How to make whistling sounds for a child. Lesson notes: sound production with

Sound [s]

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.

Development of exhalation force.

"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.

Game exercises

"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.

"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)

Exercises to flatten and strengthen the lateral edges of the tongue

"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.

“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)

“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.

Note. In case of difficulty, ask the children to cough or yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.

Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.

Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy, ba. If the child identifies a sound from a sound or syllabic series, words are given poppy, cheese, bough, shelf, son, bun, lamp, catfish.

Pronunciation of vowel sounds with changes in the strength and pitch of the voice.

“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a.

"Toothache": ooo

"Steam's whistle": uh-uh.

Lesson 2

Breathing exercises

Development of exhalation force

Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).

Developing the correct direction of the air stream along the midline of the tongue

Blow a paper snowflake off your palm. Whose snowflake will fly farther?

Exercises for lips and facial muscles

"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.

"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.

“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps and wakes up.” Alternately opening and closing the eyes.

Tongue exercises

"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.

“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.

"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.

"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations poo-boo, poo-boo, poo-boo whisper, quietly and loudly.

Development of phonemic awareness

Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. Words dog, bunny, sun, fur coat, boots, garden etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises Developing exhalation power

"Put out the candle." Development of intense intermittent exhalation with pronunciation ewww.

Developing the correct direction of the air stream along the midline of the tongue

"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.

Exercises for lips and facial muscles

“The monkey is smiling, and the baby elephant is ready to drink some water.”

Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.

“My teeth hurt on the right side. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.

Tongue exercises

"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables Ta-ta-ta-ta-ta-ta.

"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.

Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars

“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.

"Donkey's Song" Pronouncing sound combinations ia.

"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.

"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc. Sucking the tongue to the roof of the mouth. (Recommended for use when correcting lateral sigmatism.)

Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue

Pronouncing vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.

Development of phonemic awareness

Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others ( owl, fox, bear, dog, baby elephant, car, giraffe, donkey).

Determining the position of the sound [s] in words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of exhalation force

Developing the correct direction of the air stream along the center line

“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and lift your back up. Exhale.

Developing a long, strong exhalation when pronouncing sound combinations for a long time iffffff, iffffff.

Lip exercises

Lips in a smile (count to 10).

"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).

Tongue exercises

“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)

"Teasers." Place your wide tongue on your lower lip and say: bah-bah-bah-bah-bah, blah-blah-blah-blah-blah-blah(with a change in intonation).

The tongue is “grooved” inside the mouth.

Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.

"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing a sound combination e-hee-hee.

Development of switchability of the organs of the articulatory apparatus

“The tongue swings on a swing.” Pronouncing syllables ya-la, ya-la, ya-la, gradually increasing their number in one exhalation.

Development of phonemic awareness

Distinguishing words that sound similar: bear— bowl, helmet— porridge, cheese— ball, salt— play naughty(based on pictures).

Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.

Lesson 5

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.

Tongue exercises

Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronounce and, hee, ee.

Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.

"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.

"Cheerful children." The starting position is the same. Pronounce sound combinations Ihee hee, Ihee hee, Ihee hee.

"Alien Conversation" Pronouncing syllables tee-tee-tee, tee-tee-tee, tee-tee-tee(with a change in stress and intonation).

Development of phonemic awareness and simple types of phonemic analysis

— Is there a sound [s] in words? cabbage, beets, radishes, beans, lettuce, garlic?

- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in a word? salad? In a word garlic? In a word cabbage?

Development of logical thinking

Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.

Lesson 6

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue

Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.

Lip exercises

Raising and lowering of the upper lip exposing the upper teeth.

Alternate raising and lowering of the corners of the mouth.

Tongue exercises

Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.

Game “I am not me.” The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”

Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue

Pronouncing syllable combinations pti-pti-pti, pti-pti-pti; petit-pt, petit-pt; pt-pt-pt-pt-pt.

Development of phonemic awareness

“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].

Determine the position of the sound [s] in words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]

The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.

Techniques for sound production [s]

Auditory perception of sound. Creating an auditory image of sound

Gaming techniques. "Whistles." "Snowstorm".

Formation of a visual image of sound

Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.

Formation of a kinesthetic image of sound(feeling the position of the organs of articulation)

Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth). Description of the position of the organs of articulation.

Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].

Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvatsev (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.

2. Blowing on the tongue when it is in a low position.

3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.

4. The sound [s] is pronounced.

Sound setting [s] according to R.E. Levina (1965)

1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.

2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.

3. Reliance on the sound [x]. Whisper the sound combination ihee, and then repeat it with clenched teeth.

4. Pronouncing the combination no with tension.

Correction of labiodental sigmatism

Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.

Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.

If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)

Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.

Correction of dental sigmatism

Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).

Articulation exercises

Inserting a flat tongue between the teeth.

Sticking out the tongue in a “groove” manner with the mouth open.

Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.

Correction of hissing sigmatism

Distinguishing between the correct and incorrect sound of the sound [s] (whistle - hiss).

Showing in front of a mirror the differences between correct and defective articulation.

Additionally, use kinesthetic sensations, depicting articulation with the hands.

Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.

You can temporarily use interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.

Correction of lateral sigmatism

Achieve the formation of a “groove” along the midline of the tongue.

Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.

At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].

Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].

Use of mechanical assistance.

The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.

Rely on the sound [x].

Whisper the combination ihee, and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s"] is heard.

