METHODS AND TECHNIQUES OF Speech Therapy WORK FOR VIOLATIONS OF HARDNESS AND SOFTNESS OF CONSONANTS: Preparatory exercises for producing soft sounds - arching the middle part of the back of the tongue and lowering it. Techniques for correcting defects in softening and hardness of consonant sounds: By imitation: it is necessary to explain to the child that when pronouncing hard labial sounds, the tongue has a flat shape, while when pronouncing soft sounds, the tip of the tongue rests on the lower incisors, and the back arches towards the hard palate. With your mouth slightly open, you need to show the child in front of the mirror the difference in the position of the tongue and encourage him to reproduce what he saw. This is followed by the repetition by the speech therapist of syllables with labial and lingual-dental paired soft consonants: pa - pya, apa - apya, ap - ap, ta - tya, ata - atya, at - at, ma - mya, ama - amya, etc. If the child successfully reproduces soft consonant sounds, it is advisable to immediately use words with soft consonants. Additional techniques are offered to the child: - pronounce the vowel [i] for a long time, and then the syllable pi; -if there is mitigation, repeat the same syllable several times in a whisper, gradually shortening [i], as a result of which a distinct [p"] can be obtained, with some aspiration; -go to the sound combination api, which should be pronounced first loudly, then in a whisper, and finally , so that the first vowel is pronounced loudly, and the second in a whisper and briefly. This way you can get the combination ap; - having consolidated the resulting soft sound [p] - [p"], you can move on to the open syllable pya, first separating the consonant phoneme from the vowel ([ p"] - [a]), and then merging them; -then introduce syllables and words with other vowels. Next is carried out similar work over other labial soft consonants: [m"], [f"], [v"]. MECHANICAL METHOD OF PRODUCTION: -The initial consonants are used [t], [d], [n]. These sounds are pronounced with half-open teeth and lips, which makes it possible to most clearly show changes in the position of the middle part of the tongue during the transition of the sound [t] to [t"], [d] to [d"], [n] to [n"]. -By inviting the child to pronounce the sound [t] or the syllable ta several times and holding the tip of the tongue with a spatula behind the lower incisors (pressing the front edge of the tongue), you can automatically get the sound [t"] in isolated form([t"], [t"], [t"]) or in an open syllable (cha, cha, cha). This effect is achieved by the fact that mechanically holding the tongue below leads to the formation of a stop with the help of its back, which, in in turn, inevitably causes the back of the tongue to rise to the palate. In a similar way, the syllable at is obtained from the syllable at. This method of setting [t"] is nothing more than the implementation of the first stage of mechanical setting [t"] from [t]. The same mechanical method used when making sounds [d"] from [d], [n"] from [n]. Having learned, using the example of lingual-dental stop sounds, the principle of forming soft consonants from paired hard ones by raising the back of the tongue to the palate, the child more easily masters the pronunciation of other soft sounds, which is advisable to put in the following order: [f"], [v"], [p" ], [b"], [m"], [s"], [z"], [r"], [l"]. As for the sounds [k"], [g"], [x"], That special work over them is usually not required, since in the Russian language they, as a rule, occur only before the vowels [i], [e] and are acquired in this position (especially before the sound [i]) without difficulty. After automating soft sounds using the material of words, syllables and phrases, it is necessary to move on to their differentiation with the corresponding hard sounds. Defects in the hardness of consonant sounds, manifested in the replacement of hard consonants with paired soft sounds, are eliminated after the production and automation of hard sounds (using known methods), and then their differentiation with soft variants (in isolation, in syllables, words, phrases). Fragments of the presentation on the topic: " Methodological development in speech therapy

CONSULTATION FOR PARENTS

“PREVENTION OF WRITTEN SPEECH DISORDERS.

DEFECT IN SOFTENING CONSONANTS IN CHILDREN"

Have you ever met children who soften their consonants in a conversation? There is a feeling that something is preventing them from speaking. They “lisp” like one and a half year old babies. Listen and you will discover. That your child, in parallel with other defects, pronounces certain consonants softly. This defect can be partial or total, i.e. cover all consonants exceptsh, f, c, which are always only hard, and those which are always only soft and do not have a hard pair -h, sch, th.

Is it possible to help such a child? Undoubtedly. And the sooner the better. That's why Special attention it is necessary to pay attention to the correction of sound pronunciation as much as possible early age. If the softening defect is not eliminated in a timely manner, it will appear later in writing, which leads to new problems and decreased performance at school.

Soft consonants differ in articulation from paired hard consonants by the additional rise of the back of the tongue to the hard palate, some (k, g, x ) also by a noticeable movement of the tongue forward. What causes this defect? First of all, muscle tone disorders, the nature of which depends primarily on the location of the brain lesion.

Spasticity of the articulatory muscles - a constant increase in tone in the muscles of the tongue, leads to the fact that the tongue is tense, pulled back, its back is curved, raised upward, the tip is not pronounced.

In the pronunciation of consonants that have hard and soft pairs, softening defects are observed. Among mitigation defects, three types of violation are distinguished:

1) their constant replacement with paired hard sounds:Dada Vana instead ofUncle Vanya, tota instead ofaunt etc.;

2) excessive softening, for example,syabyakya go damey instead ofthe dog goes home;

3) violation of differentiation between hard and soft phonemes, when, along with the correct pronunciation of hard and soft consonants, deviations are observed.

The transition of a hard consonant sound to a soft one depends on the tension and rise of the middle part of the tongue towards the palate. All cases of mixing hard and soft phonemes, as a rule, are reflected in written speech.

