clamp the spoon with his teeth and hold for a long time pronounce the sound s (front teeth are visible all the time).

Sound Automation.

Sound differentiation

Nasal.

Teeth: open.

The tip of the tongue is lowered down and pulled deep into the mouth;

The front part of the back of the tongue is lowered down, pulled deep into the mouth, and does not form a gap with the palate;

The middle part of the back of the tongue is pulled back;

The back of the back of the tongue is raised up; connects to the soft palate;

The lateral edges are omitted.

The soft palate is drooping.

The air stream goes through the nasal cavity.

Sound disturbances: the sound is replaced by snoring (in the nose) or a sound similar to a deep x with a nasal tint.

Predisposing factors: excessive tension on the back of the tongue.

Preparatory stage. Skills developed:

Keep a wide spread tongue on your upper lip;

Direct the air stream to the wide tip of the tongue raised on the upper lip (blow the cotton wool from the tip of the nose);

Distinguish sounds by ear w with nasal and oral pronunciation;

Sounds are being practiced T And With.

Sound production. The child is offered:

With your mouth open, pronounce the sound p for a long time, without a voice, and with the tip of the handle of a teaspoon brought to the sublingual frenulum, stop the vibration of the front part of the tongue - a hissing will be heard. After single repetitions, you can cause a hiss by barely bringing the spoon to the hyoid frenulum; then you can remove the spoon and, bringing your teeth closer together, achieve the correct sound of sh.

- if there is no sound r, then the sound sh is made from the sound s with mechanical help.

Sound Automation

Sound differentiation. With sigmatisms, work on sound ends with the stage of automation, since in all these cases there is no replacement of the phoneme b with another phoneme.

2. Parasigmatisms.

2.1.Labiodental.

Lips: occupy a neutral position.

Teeth: lower teeth not visible, upper teeth slightly exposed.

The tip of the tongue is lowered, slightly pulled away from the lower incisors;

The front part of the back of the tongue is lowered and slightly pushed back;

The middle part of the back of the tongue is raised and slightly pulled back;

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity.

The air stream is narrower and colder.

Sound disturbances: the sound sh is replaced by the sound f (hat - “fapka”, car - “muffin”, shower “duf”).

Predisposing factors: prognathia, laxity of the anterior part of the back of the tongue, impaired phonemic hearing.

Preparatory stage. The child is taught to compare and distinguish by ear the sounds sh-f, using pictures-symbols. Exercises are conducted for:

Practicing the movements of the lower lip down and up,

Lifting the wide front edge of the tongue upward.

Sound production. They make the sound sh by imitation, using visual control: the child watches in front of the mirror so that the lower lip is motionless, exposing the lower incisors (you can hold the lip with a finger placed in the dimple under it). You can also make the sound sh from s with mechanical assistance, drawing the child’s attention to the correct position of the organs of the articulatory apparatus.

Automation of sound. The delivered sound is sequentially introduced into syllables (direct, reverse, with a combination of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-f.

2.2. Prizubny.

Lips: occupy a neutral position.

Teeth: slightly open.

The tip of the tongue meets the alveoli behind the upper teeth;

The anterior part of the back of the tongue is closed with the alveoli;

The middle part of the back of the tongue is lowered, a groove is not formed;

The back of the back of the tongue becomes more convex;

The lateral edges are adjacent to the upper molars.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity.

The air stream is jerky.

Sound disturbances: the sound w is replaced by the sound t (hat - “slipper”, car - “matina”, shower - “dut”).

Predisposing factors: closed bite, hearing loss, phonemic hearing impairment.

Preparatory stage.

Skills developed:

Compare and distinguish the sounds sh-t by ear using pictures-symbols,

Based on tactile sensations, distinguish the sounds sh-t by the air stream (with sh - long-lasting, with t - jerky).

Exercises are carried out to develop:

Long-lasting, directed air jet;

The position of the wide anterior edge of the tongue at the tubercles behind the upper incisors,

The sound is being processed.

Sound production. Using visual control of correct articulation, as well as tactile sensations, the correct pronunciation of the sound sh is achieved.

Sound Automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a combination of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-t.

2.3. Hissing.

Lips: rounded and slightly pushed forward.

Teeth: open, the tops of the incisors are visible.

The tip of the tongue is lowered down, moves back from the incisors or rests on the lower gums;

The front part of the back of the tongue is tense;

The middle part of the back of the tongue is tense, curved, a groove is not formed;

The back of the dorsum of the tongue is raised;

The lateral edges are lowered and do not meet the molars.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity.

The air stream spreads over the entire surface of the tongue.

Sound disturbances: the sound is similar to the sound of a soft sh (hat - “sh’apka”, machine - “mash’ina”, shower - “dush’”).

Predisposing factors: progenia, hearing loss, phonemic hearing impairment.