As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s"].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.

Correction of sound replacement [s] to [t], [d]

1. Inserting a flat tongue between the teeth.

2. “Grove” with the mouth open.

3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.

Correction of lateral sigmatism according to E.Ya. Sizova (1992)

Massage of facial muscles and lips

The massage is performed with hypercorrection of the affected side:

- patting the smoothed nasolabial fold;

- circular movements at the junction of the masticatory muscles;

- stroking lips;

- slight tingling of closed lips (usually on the affected side);

- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);

- slight tingling of the lowered corner of the mouth;

- pinching of the edge of the lower jaw (more on the affected side).

Tongue massage

- light stroking of the tongue;

- tapping the tongue with a spatula or fingers;

- very light tapping on the affected side edge of the tongue.

Articulation gymnastics

Exercises for lips and facial muscles

Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one – once.

Tongue exercises

1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.

2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.

3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.

4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.

5. Biting the side edges of the tongue.

For the affected side, the number of exercises is doubled.

Consolidation of the auditory image of sound

1. Tip of the tongue rests on the lower front teeth.
2. Lips stretched out, as if smiling, and do not cover the teeth.
3. Teeth close together or closed
4. We exhale the air forcefully in the middle of the tongue, along the “groove”; a sharp cold stream is felt on the palm brought to the mouth.
5. Vocal folds open.
6. The sound is dull.

PREPARATION EXERCISES

Exercises to develop air pressure.

1) We draw air into our lungs, forcefully begin to blow (and not just exhale) it through our lips stretched forward like a “tube”. We control it with the palm of our hand, a piece of paper or cotton wool. We feel a sharply beating cold stream, the piece of paper or cotton wool is deflected to the side. We repeat the exercise.

2) We stick out our tongue so that it rests calmly, without straining, on the lower lip. Place a thin round stick (match) along the tongue to its middle and press lightly to form a groove. We round our lips, but do not strain them. The teeth are open. Inhaling, we forcefully blow out the air, puffing out our cheeks. We control it with the palm of our hand, a piece of paper or cotton wool. We repeat the exercise.

3) We do the previous exercise without using a stick.
Lip exercise. We stretch our lips into a smile to the limit and hold them in a tense position for some time. We close our teeth. Repeat the exercise.

Exercise. Pronouncing a long sound s.

1) Open your mouth. Spread your tongue and rest the tense tip against your lower teeth. Place a round thin stick (or match) along the tip of the tongue so that it presses only the front part of the tongue. The lips are stretched into a smile. Close your teeth as far as the stick allows. We forcefully blow out the air evenly, controlling it with the palm of our hand, a piece of paper or cotton wool. A long s- sound is heard. We repeat the exercise.

Note. If the stick is not in the middle of the tongue or the air pressure is insufficient, the sound will be unclear and not whistling.

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.
We do the exercise several times without using a stick.



This stage of work is carried out as part of the lesson.

Subject: Clarifying the pronunciation of a sound with or evoking it by imitation, developing a long oral exhalation.

Target: To achieve the correct isolated, prolonged pronunciation of the sound s, the ability to determine the position of the organs of the articulatory apparatus when pronouncing the sound s.

In order for children to pronounce the sound s correctly, it is necessary to monitor the position of the lips, tongue, and the presence of an air stream running in the middle of the tongue. Children should be drawn to the fact that the “angry” whistle of air coming out of the pump resembles the sound of s. When we pronounce s, the lips are in a smile, the teeth are visible, and with the back of the hand brought to the mouth, you can feel a cold stream of air. To help those who pronounce sounds unclearly, you need to see what exactly each child does not succeed in.

Basically, children do not have any difficulties when producing the consonant sound “C”. However, there are cases when a child has a defect in reproducing a given letter. In this situation, immediate action must be taken. If you put the correct pronunciation of “S” in time, then in the future children will not have problems with reproducing the sounds “Z” and “C”. Speech therapy exercises and articulation exercises for the sound “C” can help.

Articulatory gymnastics for sound production is aimed at developing the correct movements and necessary positions of the speech apparatus so that the sound is pronounced correctly.

When performing exercises, you should remember the following rules:

• Articulation gymnastics should be carried out regularly. This is the only way to achieve the development of sound pronunciation skills and their consolidation.
• The optimal time for exercise is considered to be 2 times daily, spending only 5–10 minutes.
• You need to do the exercises sequentially, first perform simple ones, and then replace them with more complex ones.
• Gymnastics should be performed slowly, clearly and smoothly.
• If something doesn’t work out for a child, you should under no circumstances show him your disappointment.
• If the child does the exercise inaccurately, without much desire, then it is advisable to stop the activity because the child is tired.
• It is imperative to praise your child for his efforts, and always instill hope that he will succeed.

If you perform articulation exercises to produce sound regularly and correctly, the sound “C” will be gradually developed. Before you start doing it at home, you should consult a speech therapist, maybe he will recommend some other effective methods.

A set of articulation exercises

Speech therapists recommend using two good exercises to establish the sound “C”. But before performing them, the activity of the necessary speech organs should be activated. Articulation gymnastics copes well with this. It is aimed at practicing the correct position of the tongue and correct breathing while pronouncing sounds.

"Tube"

This exercise allows you to develop the mobility of your lips, form their structure so as to correctly pronounce the whistling sound. To perform this, you will need to clench your teeth, smile, showing them, hold this position for 5 seconds, then pull them out with a tube and hold them again for the same time.