Therefore, in the work to correct the softening defect important has a thorough differentiation of hard and soft consonants in hearing and pronunciation.

Preparatory exercises for correcting a softening defect are arching the middle part of the back of the tongue and lowering it. To develop these skills, articulatory gymnastics exercises “Pussy is angry”, “Reel”, “Slide” are used.

Exercise “Pussy is angry”

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the base of the lower incisors. The back of the tongue arches, then straightens. Make sure that the tip of the tongue does not come off the teeth, the tongue does not narrow, the lips and lower jaw are motionless.

Exercise "Reel"

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the base of the lower incisors. The lateral edges of the tongue are pressed against the molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. Make sure that the tongue does not narrow, the lateral edges of the tongue slide over the molars, the tip of the tongue does not come off the incisors, the lips and lower jaw are motionless.

Exercise "Gorka"

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the lower incisors, and the front - middle part of its back first rises until it comes into contact with the upper incisors, then lowers. Make sure that the lips do not stretch over the teeth and the lower jaw does not move.

Tactile control can be used to help children understand the position of the tongue when pronouncing hard and soft consonants. It is recommended to place the middle and index fingers on the tongue, which will allow you to feel the change in the position of the tongue as the hard phoneme transitions to the soft one. With this method, you must ensure that your hands are clean.

Reading a fairy tale can help a child differentiate hard and soft consonants by ear:

Tom and Tim.

Once upon a time there were two brothers. One was named Tom. He was thin, tall, and as hard as the T that began his name. He always chose for himself something that started with solid sounds. He loved juice and crackers. He wore a coat and never wore a jacket. He didn't take the ball, but he willingly let it go bubble and played sea battle.

And the second brother, whose name was Tim, was soft, plump, round. He loved everything that began with soft sounds, like his name: meatballs, pies, cakes, jelly, candy.

The brothers were very friendly. When Tim drew, Tom painted. If Tom picked up a pipe, then Tim picked up a guitar. They never chose the same items, so they didn't quarrel. They didn't have to snatch toys and sweets from each other.

One day the brothers decided to go traveling. Let's help them get together.

(Classification of things by first sound, hard or soft?)

Let's find out who will take itsatchel, backpack ; who needspot, bowl, fork, spoon, knife: who lovesmilk, kefir, kalach, pie, sausage, ham; who puts on the shoessneakers, sneakers ; which brother will put it on his headhat, beret; who will go toforest, whomeadow; who will collect what mushrooms (russula, chanterelles, boletus, saffron milk caps, boletus, white) ?

It's time to make a stop. Who brought itbranches , whodead wood? The brothers decided to catch fish. Who will catchin the pond, who's onriver? Who will take the bait?catfish, gudgeon, roach, bream, tench, carp?

Speech therapist teacher: Gurova I.N.

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Slide captions:

Speech prepared by: Shayakhmetova N.S. , speech therapist, MDOU " Kindergarten combined type No. 2 6" Saratov Softening defect. Work specifics.

Softening defect. Nowadays, in practice, children with a softening defect are increasingly encountered, which manifests itself in a violation of the pronunciation of consonants that have a hard (soft) pair. The defect can be partial or total, i.e. cover all consonants. The exceptions will be the sounds Ш, Ж, Ц, which do not have soft pairs, and the sounds Ш, Ш, Ж, which do not have solid steam. If a child has a softening defect, then we begin our work with it, having previously worked with vowel sounds. Complete elimination of the defect at an early stage in oral speech will prevent the appearance of acoustic dysgraphia in written speech. Correction of the softening defect is carried out in individual lessons.

Factors predisposing to the occurrence of a defect: Decreased physical hearing Immaturity of phonemic processes Impairment in the structure of the articulatory apparatus Impaired innervation (tone) of the articulatory muscles

Types Among the softening defects the following are observed: 1. Complete absence of soft consonant sounds in speech, that is, their constant replacement with paired hard sounds (Uncle Vanya - dada Vanna, five - pat, meat - maso, etc.). Phonetic-phonemic defect; 2. Excessive softening (The dog is going home - He's going to go crazy). In practice, it is more common, it is also called a hardness defect. Phonetic-phonemic defect; 3. Mixing of soft and hard sounds in speech (paralalia), that is, along with the correct pronunciation of hard and soft consonants, deviations are observed in both directions. Phonemic defect.

Features of articulation When pronouncing soft sounds, a feature of articulation is palatalization - (from the Latin softening) an additional to the main articulation of consonants rise of the middle part of the tongue to the hard palate (or iota articulation). The simplest in articulatory structure are the anterior lingual sounds T-T, D-D, N -Нь, they are similar in articulation (rarely impaired). hard soft The profiles show that the transition of a hard consonant sound to a soft one depends on the tension and elevation of the middle part of the tongue to the palate. Let us consider in the table what happens when there is a defective pronunciation of paired consonant sounds.

Table In case of defective pronunciation of consonants: Hard Soft in pronunciation soft hard defect of hardness softening tongue tense spastic curved (palatalization) relaxed soft flat middle part of the back of the tongue does not fall does not rise does not bend the tip of the tongue is not expressed pronounced tone increased hypertonicity decreased hypotonicity

Specifics of work Violations in the pronunciation of hard and soft consonants, as a rule, arise from deficiencies in acoustic differentiation, as well as from disturbances in the innervation of the articulatory muscles. Thus, work to correct softening defects is carried out in two directions: 1) correction of phonemic hearing and phonemic perception; 2) development of the correct articulatory structure when pronouncing paired consonants. When correcting phonemic hearing and phonemic perception, it is important to achieve the child’s understanding of the principle of distinguishing between hard and soft sounds. It is necessary to explain to the child and show with examples that incorrect pronunciation of sounds can change the meaning of the entire word. To make this task easier, you can use graphic material, thematic pictures, accompany the exercises with certain movements. All this is done to ensure visual and kinesthetic control.