Preparatory stage. The child is taught to compare and distinguish by ear the sounds sh-shch using pictures-symbols. Skills developed:

Raise the wide front edge of the tongue to the tubercles behind the upper incisors;

Alternate movements of the wide tip of the tongue from the base of the upper incisors to the front of the hard palate (back and forth).

Sound production. The child is asked to pronounce the sound s for a long time. In this case, using the handle of a teaspoon placed under the front of the tongue (across), lift the tongue up and slightly move it back until the sound sh is clearly heard.

Automation of sound. The delivered sound is sequentially introduced into syllables (direct, reverse, with a combination of consonants), words and phrasal speech.

Differentiation of sounds. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-sch.

2.4.Whistling.

Lips: stretched without tension, as if smiling slightly.

Teeth: 1-2 mm closer together.

The tip of the tongue is wide, lies at the base of the lower incisors, without touching their apices;

The anterior part of the back of the tongue is wide, raised, towards the alveoli and in the middle forms a groove-shaped gap with them;

The middle part of the back of the tongue is lowered, a longitudinal groove is formed in the middle of it;

The back of the dorsum of the tongue is slightly raised;

The lateral edges fit tightly to the inside of the upper molars, closing the passage of the air stream on the sides.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity.

The air stream is narrow, cold, and runs along the midline of the tongue.

Sound disturbances: the sound w is replaced by the sound s (hat - “sapka”, car - “masina”, shower - “dus”).

Predisposing factors: hearing loss, phonemic hearing impairment.

Preparatory stage.

The child is taught to compare and distinguish the sounds s-sh by ear, using pictures-symbols; the child is allowed to feel the difference in the outgoing air stream when the teacher pronounces the sounds s and w (with s - a cold stream, with w - a warm stream).

Practice movements:

Wide tongue upward, towards the front of the hard palate;

A clear alternation of movements of the wide tongue is achieved, first for the lower and then for the upper teeth;

Alternating movements of the lips: stretching into a smile, moving forward closed.

Sound production. Using the technique of imitation, while paying attention to correct articulation, one achieves the correct pronunciation of the sound sh.

Automation of sound. The delivered sound is sequentially introduced into syllables (direct, reverse, with a combination of consonants), words and phrasal speech.

Differentiation of sounds. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-s.

Correction of sounds sh, zh, ch, shch for various types of violations

Absence of sounds sh, zh, ch, shch

Sound sh

Preparatory stage. When starting to work on hissing sounds, you need to check whether the child can lift the tip of the tongue by the upper teeth and whether he can make the tongue wide (spread it). If these movements make it difficult for the child, they are practiced.

To develop the ability to keep the tongue wide and freely spread, the child is asked to place it on the lower lip, then lightly slap his lips, as if pronouncing the sound combinations five, five, five.

Then they develop the ability to bend the wide tongue upward in the shape of a spoon. To do this, it is best to slightly stick out your wide tongue and show how its front edge can press against the upper lip. If the child’s movement fails, the teacher places the handle of a teaspoon under the tip of his tongue and, lifting it, presses it to his upper lip.

Having mastered the movement, the child can repeat it with his mouth wide open, gradually moving his tongue behind his upper teeth. You need to keep your tongue suspended in your mouth, without touching the tip of your tongue to the roof of your mouth.

Sound production. After the child learns to spread his tongue and bend it upward, the teacher suggests to him: “Open your mouth slightly, lift your wide tongue over your upper teeth, like me. Now blow on your tongue. Do you hear how the wind rustled? (Air passing through a small gap between the front edge of the tongue and the palate creates a noise resembling a hissing sound.)

It happens that a child blows with the sound x, then the stream dissipates, the sound turns out fuzzy and distorted. In this case, he should be told: “Blow on the tip of your tongue with the sound s.” Developing the correct sound sh requires repeated repetition and the use of various images (the wind makes noise, a goose hisses, air comes out of a burst balloon, etc.).

The playful form of explanation combined with demonstration quickly focuses the child’s attention. Gradually, under the supervision of the teacher, he begins to perform the required movements (bringing his teeth together and slightly moving his lips forward) and correctly pronouncing the sound sh.

It must be remembered that when introducing a sound, you should never call it to a child, so as not to cause him to habitually mispronounce it.

Automation of sound. The teacher draws objects in the child’s notebook whose names contain the sound w.

At the beginning of the word: naughty, overcoat, tire, thorns, rosehip, awl, chocolate, neck, fur coat, slotted spoon, washer, chess, mongrel, shampoo, cap, seam, wardrobe, helmet, boat, hat, sleepers, twine, barbell, bayonet;

In the middle: mouse, car, galoshes, wallet, porridge, ears, bag, fluff, jug, target, hood, peg, millet, collar, earflaps, tower, cat, cherries, pebbles, reel, pillow, firecracker, cone, tub , stick, gun;

At the end: shower, mouse, ladle, mascara, baby, lily of the valley, hut, reeds, pebble, keys. The child names these words.