It is necessary to change the position of the lips 5-7 times. While doing this, you need to make sure that the child does not open his teeth and move them.

"Shovel"

This exercise helps to relax the muscle tissue of the tongue and practice the skills of holding the tongue wide. You need to do this: open your mouth, place your tongue on your lower lip and hold it in this position for 3-7 seconds.

The tongue should be wide enough to touch the corners of the mouth. You should not change the position of the lower lip or stretch it too much in a smile, otherwise excessive tension will arise.

"Naughty Tongue"

This exercise allows you to relax the muscle tissue of the tongue. You need to do it as follows: make the same position of the tongue as in the previous lesson, then slap the tongue with your upper lip. At this moment, it is necessary to reproduce the following sounds: “five-five-five.”

Then again hold the wide tongue in a passive state for 10 seconds. Patting with the upper lip should be done with a single exhalation; the air should not be inhibited.

"Goal"

With this exercise you can develop a smooth, long-lasting air stream that goes down the middle of your tongue. To perform this, you should stretch your lips in a smile, place the end of your tongue on the lower lip, cover it with the other lip on top, but not completely, but leaving a small gap. Place a cotton ball on the table in front of you and try to deflate it.

When doing the exercise, you do not need to pull your lower lip onto your jaw from below, or puff out your cheeks. It is necessary to ensure that, when blowing off the balloon, the child produces a clear “F” sound. This will make it clear that the air stream is narrow, as required.

"Brushing our teeth"

This exercise helps to acquire the skill of fixing the tip of the tongue behind the lower jaw. The execution is as follows: smile, showing your teeth, open your mouth slightly, and use the tip of your tongue to walk over your teeth, as if you were brushing them. The lips should not move, but should be in a smile. The tip should reach the gums during movement, and not just touch the edges of the jaws.

"Slide"

By doing this exercise, you can practice the skill of holding your tongue in the state that is necessary for correctly reproducing whistling sounds. It also develops the strength of the muscle tissue of the tip of the tongue well.

The child should stretch his lips in a smile, open his mouth slightly, rest the tip of his tongue on the lower jaw, and lift the rest of the organ to form a slide. You need to stay in this position for about 5-10 seconds.

The tip of the tongue should not extend beyond the teeth, and the entire other part of the tongue should be wide. If the child is unable to position his tongue correctly, then it is necessary to pronounce the sound “I”, then he will take the correct position.

Two effective speech therapy exercises

Speech therapists use the two most popular exercises to improve pronunciation. They need to be done after the articulatory gymnastics for whistling sounds, which are indicated above, have been performed.

The first is an exercise that helps improve pronunciation. To do this, you need to remember with your child the sound that a pump makes to inflate a ball or rubber mattress. Then the baby needs to try to reproduce something similar.

To do this, you need to pick up a mirror, make a wide smile, close your jaws tightly, exhale, and start blowing, making a sound reminiscent of the whistling of a pump.

The second exercise is used when children have pronounced defects in reproducing the sounds “C”, “Z”, “S”. For example, when a child replaces this letter with another or softens the pronunciation too much in words where this is not required. This exercise will allow you to adjust the air flow and position your tongue correctly.

The exercise should be performed this way:

• Place the wide tongue behind the lower jaw, place the first phalanx of the index finger on it (it is better to use a cotton swab).
• Close your mouth, biting your finger (stick) a little with your teeth.
• Stretch your lips in a smile so that your teeth show up to your fangs.
• Tighten your tongue, lift its edges on both sides and pull it towards the corners of your lips.
• Having fixed this position, you need to try to whistle, making a strong and deep exhalation.

You should also practice the resulting “C” sound together with the vowels in the syllables. The vowel sound should come first, and then the “S”. To do this, you first need to play a vowel sound, and then put your finger in your mouth and do the exercise described above.

Further training is to practice sound in words that end in “S”. Over time, the child will no longer need to use his finger, because the correct position of the organs of the speech apparatus will be fixed.

How to consolidate the results of classes?

Conducted training must be reinforced. For this, regular speech therapy games and exercises are used. Popular methods that help consolidate the result are pronouncing tongue twisters, reading texts, and pronouncing chains of words containing whistling sounds.

Reading tongue twisters is the most effective way and helps to develop the entire speech apparatus and practice the pronunciation of many sounds. First, you should choose simple and short tongue twisters. As an example, we can note the following expression: “The fox has rice and sausages in its bowl.”

Reading stories that often use the letter “S” also helps. It is necessary to read the text repeatedly, achieving accurate pronunciation of the sound. In addition, you need to ask your child questions. When answering them, he will again use whistling sounds, and will also develop his thinking.

Thus, parents should carefully monitor how their child produces sounds. It is important to identify the defect in a timely manner and begin work on its correction so that the articulation of sound is correct.

Setting sounds [L], [L]

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

Methods and techniques for producing the sounds L, L..

If there is no sound, production is carried out in 2 stages:

1. Setting [l] interdental. The child is asked to pronounce the combination ya. In this case, [s] is pronounced briefly, with tension in the organs of articulation, then pronounce the combination with the tongue stuck between the teeth. When the sound becomes clear, it is necessary to slow down the movement of the lower jaw. In children with an erased form of dysarthria, it is recommended to fix this sound in syllables and words.
2. Next, move the tongue to the tooth position, pressing the tongue firmly against the alveoli, pronounce ly-ly-ly.