Stages of work (classic) 1. Complete absence of soft consonant sounds 2. Excessive softening of sounds 3. Mixing of soft and hard sounds in speech 1. Preparatory stage 2. Stage of sound production 3. Stage of sound automation 4. Stage of differentiation of sounds 5. Stage of developing self-control skills (according to Arkhipova) 4. Stage of differentiation of sounds 5. Stage of developing self-control skills (according to Arkhipova) At the stage of differentiation of sounds, it is important to carry out the work more carefully and not only in hearing, but also in pronunciation!

Preparatory stage At stage 1, we initially form in the child the concept of softness and hardness. You can show: balls - plastic and rubber or cubes - wooden and rag. The whole complex is held here speech therapy work– this includes the normalization of muscle tone of facial and articulatory muscles (static, dynamic), work on breathing and the development of fine motor skills, etc. When selecting articulation exercises We take into account the structure of the violation in pronunciation: 1. No soft ones 2. Excessive softening It is necessary to strengthen the muscles of the tongue and develop a rise in the middle part of the back of the tongue. You need to relax the muscles of the tongue, learn to lower the middle part of the back of the tongue and straighten it. Teach the tongue to move back and forth: tense, relaxed Tongue position Curved “Slide” Straight “Scapula”

Articulation exercises No soft Excessive softening House opens Curious tongue Smile - Proboscis Grin Pull the tongue to the chin Monkey Pull the tongue to the nose Bulldog Hamster Circle Fat-skinny Balls lower We clean the teeth (outside) upper Samovar Slide The wind blows from the slide Reel Chew a pancake Snake Punish the tongue Spatula Blowing on the shoulder blade Bite your tongue Pendulum Needle Swing Exercises for setting the required sound

Normalization of muscle tone The main task in case of softening defect is to teach the child to be able to redistribute the tension of the muscles of the articulatory apparatus. It is very effective to use isotonic exercises with resistance and counteraction here, because... They both strengthen and relax muscles. You can use cotton swabs in the work as in the picture, or your tongue in the “Slide” position, and the stick under the tongue. In more stubborn cases (without dynamics), you can use elements of speech therapy massage with classical techniques: in the first case, when there are no soft ones - activating (strengthening), in the second - relaxing. It can only be performed after consulting a neurologist; if there are no contraindications, it is better to have a certificate. In our work we don’t always have time for this, so we recommend it to parents. Another type of speech therapy massage is self-massage, which we can do both individually and with a group. (description in the memo). All this is described in more detail in the book by O.I. Krupenchuk “Correcting the pronunciation.” Isotonic exercises and self-massage are there in poetic form. There are also many books by various authors about massage: E.F. Arkhipova, E.A. Dyakova, I.V. Blyskina, etc. There is also a lot of information on the Internet.

Subsequent stages At subsequent stages we work using known methods. At the differentiation stage, do not forget about differentiation in pronunciation! You can show profiles or on a hippopotamus. To differentiate hard whistling [s], [z] from soft sounds, the front part of the back of the tongue is as close as possible to the incisors and the tongue bends more strongly and rises to the palate. When pronouncing the sounds [k], [g], [x], their soft pairs differ in that the tip of the tongue is pressed against the lower teeth. When moving from [m] to [m] " - the tip of the tongue is pressed against the lower teeth and the back is arched, the tension of the lips also changes. When working on the vibrant [r], you should pay attention to the fact that when moving from [r] to [r ]" The tongue moves noticeably forward towards the upper incisors. With [l] to [l] "on the contrary - back.

Recommendations from scientists. Tatyana Borisovna Filicheva recommends correcting the softening defect using vowels [И] and [И]. To consolidate the concept of hardness and softness on the basis of preserved consonant sounds [K], [V], [P], [B], etc. (This technique is ineffective when working with front-lingual [T], [D], [N]) Marina Anatolyevna Polyakova recommends producing soft and hard sounds based on the muscular sensations of hardness and softness. Where to start from the labial and labiodental. Place in pairs in the following sequence [M], [B], [P], [V], [F], [N], [D], [T]. Olga Vladimirovna Pravdina recommends that sounds be staged taking into account: 1. Already correctly staged, based on a ready-made articulatory structure. 2. By contrasting which sounds the difference between paired soft and hard sounds will be more clearly visible. The consonants [T], [D], [N] satisfy both conditions. If you put two fingers (middle and index) on your tongue, you can feel the change in tongue tension tactilely. While working with these sounds, a kinesthetic feeling of tension and relaxation of the tongue should be developed, thanks to this, similar work on other sounds will be much easier and faster. Fedor Andreevich Rau, taking into account the complexity of articulation, recommends correcting the defect in the following sequence: [T] - [T "], [D] - [D"], [N] - [N"], [F] - [F"], [V] - [V"], [P] - [P"], [B ] - [B"], [M] - [M"], [S] - [S"], [Z] - [Z"], [L - [L"], [R] - [R"] .

Literature...