After automating the sound sh in words, the teacher, together with the child, comes up with sentences and, under his dictation, writes them down in his notebook, for example: The naughty ones were noisy and naughty. A hat and a fur coat - this is our Mishutka. Natasha is sewing a helmet. Misha walks with long strides. Masha has hairpins in her box.

Sound

After automating the sound sh in words, you can put the sound zh. First, the child is given the opportunity to feel the vibration of the vocal cords when pronouncing the sound z. The teacher places the back of his hand on the front of his neck. Next, the adult, together with the child, pronounces the sound w and adds a voice. With one hand the child feels the vibration of the teacher’s vocal cords, and with the other - in himself. An isolated sound is reinforced using onomatopoeia (imitation of the buzzing of a beetle, bee, bumblebee, etc.).

For sound automation g in words, the teacher draws pictures in the child’s notebook, in the names of which he is

At the beginning: toad, sting, jacket, belly, vest, animal, acorn, beetle, yolk, pearl, jelly, token,

In the middle: pajamas, blackberries, puddle, cuff, knives, floors, puddles, snakes, eggplant, dagger, lawn, hacksaw, jacket, snowflake, boot, flag, hedgehog, rain, clothes, scissors, snowdrop.

Words ending in z are not taken, since in this position it is deafened and sounds like sh.

With the practiced words, sentences are invented and written under the corresponding picture, for example: The toad lived in a puddle. The beetle buzzes. Zhenya had live snakes. Zhanna is having jelly for dinner.

Sound h

The sound h can be placed from the sound t: with the tip of the tongue raised up, it is moved further inland from the upper incisors. The teacher shows himself where the tongue is and how much it moves back. When the child accurately copies the movements, you need to move his lips forward (pressing on his cheeks) while he pronounces t-t-t-t-t. The result will be the sound h. The child should be praised (“You said it correctly, well, repeat it again”). We can say that this sound is reminiscent of the chirping of a grasshopper (“He jumps high in the grass, just like your tongue jumps behind your upper teeth. You hear, ch - jumped, again ch - jumped”).

If the sound h cannot be produced by imitation, its correct sound can be achieved by pronunciating the sound combination tsh together, first at a slow, then at a fast tempo.

Delivered sound is automated in the words in which it is found

At the end: night, daughter, oven, beam, sword, crying, key, roll, scarecrow, tractor, ball, owl;

In the middle: barrel, dot, daughter, stove, match, bud, hummock, pack, bird, mast, glasses, tassel, butterfly, fishing rod, pipe, twig, twig, bunch, tank, cloud, heap, head of cabbage, boy, donut , cookies, swing;

And only then at the beginning (if the sound is not fixed in previous positions, at the beginning of the word, instead of h, two sounds can be heard: tsh): tea, check, stocking, turban, shuttle, cap, seagull, teapot, cast iron, stuffed animal, suitcase, Cippolino , clock, garlic, lentils.

Together with the child, the teacher comes up with and writes down sentences with words starting with h. For example: The boy has a pipe and a duck. Tanya, don’t cry, the ball won’t sink. Olechka was swinging on a swing, and the bird was swinging on a branch. A girl drinks tea with cookies.

Sound

The sound shch often appears automatically after the sounds sh, zh, ch are introduced. To evoke shch, the child needs to be shown that if, while pronouncing the sound sh, we move the tongue forward, closer to the teeth, the sound shch will be heard.

Considering the relationship in the movements of the muscles of the lips and tongue, you can ask the child, when pronouncing sh for a long time, to stretch his lips into a smile; at this time the tongue moves forward and the sound sch is heard. The resulting sound is reinforced through onomatopoeia (“Show me how a scrambled egg sizzles in a frying pan... What sound does a brush make when you clean things with it”, etc.).

For automation The sound u in words draws pictures in the names of which it is found:

At the beginning of the word: cabbage soup, shield, crack, pike, cheeks, puppy, goldfinch, sorrel, chips, brush, bristles, latch, tongs;

In the middle: things, ticks, Kashchei, box, predator, area, vegetables, boot, rod;

At the end: bream, tick, ivy, cloak.

At the request of the teacher, the child comes up with sentences with learned words. For example: The comrades pulled out pike and bream. Petya, grab the pliers and we’ll pull out the nail.

(Additional material for audio automationsch see on p. 218.)

Questions.

Why is the sound sh the basic one in the group of hissing sounds?

What types of sigmatism of hissing sounds do you know?

What types of parasygaatism of hissing sounds do you know?

How does the work at the preparatory stage with sigmatism of hissing sounds differ from the same work with parasigmatism of hissing sounds?

At what stage and why does the work end with sigmatism and parasigmatism of hissing sounds? Give specific examples.

What is the main way to make the sound sh?

What are the features of the manifestation of interdental pronunciation of the sound sh and its correction?

What are the features of the manifestation of lateral pronunciation of the sound sh and its correction?

What are the features of the manifestation of nasal pronunciation of the sound sh and its correction?

How is the delivered sound automated? Give examples of hissing sounds.