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

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

Setting the sound [L] when replacing [l] with the sound [th].

When replacing [l] with the sound [th], with the mouth open, place a round plastic tube on the middle part of the back of the tongue, and lift the tip of the tongue by the upper incisors.

When replacing the sound [L] with a soft sound [l], you can use probe No. 4. Ask the child to repeat the syllable [la] several times, then insert the probe so that it is between the hard palate and the middle part of the back of the tongue. Press the probe down on the tongue (to the right or left). To lower the middle part of the back of the tongue, you can perform the following exercise: rest your tongue firmly on the upper incisors and pronounce the syllable ky several times. Then sharply open your mouth (you can help by pressing on your chin). This technique is not suitable for children with lateral pronunciation.

When pronouncing [a], you need to “knock” your tongue on the upper incisors. The exhalation should be hot, smooth and continuous.

In some cases, a faster and clearer sound is obtained in the reverse syllable. Pronounce [a] for a long time, then “bite” the tip of the protruding relaxed tongue: [aaall-aaal-aallaallaaa].

From the sound [v] is placed in a mixed way. Ask the child to pronounce the syllable you with his tongue inserted between his lips, then push back the lower lip with your finger.

A similar technique can be used from the combination [bl] (“turkey”). While pronouncing the combinations blblbl, gradually move your lips to the sides and your tongue deep into your mouth (first along the lips - [blblbl], then along the upper teeth and then along the alveoli).

Invite the child to put as much tension as possible in the shoulder girdle area, for which you need to bend your head forward and in this position, sound the sound [l] as low as possible.

Using two fingers - index and ring - apply light pressure on the outside of the neck so that each finger is at a point at the inner edge of the posterior third of the left and right branches of the lower jaw.

When pronouncing a sound from the side, you must first achieve the correct air flow and straight position of the tongue. The child should be switched from incorrect articulation. Methods No. 1, 8,9 are suitable for this.

The main difficulty in producing the sound [L] is that while pronouncing the sound correctly, the child continues to hear his previous sound. Therefore, it is necessary to attract the child’s auditory attention to the sound that is produced at the moment of its production.

Setting sounds [Р], [Рь]

A set of exercises for the sounds Р, Рь:

• "needle",
• "fast snake"
• "turkey poults"
• "bucket"
• "horse"
• "painter",
• "woodpecker",
• "steps"
• "drummer",
• "balalaika".

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

By imitation.

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

With the upper tongue raised, the child is asked to pronounce the following combinations: JJJ, JJJ, or d-d-d-d. At this point, use a spatula, ball probe or clean finger to make quick movements from side to side along the bottom of the tongue closer to the tip.

For spasticity of the tongue root, this technique is used while lying down.

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

When pronouncing [P] in the throat, the production takes place in 2 stages.

Setting up a single-strike [P] from the sound [Zh]. When pronounced in a drawn-out manner, without rounding the lips, moving the tongue slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with significant air pressure and a minimal gap between the front edge of the tongue and the gums. Then the placement is carried out using a probe as in other cases.

The most common technique is the production of [D], repeated on one exhalation, followed by a more forced pronunciation of the latter.

When pronouncing the combination [tdtdtdtd] repeatedly, with the mouth slightly open and when the tongue is closed with the gums, vibration occurs. However, this method is not suitable for correcting velar or velar [P].

When the mouth is closed with teeth tightly clenched, sometimes in combination [tr] a voiceless [r] (prodental) is heard. You can make a sound from it if, while pronouncing this combination, you gradually open your mouth, pushing a spatula between your teeth.

To maintain the upper elevation of the tongue, use the exercise “ turkey poults" When quickly pronouncing the combination [blblbl], the lower lip is first lowered (the tongue moves along the upper), then the movements are transferred to the upper incisors, and then to the alveoli. This sound turns out to be slightly burry. To eliminate this defect, you should ask the child to fixate a strong exhalation on the sound d.

If the child does not maintain the upper position of the tongue, and the sound comes out dull and not booming, you can ask the child to “extend” the sound – drn – drn (“start the car”).

Setting sounds [Ш], [Ф], [Ч]

A set of exercises for producing the sounds Ш, Ж, Х:

• "bowl",
• "delicious jam"
• "fungus",
• "harmonic",
• "horse"
• "focus",
• “punish the disobedient tongue.”

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

By imitation.

Sound [Ш]. Ask the child to lift his tongue with a scoop over his upper teeth. While holding this position, pronounce the sound [s], paying attention to the fact that the sound [sh] is heard.

The child pronounces the syllable [sa] several times, and the speech therapist gently raises the tip of the tongue with a spatula or probe towards the alveoli. Then you need to blow strongly on the tip of your tongue, adding the sound [a] to the exhalation.

When the sound r is intact, the child pronounces the syllable [ra], and at this moment the speech therapist touches the lower surface of the tongue with a spatula or probe to slow down the vibration. Or they ask you to pronounce the sound [r] as quietly as possible.

When pronouncing the sound x, which produces a strong air stream, the child is asked to raise his wide tongue to the alveoli. However, so that the resulting sound does not remain rear-lingual, it is necessary to focus on the tip of the tongue.