Additions... The self-massage complex includes exercises for the lips, cheeks, tongue, lower jaw and neck muscles. Relaxation of the cervical muscles reflexively causes relaxation of the muscles of the root of the tongue. This is done in a sitting position: 1. Dropped your head - “fell asleep.” 2. Threw it back - shook it left and right. 3. They lowered it and also shook it. In self-massage, children cannot stroke the back of the neck on their own, which is also very important, so I supplement this with my own hands and also use a massager. The memo also describes an exercise for spreading out the tongue: “Let’s chew a pear” - not very aesthetically pleasing, but effective! For this, you can also use a probe substitute - a “Racket”, a wooden disposable spatula. From acupressure You can use massaging points in the area of ​​the submandibular fossa with two index fingers for 5-15 seconds: with continuous vibration, we relax the muscles of the tongue, with intermittent vibration, we strengthen. For fine motor skills, balls are hedgehogs. You can beat blue and green at the differentiation stage. Also a pop-up ball. To form the correct air stream, a pencil with a pinwheel, etc. Tomilina’s “Klyuvik” probe for setting C L, “Hedgehog” probe.

Thank you for your attention!

References 1. Akimenko V.M. New speech therapy technologies: educational method. allowance / V.M. Akimenko. - Rostov n/d: Phoenix, 2008. - 105 p.: ill. - (I give my heart to children). 2. Arkhipova E.F. Speech therapy massage for dysarthria M.: AST: Astrel; Vladimir: VKT, 2008. 3. Blyskina I.V. A complex approach to the correction of speech pathology in children. Speech therapy massage: A manual for preschool teachers educational institutions. SPb.: “CHILDHOOD-PRESS”, 2008. 4. Dyakova E.A. Speech therapy massage. 4th ed. - M.: Academy, 2012. 5. Krupenchuk O.I., Vorobyova T.A. Correcting pronunciation: Comprehensive methodology for correcting articulation disorders. - St. Petersburg: Publishing House“Litera”, 2010. 6. Krause E.N. “Speech therapy. Speech therapy classes with children of early and early childhood younger age" - St. Petersburg: CORONA print; M.: Binom Press, 2005 7. Miklyaeva Yu. V. Speech therapy massage and gymnastics. Work on sound pronunciation. - M.: Iris-press, 2010. - (Popular speech therapy). 8. Novikovskaya O.A. “Fun exercise for the tongue” - M.: AST, St. Petersburg: Sova, 2010. 9. Povalyaeva M.A. “Complete reference book. Speech therapist's handbook" - M.: AST: Astrel: Poligrafizdat, 2010 10. Polyakova M.A. tutorial 11. Rossiyskaya E.N., Garanina L.A. Pronunciation side speeches: Practical course. – M.: ARKTI, 2003. + Novikova E.V. Articulation of sounds in a graphic image. Educational and demonstration material. Supplement to the book “Speech Therapy ABC” - M.: 2000. + sites on massage, training

Stage of production of sounds We use the following techniques: imitation and demonstration of articulation; in a syllable using vowels [И] – [И]; with mechanical assistance; using a temporary version (for sounds [Л], [Ль]) A technique based on imitation involves auditory perception of soft (hard) sounds and visual perception of the articulation of these phonemes. It should be explained to the child that when pronouncing hard sounds, the tongue has a flat shape (show), when pronouncing soft sounds, the tip of the tongue rests on the lower incisors, and the back arches towards the hard palate. In the case of the labials, it’s the same, only behind closed lips. In a syllable using vowels [I] - [Y], described in more detail in the technique of T.B. Filicheva. Some nuances in staging with mechanical assistance...

Mechanical method The placement of velar [k], [g], [x] is made from the base syllables: [k] from -" ta -" tya -" kya -" ka [g] from -" yes -" dia -" gya - "ga [x] from -" sa -" xia -" hya -» ha. At the moment of pronouncing a syllable, the speech therapist gradually moves the tongue back, into the depths of the mouth, pressing the front part of the back of the tongue with the child’s index finger to the second phalanx. If there is a softening defect, correction should be carried out according to Filicheva’s method. Setting up front-lingual [t’], [d’], [n’] O.V. Pravdina suggests the following: pronounce the syllables AT or TA repeatedly with the tongue resting on the lower teeth, lightly pressing with a finger or spatula on the tip of the tongue. This will soften the sound T, that is, the syllables AT, TY. By analogy, you can get the syllables AN, NYA, DYA. With mechanical assistance initial stage you can get [l‘] with the back of the tongue strongly curved towards the hard palate, when setting a temporary lower version of the articulation of this sound. You should keep the tip of your tongue down with a spatula. At the same time, we focus on the fact that the tip of the tongue rests on the lower incisors, and the front part of the back forms a closure with the alveoli. Solid sound[l] we put from interdental vowels [a] or [s], having previously specified their articulation: a-l, small, gave; y-l, washed. After a clear differentiation of hard and soft sounds, we will be able to move from the lower articulation [l] to the more convenient upper one while maintaining the necessary elevation of the back of the tongue and a significant area of ​​​​its contact with the palate.

Correcting softened “w” and “zh” is not particularly difficult. To eliminate this shortcoming, you need to bend the tip of the tongue upward more. To quickly find the desired position of the tongue, it is useful to reach with its tip to various points of the palate located along the middle longitudinal line of the palatine vault. Sometimes a student manages to find the correct position of the tongue if he begins to imagine that when pronouncing “sh” and “zh” the tip of the tongue seems to “approach” the back of the head. It is not difficult to learn the correct formation of this sound, especially since this defect is easily detected by a hearing aid. It is much more difficult to achieve the correct pronunciation of sibilants in everyday speech.