If, when the tongue is raised, its lateral edges are not adjacent to the upper molars, then the thumbs of both hands press it on both sides. Or, standing behind the child, insert the index and middle fingers under the tongue and ask to blow on the tip of the tongue.

The child pronounces the sound [t] ([d] for the sound [zh]) for as long as possible, holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist uses a spatula to slightly move the tongue towards the alveoli. The same technique can be used if the child pronounces the sound [h].

Sound [w] is placed similarly, but with the inclusion of voice.

The sound [h] is easier to place in reverse syllables. To do this, ask the child to pronounce the syllable [at] with a strong exhalation on [t], while slightly stretching his lips forward, and control the exhalation with the palm of his hand.

If a child has the sound [sch], then you can put [ch] from it if the child quickly begins to pronounce the combination [tsch].

From the sound [ts], at the moment of its pronunciation, ask the child to raise the tip of his tongue upward and stretch his lips forward.

In some cases, it is possible to place [h] from the combination [ts]. To do this, fix your lips in the “horn” position and pronounce the combination “like a shot” with a strong exhalation. If the tongue does not rise, use mechanical assistance - a spatula, a probe.

Sound [sch] placed in imitation of the sound [h] - stretching it out, or from [w], moving the tongue to the base of the upper teeth.

From the sound [zh], pronouncing it in a whisper.

From the sound [sya] mechanically, lifting the tongue up or showing.

Setting the sounds S, Сь, З, Зь, Ц.

A set of exercises: “spatula”, “punish the naughty tongue”, “brushing teeth”, “the train whistles”, “strong tongue”, “swing”, “angry kitty”, “groove”.

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

In cases of dental sigmatism, it is sufficient to lower the tip of the tongue to the lower teeth with mechanical assistance and thus obtain a gap instead of a bow.

In labial-dental pronunciation, it is necessary to inhibit the participation of the lips, for which preparatory articulation exercises are carried out. Or slow down the movement of your lips with your finger.

In other cases, the child is asked to smile, pulling the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce a whistling sound.

The child is asked to pronounce the syllable ta repeatedly, the speech therapist introduces probe No. 2 or ball between the alveoli and the tip of the tongue (as well as the front of the back of the tongue) and presses down lightly.

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

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

In some cases, with isolated nasal sigmatism, the sound is placed from the sound [F]. By pushing the tongue between the teeth and moving the lips away with mechanical assistance.

Pronunciation of the combination [ee] or [th] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similar to the sound [x]. Lips in a smile, teeth in the form of a correct bite (slightly closed). Ask the child to pronounce the sound [x] “into the teeth” and feel the cool air stream with his palm.

The child is asked to pronounce the sound [T] with a strong forced exhalation. The resulting noisy sound (close to [Ts]) should be stretched out as long as possible. It is necessary to monitor the position of the lips in a smile and control the force of the air stream with the palm of your hand.

An equivalent method of staging from the sound [ts]. By lengthening and adjusting the strength of the sound pronunciation, a clear [s] is achieved: TSSSSssssssss.

Very rare inhalation technique. Place a wide tongue at the bottom of the mouth so that it is in contact along the entire perimeter with the lower teeth. Stretch your lips into a smile, teeth slightly closed in the form of a correct bite. In this position, after exhaling (shoulders should be lowered), the child should “suck” very little air into himself, so little that it hits the very tip of the tongue. Next, “drive” a stream of air into and out of the mouth. At first, the exercise is performed at a fast pace, then, if the sound is clear, slow down the pace.

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

Sound [Sy] can be placed from [C] in combination [isi] with the highest possible sound [ii] at a fast tempo.

Similar to the production of [s] from the sound [Хь].

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

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

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

Sound setting [Y]

Set of exercises:

• "Let's brush our teeth"
• "needle",
• "slide",
• "coil",
• "tongue is strong."

Methods and techniques for producing sound [Y].

It is often possible to create a sound by imitation. It is useful to add the display of articulation and the tactile sensation of the expiratory stream during prolonged pronunciation [yyy].

The child pronounces the combination [aia] or [ia] several times. The exhalation intensifies somewhat at the moment of pronouncing [i], and immediately, without interruption, [a] is pronounced. You can put the sound immediately in words where the [th] sound is first.

The child pronounces the syllable [zya], repeating it several times. During pronunciation, the speech therapist presses the front part of the back of the tongue with a spatula, moving it back slightly until the desired sound is obtained.

When pronouncing the sound [хь] for a long time, pay attention to the very thin gap between the teeth and increased exhalation.

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

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

Set of exercises:

• "slide",
• "coil",
• "painter",
• gargling,
• coughing.

Ways and techniques of making sounds k, g, x.

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

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

Sound [G]. Sometimes it’s easier to first put the sound [g] from [s]. The child throws back his head and pronounces [yyy] with a strong exhalation, while slightly pushing his lower jaw forward, lowering and raising it - “the bear growls.”

If the sound turns out to be South Russian.

It happens that even the sound [x] is pronounced without raising the back of the tongue and part of the air passes into the nose, so the air flow should be controlled by slightly pinching the nose.

Sound [X] is placed from the sounds s and w mechanically - at the moment of their pronunciation, move the tongue deeper into the mouth. The sound g is placed from the sound d in the same way as the sound k.

Staging other sounds

Sound setting [U].

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

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

Sound setting [B].

Stretching your lips forward, pronounce the sound u, then mechanically press your lower lip to your teeth.

Bite the edge of your lower lip, slightly stretch your lips into a smile and hum, then sharply open your mouth and say [A]. Particular attention should be paid to the duration and force of exhalation on the lower lip.

Sound setting [D].

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

Recommendations for producing sounds for various speech disorders

Phonetic-phonemic speech underdevelopment (FFSD).

The production of sounds during FFNR is carried out with the maximum use of all analyzers. Children's attention is drawn to the basic elements of sound articulation during the period of its evocation.

The following is taken into account:

• for the initial production, sounds belonging to different phonetic groups are selected;
• sounds mixed in children's speech are gradually worked out in a delayed manner;
• the final consolidation of the studied sounds is achieved in the process of differentiation of acoustically close sounds.

From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word.

Hearing impairment.

In case of impaired hearing, a defect in voicing is observed. If voicing is completely impaired, work begins with fricative sounds, and with the simplest of them in articulation - [B]. After it they move on to the sounds [Z] and [Zh], and then to plosives in the sequence: [B], [D], [G].

You can achieve voicing of a sound thanks to a direct transition to it from one of the sonors - [M], [N], [L], [R] ( mmmba, nnnba). At the beginning, the speech therapist focuses the child’s attention on the clarity of correct pronunciation in general, i.e. clarity and correctness of pronounced sounds and correct stress, then deals with the production of sounds (usually S, Ш, Ж, Р, Б, Д, Г) and their automation in the child’s dictionary. The main thing in working with hearing-impaired children is visual and tactile control.

Stuttering.

Corrective work on sound pronunciation is carried out in parallel with the correction of stuttering. Evoking sounds begins with the easiest and most preserved ones. A detailed defect analysis is of particular importance. The process of working on sounds is similar to working with dysarthria. Ways and methods of producing sounds for stuttering are used as for dyslalia.

Dysarthria.

Corrective work for dysarthria is complex and includes work on:

• normalization of muscle tone;
• strengthening the perception of articulatory patterns and movements through the development of visual-kinesthetic sensations;
• development of conditioned connections between movement, voice and breathing.

Speech therapy work is carried out against the background of medication, physiotherapy, physical therapy and massage; if necessary, a reflex-inhibiting position is used.

Working on sounds with dysarthria has its own characteristics:

• It is not necessary to immediately achieve complete purity of sound; polishing each sound should be carried out over a long period of time, against the backdrop of ever-developing, increasingly complex work on other sounds.
• It is necessary to simultaneously work on several sounds belonging to different ones.
• The sequence of work on sounds is dictated by the gradual complication of articulatory settings and the structure of the defect.
• First of all, phonemes with the simplest articulation or more intact pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation are less disturbed.
• Before evoking sounds, it is necessary to distinguish the phoneme by ear. The child must also learn to recognize the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish inter-analyzer connections between the movement of articulatory muscles and their sensation, between the perception of a sound by ear, the visual image of the articulatory structure of a given sound and the motor sensation when pronouncing it. The most common method is phonetic localization. When a speech therapist passively gives the child’s tongue and lips the necessary position for a particular sound. Many exercises are carried out without visual control, drawing the child’s attention to proprioceptive sensations. Particular attention should be paid to the pronunciation of vowel sounds, which contribute to the activation of the soft palate and jaw movement.

Alalia (ONR).

Speech therapy work can only be effective if it is carried out comprehensively against the background of active medication and physiotherapeutic treatment carried out by a neuropsychiatrist.

Speech therapy work on sound pronunciation is closely related to the development of children's vocabulary. When expanding the vocabulary or working on a phrase, individual sounds appear in children's speech. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants.

When setting and consolidating, the sequence of assimilation of sounds in a certain position in a word is of great importance. The most successful way to fix a sound is at the end of a word, then at the beginning of a word, a sound in a position between two vowels, a sound in a confluence before a consonant, a sound in a confluence after a consonant.

Work on sounds during alalia or OHP is carried out in stages:

1. development of an oral image of the pronounced sound;
2. development of kinesthetic sensations of the speech motor analyzer.

Exercises aimed at compensating apraxic disorders.

1. Development of differentiated movements of the tongue and lips.
2. Development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) to close with different parts of the palate.
3. Development of differentiated movements of the lips and tongue in various ways of producing sounds (differentiation of stop and fricative).
4. Development of conscious differentiated movements of the tongue (tip and back) for the formation of frication.
5. Development of differentiated movements of the lips and tongue for the formation of palatoglossus and labiolabial friction.

As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase and elements of lip reading are also used. A child’s lack of certain sounds is not a serious obstacle to memorizing letters and mastering the technique of sound merging. The child gradually develops the connection between phoneme, grapheme and articule.

Aphasia.

With afferent motor aphasia, the call of sounds begins with the imitation of labial and front-lingual, as well as contrasting vowel phonemes A and U. The speech therapist calls sounds by imitation, and then adds the sounds m and v.

When working on sound pronunciation in aphasia, a number of features should be taken into account:

• sounds of one articulatory group cannot be evoked;
• sounds should not be introduced into nouns in the nominative case, but into words and phrases necessary for communication (ok, I will, tomorrow, today, etc.).

The interrelation of two processes - the formation of the syllabic structure of a word and the pronunciation of sounds included in the word - causes the pronunciation of a new difficult sound.