Repronouncing words with incorrectly sounding sibilants is the only way to overcome this dictionary flaw in live speech. · "Recessed" "w" and "zh"· Transfer the “in-depth” “w” and “zh” from the bottom oral cavity upward, to the hard palate and to consolidate the pronunciation of these sounds above the tip of the tongue, the following exercises will help: · Exercise 16. - “DRAFT” · The tip of the thinned spade-shaped tongue must be bent upward so that it is in front of the alveoli of the front upper teeth. The edges of the tongue are pressed against the upper lateral teeth. ·

Concentrating your attention on the upward-curved tip of the tongue, we exhale very carefully, trying to pass the exhaled stream over the tip of the tongue; the breath only slightly touches the very edge of the tongue, reminiscent of a barely noticeable draft.

Exercise 17. · With deep sibilants, it often happens that “softened” “sh” and “zh” are formed by the student above the tip of the tongue and sound correctly. In such cases, the student should try to correct his deficiency by starting with the pronunciation of softened sibilants. · With softened sibilants, the “cup” formed by the tongue is smaller than with hard sibilants. Having “remembered” with a muscular sense what position the tongue occupied during soft hissing sounds, we gradually deepen the “cup” of the tongue, moving the tip of the tongue upward towards the hard palate. By creating depressions of varying sizes, we carefully blow a stream of air, making sure that the resulting “sh” sound remains, as with a soft “sh,” above the tip of the tongue. · ·

Using auditory control among variety of options sound, we find the correct sounding consonant.

If at this time the student’s hearing aid does not distinguish the emerging shades of the spoken sound, then it is necessary to seek help from a person with developed speech hearing. · Exercise 18. - "LISTEN TO MY TEAM!" · Sometimes it helps to find the exact articulatory setting by using the relationship that exists between the work of the pronunciation apparatus and the movements of the hands. The hand, gathered into a handful, begins to slowly rise upward. At the same time we pronounce the sound “sh”. · ·

The fingers bent into a handful gradually straighten, and the handful becomes smaller and smaller. Let the hand "demand" that the tongue perform the same movements with it: it forces the tongue to rise slightly upward and reduce the excessive depression.

Exercise 19. - “ALL UP!” · When correcting a “deep”, “sagging” “w”, one must also take advantage of the relationship that exists between the tip of the tongue and the lips. · Branches of the hypoglossal nerve are woven into the labial muscles served by the facial nerve, so activation of the labial muscles has a corresponding effect on the tongue. · When pronouncing the sound “sh”, we lift the upper lip, forcing it to “reach” the tip of the nose or the bridge of the nose. · ·

The tongue is most often connected to the lips. Its body rushes upward, becomes somewhat thinner and at the same time wider, the depth of the “cup” decreases.

The pronounced “sh” also tends to “break away” from the tongue and moves upward. The quality of the consonant improves. · ·

"Extended" "w" and "zh"

By correcting an overly widened “sh”, you can look for the sound “sh” of different “widths”, arbitrarily modifying the shape and position of the tongue. It is necessary to ensure that the edges of the tip of the tongue adjoin the alveoli of the upper front teeth. The horizontal gap between the tip of the tongue and the hard palate should remain only in the center. Close attention should also be paid to the width of the exhaled air stream. We need to narrow the usually overly wide air flow, therefore, exhalation should be done very carefully at first.

·

Pronouncing it in combination with the vowel “u” helps free the consonant “sh” from excessive expansion (first in a whisper, and then using the voice).

“Labio-dental” “w” and “g” · If a student’s hissing sounds are of a labio-dental nature, then first it is necessary to intensively engage in lip gymnastics in order to; so that we can slow down the improper functioning of the lower lip. Then the correct articulation of hissing sounds is mastered. · When correcting this deficiency, it is necessary to carefully monitor the direction of the exhaled air stream. · ·

We need to transfer it to the tip of the tongue raised to the palate, while previously it rushed into the gap between the upper and lower incisors.

When correcting defective “w” and “g”, in all cases it is necessary to achieve absolute freedom of the lower jaw. · Between the upper and lower incisors there must be a gap space of 1-1.5 mm. If the jaws are closed, various unwanted sounds will arise, since the sounding stream will have to overcome an additional obstacle - the teeth. To educate the lower jaw, you should use articulation gymnastics. · ·

In addition, with a defective “w,” the lower lip is often overactive. It is pulled down excessively and, as it were, subordinates the movements of the tongue to its will - it prevents it from rising upward. At the same time, the upper lip remains passive. The inhibitory effect of the lower lip on the tongue must be eliminated. This deviation in the work of the labial muscles must be overcome through articulation exercises. The predominant initiative and activity as a result of the training will transfer to the upper lip.

Sibilants are found in speech much less frequently than the sounds “s” and “z”. But these sounds are long-lasting, the time they sound in the speech stream significantly exceeds the time intervals of many other consonants. Therefore, inaccuracy in the pronunciation of hissing words “hurts” the ear, irritates listeners, disfigures the sound of the word, and interferes with the perception of the meaning of the text spoken on stage. · Students preparing themselves for stage performances must eliminate this defect in their speech. · ·

WORK ON PRONUNCIATING AN ISOLATED SOUND "Ts"

·

The sound "ts" arises as a result of the merger of "t" and "s". This sound is defective if the student has a problem in pronouncing the sound “s”. By correcting the pronunciation of the sound “s”, we will normalize the sound of the consonant “ts”.