Rhinolalia.

Planning work to correct pronunciation for rhinolalia is recommended in the following sequence:

• Vowels A, E, O, U, Y. Consonants P, F, V, T, K, X, S, G, L, B and their soft variants.
• Sounds: I, D, Z, Sh, R.
• Sounds: Zh, Ch, C.

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

Particular importance is given to the ability to sense directed exhalation. Production of sounds begins only after correct speech breathing has been formed. The evocation and automation of sound occurs on a very calm exhalation with concentration of attention not on the sound, but on the correct exhalation. The mechanical method of pinching the nose should be done with one finger, while pressing the wing of the nose against the face, and not the nasal septum.

Taking into account the degree of activation of the soft palate, fricative voiceless consonants are placed first in the sequence: F, S, Ш, Ш, Х.

They start with the sound [F], since it is the easiest and most accessible in terms of articulation. The child is asked to place the lower lip to the upper teeth and exhale through the middle of the mouth. Turning on the voice, we get the sound [B]. Explosive sounds in the work are more complex due to their short duration, so the production is carried out later. To obtain the sound [P], you can ask the child to exhale forcefully with his lips tightly compressed, at this time using his index finger to alternately close and open the lower and upper lips.

The sound [T] can be caused by interdental pronunciation of the sound [P] or [S].

The pronunciation of vowels is formed on a firm attack, loudly, without shouting or tension (“in a mask”). Practicing vowels A, E, O, Y,
U prepares the articulatory apparatus for the production of hard consonants, and the sound [I] for soft ones.

Correction of posterior palatal sounds is impossible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of sound should not be inhibited, since it differs slightly from the normal sound. Children with reduced kinesthesia and phonemic hearing disorders have to use analogue sounds at first.

If there is a proto [P], we set [Ш] from the whispered form of P with the teeth close together and the lips rounded. If the child finds lower articulation [Ш] easier, then we introduce it into speech.

When staging sounds Povalyaeva M.A. recommends the use of mechanical assistance in extreme cases, since mechanical assistance makes it difficult to introduce sound into speech. It is important to take into account that evoking sound through interdental articulation delays the pace of work. With rhinolalia, it is not recommended to pronounce consonant sounds in a drawn-out, exaggerated manner, since tension and exhalation increase and the time of the bow lengthens.

When staging, one should take into account the economy and strength of sound formation and assimilation processes. The child's efforts to achieve articulation should be as natural as possible.

The production of sounds is carried out in a sequence determined by the physiological course of the formation of sound pronunciation in children in normal conditions. This sequence corresponds to the training program for children in the preparatory speech therapy group.

However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful advancement.

Procedure for working on sounds(Konovalenko V.V., Konovalenko S.V.):

1. Whistling S, Z, Z, Ts, S.
2. Hissing Sh.
3. Sonor L.
4. Hissing J.
5. SonoraR, Ry.
6. Hissing Ch, Shch.

Optimal age for sound correction. Bogomolova A.I. considers the optimal age for correcting sound pronunciation to be 4-5 years, and for the sound [p] - 6 years and recommends starting work with hissing sounds, since they have a less focused, therefore weaker air stream.

Relying on this or that sound as a base one, the speech therapist must proceed from the fact that only a syllable is the minimal unit in which it is realized. Therefore, we can talk about the production of a sound only if it appears as part of a syllable.

The starting point for producing hard sounds should be the sounds in the syllable with the vowel A (И for L); for soft sounds, syllables with the vowel I should be taken.

Automation of the corrected sound begins with direct, then reverse syllables, and lastly - in syllables with a combination of consonants. The sounds Ts, Ch, Shch, L are easier to fix in reverse syllables, and then in forward ones. The sounds P, Pb can be automated from a proto analogue and at the same time generate vibration. In some difficult cases, for example with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: pronounced p, hissing.

Literature:

If your child makes the sound [s] interdentally (that is, his tongue sticks between his teeth), ask him to make this sound and look how he does it.1. There may be a “groove” running along the child’s tongue, the “exit hole” of which will be visible to you upon examination. It is through this “groove” that the air stream should be supplied. If your child has just such a pronunciation, when working on the sound [s], you can pronounce it out loud and call the sound by your name. You will immediately need to invite the child to pronounce the sound [s] (interdental), and then simply explain and show him how best to “remove” the tongue behind the teeth (see below). 2. The tongue can lie between the teeth as a solid mass, no “groove” is formed along it, air leaves the child’s mouth, simply flowing around it. 3. The sound [s] can also be pronounced in some other way (not interdentally). In the last two cases, the child will first need to put in the “correct” interdental pronunciation of the sound [s]. You cannot pronounce the sound [s] out loud. Setting the interdental sound [s]. 1. Have your child stick his very wide tongue out between his teeth. The tip of the tongue should be located at the level of the incisors or protrude slightly forward. The lips should be strongly stretched into a smile. It is advisable (if possible) for the child to lightly bite the tongue on both sides with the molars. 2. In this position, let him blow into the very middle of his palm, “making” the stream of air as cold as possible. You can put a piece of cotton wool on your palm and blow it off. The cotton wool should be approximately ten centimeters from the child’s mouth. Trying to deflate it, he will create a “groove” along the midline of the tongue. The release of air will be accompanied by a vague whistling sound. Make sure that the child's lips are constantly in a smile and do not participate in articulation. At first, you can hold your upper lip with your finger. 3. Show the child his “groove” in the mirror, explain that air flows through it, draw his attention to the fact that a whistle is heard. Tell him that a large mosquito whistles with such a “rude voice”, and now you and he will learn to whistle thinly, just like a small one whistles. Final sound production [s]. 1. The child should, without stopping “whistle” and looking in the mirror (so that his “groove” does not disappear), slowly move his tongue behind the upper incisors, as if “stroking” them with his tongue, until it is leaning against their inner side. Show him how to do this, avoiding the full pronunciation of the [s] sound (almost only by blowing air out of his mouth with a slight noise). 2. When the child's tongue is on the inside of the upper teeth, an almost correct sound [s] will be heard. After this (according to your instructions), the child should cover his mouth in the form of a correct bite; a full sound [s] will be heard. 3. Draw the child’s attention to this sound, tell him that this is exactly how a small mosquito should “whistle.” 4. In the future, “teach” your mosquito to pronounce syllables (using pictures). 5. After the child learns to pronounce syllables without difficulty, tell him what sound he has learned to pronounce.