·

WORK ON PRONUNCIATING AN ISOLATED SOUND "CH"

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The sound “ch” is formed due to the fact that on one exhalation the explosive soft “t” (“t”) and the soft sound “sh” (“sh” O.) are pronounced almost simultaneously: the softened “t” instantly transforms, as if " into a soft "sh".

When pronouncing “ch” correctly, the jaw should be lowered 1.5 km. The lips occupy the same position as with “sh”, but they are more tense than with hissing ones. In the speech of students, the following types of incorrect pronunciation of “ch” are encountered. Option I. “Partial” pronunciation of the consonant “ch”, when it is pronounced: A) as “t” (first component this consonant) with a very slight sound of the soft “sh”, and sometimes without it at all; · b) or as a soft “sh” (its second component) without an explosive “t”. · Both cases represent a simplified pronunciation of the sound “ch”. · This dictionary flaw is widespread in the speech of students. It is caused by the inferiority of the organs of articulation. · Option 2. Too hard “h”. · In this case, the middle part of the back of the tongue is not raised enough, the notch formed by the tongue is too large. As a result, the “ch” turns out to be harder than the normal sound of the consonant in question would suggest. · Option 3. "Expanded" "ch". · Distortion of sound is caused by the fact that the small depression created by the tongue and the exhaled stream are excessively expanded. · Option 4. “Listing” “ch”. · To the consonant “ch”, overtones that are not characteristic of it are added, arising due to the fact that the sounding stream, when leaving the oral cavity, encounters an additional obstacle - clenched jaws. Increasing the gap between the front upper and lower teeth will allow you to obtain a clean consonant. · Correction of defective pronunciation of the consonant “ch” · Option I. “Partial” pronunciation of “ch”. · If “ch” is pronounced like “тъ”, then this violation of the consonant is eliminated quite quickly: the student begins to add a softened “sh” to his incorrect “ch”, and the pronunciation of the defective sound is normalized. · However, it happens that when adding a soft “sh”, the consonant “ch” improves, but still remains too soft. · An overly softened “ch” can be obtained because after pronouncing the “t” included in the “ch”, the tip of the tongue does not have time to carry out the movements that are absolutely necessary to “transform” “t” into nsh”: slightly rise up (with soft “t”, it was lowered down); pull slightly from the alveoli to the back of the head (so that a depression characteristic of a soft “w” can appear, so that the front edge of the “checker” bends). · For more successful tongue control, use the relationship and mutual influence that exists between the movements of the tongue and hands. · Exercise 20. “ON THE SEA SHORE" · Sultry afternoon. Sea. · Reproduce the sound of an incoming wave by pronouncing the sound “ch” for a long time. Convey the movement of the wave using your hands: do it with your fingers , located at the level of the face, semicircular, wave-like movements of the hands towards the back of the head. When pronouncing the sound “ch”, let the waves (fingers and hands) control the boat (tip of the tongue): lift it up and easily carry it to the shore (make the raised tip of the tongue to the back of the head). · The depression created by the tongue will increase, and the sound “sh” included in the “ch” will acquire the missing juiciness and density. Due to this, we get the correct “ch”. · Exercise 21. - “ADD “X” · Excessive softening of the sound “ch” can also arise due to the passivity of the back of the back of the tongue. In this case, to the sound “ch” ( somewhat improved after adding a softened “sh”) to it, one should “add the sound “x” while pronouncing it. By connecting the sound "x", we activate the back of the back of the tongue. It rises slightly upward, the depression between it and the tip of the tongue increases slightly, and the consonant “ch” begins to sound true. · Exercise 22. - "ADD "TH" · ·

If in the pronounced sound “ch” only its second component is heard - the soft “sh”, then the student should press the tip of the tongue more tightly to the alveoli of the upper teeth, and bend the back of the tongue upward, towards the hard palate. This is the position of the tongue that is characteristic of a soft “t”. With a pronounced soft “sh”, sharply, instantly tear your tongue away from the palate and alveoli. Now a soft “t” will sound before the soft “sh”, and thanks to this, you will get the correct “ch”.

Option 2. Excessively hard “ch”. · In case of excessive hardness of the “ch” sound, you can use the following exercises. · ·

Exercise 23. - "LOLLIPOPY"

Place a piece of candy in the middle of your tongue. Pronounce the consonant “ch” while holding the candy in the middle of your tongue near the alveoli of your upper front teeth. While pronouncing the “ch” sound, try to press the candy against the hard palate. · For training, you can use small pieces of candy, some small objects or even lumps of paper, which you can easily turn into candy with the help of your imagination. · By pressing the candy to the palate, we force the front and middle part of the back of the tongue to rise up. Thanks to this, the excessive depth of the notch created by the tongue is eliminated. The size of the candy should not exceed a vitamin pea, otherwise we will not achieve a reduction in the depression created by the tongue. · First, the exercise is performed with real objects, and then we begin to master the desired articulation setting with an imaginary candy. · Exercise 24. - “CHAMPAGNE” · You are given the task: open a bottle of champagne. Say the drawn-out “ch” and at the same time imagine that the notch created by the tongue has turned into a cork, and the bottom of the notch has become the base of the cork. · The bottom of the “cork tongue” is pressed by an imaginary sparkling wine; under its pressure the bottom of the cork is understood to be higher and higher. · And then the wine knocks out the cork: the middle part of the back of the tongue jumps up, throws a stretching “h” towards the hard palate and bounces down. The stretched “ch” turns into an airy, sparkling, light explosive “ch” flying into the hard palate. The depression created by the tongue becomes normal. · Exercise 25 - “SISTER ALENUSHKA AND BROTHER IVANUSHKA” · The lips can help lift the body of the tongue to the palate. ·

Sister Alyonushka is your upper lip.

Brother Ivanushka is the tongue, the front and middle parts of its back.

Rising up, trying to reach the tip of the nose, the bridge of the nose, the forehead, the upper lip - sister Alyonushka will help her Ivanushka - the body of the tongue - to rise up. The lip is pulled to the higher points during a long pronunciation of the sound “ch”.

If the upper lip cannot rise up arbitrarily, then at first it can be lifted purely mechanically - with a finger or the tip of a pencil.

Exercise 26. - "LET HELP!" · The tongue also has friends - these are our thumbs. They are always ready to do a favor for their friend. Take advantage of their help; when pronouncing "ch" put thumb into the notch under the chin and press it against the muscles of the tongue in a vertical direction. At the same time, the body of the tongue rises and the sides of the tongue press closer to the teeth. The pressure will also cause a decrease in the depression between the tip of the tongue and the back of the back of the tongue, i.e. we will achieve exactly what we are looking for - the correct articular installation. Gradually, the tongue will be able to find the desired position without the help of fingers. ·

Option 3. "Extended "h"

If a defective “ch” occurs due to the body of the tongue not being assembled and the exhaled stream, which “spreads” in breadth across the tongue, then sometimes the lips help eliminate these defects.

Exercise 27. - “GRANDMOTHER AND GRANDSON”· Grandmother’s beloved granddaughter caused such trouble that the grandmother had to put him in a corner. Imagine that this naughty person is you, and they put you in a corner. Lower your head - let your chin almost touch your chest; “pout” your lips, as whimsical people do: stick them forward with a tube (there should be an oval hole between the lips) and try to press more tightly to the upper lateral fangs those muscles that are located near the corners of the lips. ·

And now, looking from under your brows at your grandmother, try to “beg” her forgiveness: pronounce the phrase syllable by syllable: “I - no more - will - do.” Just replace the syllables in this phrase with the consonant “ch”, you get: “Ch (ya) - ch (pain) -ch<ше) - ч (не) - ч (бу) - ч (ду)".

Don't lag behind your grandmother until you achieve the cancellation of the punishment - your release.

The protrusion of the lips forward and their concentration (caused by the narrowing of the labial opening) contribute to the fact that the body of the tongue also lengthens somewhat and becomes narrower, and this, in turn, leads to a narrowing of the recess created by the tongue.

The narrowing of the recess causes the concentration of the exhaled stream; it begins to flow above the middle longitudinal line of the tongue. The consonant "ch" begins to sound true.

Exercise 28. - "FLUFF" · Place a small piece of paper - "fluff" - on the middle of the tip of your tongue. Try to blow it off with the pronounced sound “ch”, throw it off, directing the exhaled sounding stream exactly to the place where the “fluff” is located.· Exercise 29. - “WATER THE FLOWERS!” · Take a watering can with water and water the garden flowers. Water carefully, giving each flower as much water as it needs. Pressing the sides of the tongue to the teeth and the tip to the alveoli, we carefully let “moisture” through - breathing into the small hole between the middle of the tip of the tongue and the alveoli - “water” the barely noticeable sprout. We make the gap between the tongue and the alveoli longer or shorter (meaning its length along the teeth), depending on whether the flower is watered large or small. Accordingly, the supply of breath - “moisture” for flowers - increases or decreases. ·

We change the size of the gap arbitrarily in order to learn how to control the exhaled flow. Over time, this exercise will help us find the exact location and required width of the sounding jet for the sound “ch”. | | |

Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism.

The following types of sigmatism are distinguished:

Interdental sigmatism- when pronouncing sounds C and 3, the tip of the tongue is inserted between the front teeth, giving these sounds a hint of lisp.

Dental sigmatism- the tip of the tongue rests against the teeth, blocking the free exit of air through the interdental gap, so that instead of s, s, a dull sound is heard.

Hissing sigmatism- the tip of the tongue rests on the lower gums or is slightly pulled away from them, and the back of the tongue is curved with a hump towards the palate - a distinct, soft, hissing sound is heard, similar to the sound of sh (shabaka - dog).

Labiodental sigmatism- the lower lip is pulled towards the upper incisors. The air stream is dispersed across the entire plane of the back of the tongue, swelling the cheeks, which is why the defect received an additional name: “buccal sigmatism.”

Lateral (lateral) sigmatism occurs in two forms:

2) The back of the tongue with a hump tightly touches the palate, and the exhalation current passes along one or both sides of the mouth near the molars. In both cases, an unpleasant sound like lch is heard. The release of air on one side of the mouth sometimes depends on the collapse of the soft palate on the other side.

In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue cannot be ruled out, which requires a thorough examination of this defect with the participation of a neurologist.

Nasal sigmatism is expressed in the fact that when pronouncing s and z, the root of the tongue rises to the lowered soft palate, which opens a passage into the nasal cavity; the result is a kind of snoring, grunting sound with a nasal tinge to the subsequent vowels.

The softening of the hard sound C, in which the syllables sa, so, su are pronounced as sya, syo, syu (shabaka - dog, nos - nose), is due to excessive elevation of the back of the tongue.

Replacing the sounds C and Сь with any other sound (ш, h, t, x, etc.) is called parasigmatism.