Setting the sound [C] while inhaling

1. Let the child, with his mouth slightly open, place his flat, wide tongue at the bottom of the mouth so that it is in contact with the lower teeth along the entire perimeter. Show him this articulation. He should then close (but not squeeze) his teeth into a proper bite and purse his lips into a smile. 2. In this position, after exhaling (shoulders should be lowered), the child should “suck” very little air into himself, so little that it “hits” the very tip of the tongue and feels cold on it. As a result, a more or less intelligible, very quiet sound [s] will be heard. 3. If the sound [s] does not work (you may just hear a “sob”), it means that the child took too deep a breath. You may even notice how his chest has risen. Tell him that he should not inhale, but only “suck” a little air through his teeth to “cool” the tip of his tongue. Show him how to do this so that he understands the extent to which he must perform a subtle action. 4. After this, tell the child to “blow” out the same air that he feels cold on the tip of his tongue (because it has not yet warmed up) through his teeth. Let him “blow” it off the tip of his tongue and “strain” it through his teeth. The lips should remain in a wide smile. As a result, the child will pronounce a quiet sound [s]. 5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “driving” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, give him a break. The chest and shoulders should be lowered, the lips should be drawn out into a smile. When inhaling, the air should precisely hit the tip of the tongue and immediately “blow away” from the tip of the tongue. You can invite your child to blow off a “chilling feeling” from the tip of his tongue. 6. When the sound [s] is quite stable, draw the child’s attention to the fact that he produces a thin whistle, like a “little mosquito.” Let it “whistle” longer as you exhale. 7. Then you need to “whistle” only as you exhale - intermittently, with pauses (“the mosquito, they say, will whistle, then think for a while, then whistle again”). 8. After this, proceed to the pronunciation of the syllables [sa], [se], [sy]. [so], [su] (from pictures). Tell your child that your “mosquito will learn to talk.” 9. When the child makes the sound [s] unmistakably, tell him what sound he is pronouncing. Setting the “C” sound on the side.

It is better to start sound production by practicing reference sounds: [I], [F]. When the child begins to pronounce the sound [I] correctly, ask to blow the wind across the tongue, the sound [C] is heard. Another way of staging: from interdental sound [C]. This method helps keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of his tongue and at the same time pass a stream of air across the tongue.

Setting the sound "C"

Mechanical method: use the supporting syllables “YOU” and “TA”. The child is asked to pronounce, for example, the syllable “YOU”, while pressing the probe down on the tip of the tongue.

Setting the “Sh” sound from the side.

Ask the child to pronounce the syllable [SA], and use a fork probe (or finger) to hold the front edge of the tongue at the upper alveoli. If you are making sounds, use a spatula or other probe. It is necessary to monitor the uniform rise of the lateral edges of the tongue.

Setting the sound “S” from the sound “T” .

The teeth should be slightly open, but not clenched. Let the child exhale after you and pronounce the sound [T] for a long time. An exhalation should be felt in the palm of your hand in a stream. Then you need to stretch your lips into a smile and in this position continue to pronounce the sound [T] for a long time; it is possible that after [T] the correct [s] will be heard. If this does not happen and the sound is unclear, ask the child to smile strongly, stretching his lips into a “string”. The whistling sound will sound thinner.

Making the sound “C” from “Sh”

The child must pull "Sh". At this time, let the tongue move forward, from the alveoli to the upper incisors. The tongue should not leave the palate. The upper incisors should be directly above the lower ones. Open your mouth slightly. First, a softened sound [w] will be heard, and then an unclear whistling sound and, finally, the correct sound [S].

Sound "S". The groove is not formed, the tip of the tongue is not held

I use a cap from a regular ballpoint pen. The child clamps the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in syllables. The result is good.

Setting the sound “C” during progeny (the lower jaw is pushed forward) Place the tongue in the oral cavity so that it is pressed against the lower incisors along the entire perimeter, and the upper incisors should be placed on the tongue so that there is a small gap between them. The initial "C" sound will be produced by the passage of air through this gap. If a groove is not formed, you can use a probe, a narrow spatula, a match, or a toothpick.

There is another way to set “C” during progeny: place the tongue on the lower incisors and pronounce the reference sound “T” in this position. An almost clear “C” sound will be heard.