TECHNIQUES FOR PRODUCING WHISTLING FOR DIFFERENT TYPES OF Sigmaticism:

In case of interdental and interdental sigmatism, it is necessary to remove the tip of the tongue behind the lower incisors, for which you can resort to mechanical assistance: with a special probe or the end of a spatula, lightly press on the tip of the flattened (not lumpy!) tongue, lowering it behind the lower teeth. Mechanically holding the tongue in this position, invite the child to pronounce the sound C in isolation several times (make a pump): s... s... s..., then “try” in syllables: sa-sa-sa.

It must be remembered that interdental sigmatisms often require long-term speech therapy work; they stubbornly persist in free speech, even if the sounds S, 3, C are fixed and partially automated. In the absence of control, relapses are often observed.

With hissing sigmatism, it is important to wean the speech pathologist from the habit of retracting the tongue when pronouncing sibilants into the depths of the mouth. For this purpose, we recommend temporarily transferring the child to interdental pronunciation of the sound C in syllables, words and even some phrases. When the tongue is strengthened in this position, move the tip of the tongue behind the lower incisors, which usually happens automatically.

For lateral sigmatism, it is advisable to place the C sound in three steps:

a) interlabial blowing, the tongue is wide, the edges of the tongue reach the corners of the lips;

b) interlabial blowing is replaced by interdental blowing;

c) then the tip of the tongue is gradually moved behind the lower incisors, provided that the child is able to place a wide tongue behind the lower teeth, which can be achieved using a probe or spatula.

With a softened pronunciation of hard C (syabaka, syup, sek), it is advisable to carry out a preliminary differentiation of soft and hard consonants in correctly pronounced syllables: we-mi, va-vya, nu-nu, etc. You can temporarily transfer the child to interdental pronunciation of sibilants in order to ease the tension of the back of the tongue.

When correcting nasal sigmatism, preliminary work is necessary on organizing correct exhalation through the middle of the oral cavity. The exercises are carried out first in the interlabial position so that the exhaled stream is felt at the tip of the tongue. Then the tongue is moved to the interdental position. It is recommended to consolidate the skill of blowing on the tip of the tongue, inserted between the front teeth, in parallel with the general training of oral exhalation: blowing out a candle, blowing pieces of cotton wool, pieces of paper, etc. Clamping the sides of the nose to prevent air leakage through the nose is not effective.

Correction of labiodental (cheek) sigmatism includes two points:

a) exposure of the incisors, for which it is necessary to part the lips (“to the ears”!);

b) holding (with mechanical assistance possible) the lower lip so that it does not pull towards the upper incisors.

The child is taught to place the first phalanx of the index finger on the wide tongue lying behind the lower teeth. The finger is bitten by the incisors: “put the whistle in the mouth.” The mouth smiles from ear to ear, the front teeth are clearly visible up to the fangs. The edges of the tongue (its front part) are shown on both sides of the bitten tongue and reach the corners of the mouth. As soon as the child learns to deftly place the “whistle” in his mouth, he is asked to blow into the “whistle” without removing his finger, without changing the position of his lips, tongue and teeth. The resulting sound C is first fixed in the reverse syllables in this way: after pronouncing a vowel, the child puts his “whistle” finger and adds the sound C. With mechanical help, the sound C is fixed in the syllables a-s, o-s, u-s, e-s, and then in words ending in C (forest, nose, dog, etc.). Straight syllables are also practiced with the finger. The need for mechanical assistance disappears as soon as the correct articulatory pattern and exhalation are reflexively developed.

Normal installation of the organs of articulation when pronouncing the sound “S” and “Z”.

• The tip of the tongue rests on the lower front teeth;
• The lips are in a “smile” position and do not cover the teeth;
• Teeth in a “fence” position;
• The air is blown out forcefully from the middle of the tongue;
• A sharp cold stream is felt on the palm brought to the mouth.
• The voice motor is not working. (When pronouncing the sound "Z" - it works).

Normal installation of the organs of articulation when pronouncing the sound “C”:

• The tip of the tongue rests on the front lower teeth, the tongue is raised and arched.
• The anterior part of the back of the tongue closes with the palate.
• The tongue is spread wide, the lateral edges are tense. At the moment of exhalation, the front part of the back instantly opens with the sky. The tip of the tongue is slightly withdrawn from the lower teeth.
• The lips are stretched into a smile.
• The teeth are closed or brought together when pronouncing a sound. When pronouncing a vowel sound in straight syllables, the teeth open. At the moment the tongue opens with the palate, the air is exhaled with a push.
• The sound C is a consonant, hard, dull.

Preparatory exercises for sounds “S”, “Z”

Exercises to develop air pressure. 1) Having drawn air into your lungs, forcefully blow (and not just exhale) it through your lips extended forward like a “tube”. Control with the palm of your hand, a piece of paper or cotton wool: you feel a sharply beating cold stream, the paper or cotton wool is deflected to the side. Repeat the exercise.

2) Stick out your tongue so that it rests on your lower lip. Place a thin round stick (match) along the tongue to its middle and press to form a groove. Round your lips, but don’t tense them. The teeth are open. Inhaling, forcefully blow out the air, puffing out your cheeks. Control with the palm of your hand, a piece of paper or cotton wool. Repeat the exercise.

3) Do the previous exercise without using a stick.

Lip exercise. Stretch your lips into a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat the exercise.

Exercise. Pronouncing the 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. Blow the air forcefully evenly, controlling it with the palm of your hand, a piece of paper or cotton wool. A long sound “S - S - S” is heard. Repeat the exercise.