Techniques for setting whistling sounds [C, C]

Characteristics of a group of whistling sounds.

The whistling group includes the sounds С, Сь, З, Зь and Ц (in transcription: [s], [s "], [s], [s "], [ts]). They are assigned to the same group, as they have a similar articulation. For example, the sounds [s] and [s] differ only in the presence or absence of a voice, the sounds [s] and [s"] - in an additional rise in the middle part of the tongue.

[S]: consonant, oral, voiceless, fricative, anterior lingual, hard;

[Z]: consonant, oral, voiced, fricative, anterior lingual, hard;

[C '], [Z ']: soft;

[C]: consonant, oral, deaf, occlusive-slit, anterior-lingual, hard.

In the group of whistling sounds, the basis is the articulation of the sound [s]. This sound is the base for the entire band.

How to pronounce the sound [s] is normal.

Sound [s] - consonant, deaf, hard. Paired to him in terms of hardness-softness is the sound ("shh"). Paired by sonority-deafness - sound [z].

When pronouncing the sound [s], the organs of articulation occupy the following position:

- lips

- teeth

- Tip of the tongue

- lateral edges of the tongue

- dorsum of the tongue in hisfront

- air jet

- soft sky

- vocal cords

Preparatory stage

Atno sound [c], work begins with the formation of the correct articulation of sound; developed: the position of the lips in a smile with the exposure of the upper and lower incisors; the ability to spread the tongue; the ability to hold the wide tip of the tongue behind the lower incisors, a long, strong air stream running along the middle of the tongue.

Interdental: exercises are carried out to strengthen the muscles of the tip of the tongue and the anterior part of the back of the tongue; generation of directed air jet; the sound [and] is worked out, in which the position of the tongue is close to the normal articulation of the sound [s].

Side: exercises are given for spreading the tongue, the ability to keep it wide, strengthening the lateral edges of the tongue; development of an air stream going in the middle of the tongue; at the same time, both halves of the tongue should work evenly, the sounds [i, f] are worked out (with the latter there is a strong air stream directed in the middle of the tongue).
Nasal: the ability to hold a flattened wide tongue on the lower lip is developed, the ability to direct the air stream to the tip of the tongue stuck between the lips (teeth); the ability to hold the wide tip of the tongue behind the lower incisors; the position of the lips in a smile with the exposure of the incisors; sounds [i, f] and differentiation of sounds [f - x] are practiced using tactile sensations (with [f] - the air stream is narrow, cool; with [x] - wide, warm).

Labiodental parasigmatism: the ability to compare and distinguish by ear the sounds [s - f] using pictures-symbols is developed; exercises are carried out to work out the movements of the lower lip down and up; developing the ability to keep the lips in a smile with the exposure of the upper and lower incisors, the ability to hold the wide tip of the lower incisors, touching them; the sound [and] is being worked out; the ability to pronounce a combination of vowels [s] with tension (this contributes to inhibition of upward movements of the lower lip, prepares the desired shape of the tongue and directs a concentrated air stream).

Tooth: the ability to compare and distinguish by ear the sounds [s - t] using pictures-symbols is developed; exercises are given to develop a long, directed air jet; the position of the wide tip of the tongue behind the lower incisors; the ability to alternate the movements of a wide tongue up and down is developed, touching the roots of the upper and lower incisors; the ability to keep the lips in a smile; sounds [i, f] are practiced.

Hissing: the ability to compare and distinguish by ear the sounds [s - sh] using symbol pictures is developed; skills are developed: to hold a wide tongue behind the lower incisors, to alternate movements of a wide tongue for the lower and upper teeth; keep the lips in a smile with the exposure of the upper and lower incisors; direct the air stream in the middle of the tongue; alternate movements of the wide tip of the tongue from the lower incisors to hyoid frenulum(movements along the bottom of the mouth forward - backward); sounds [i, f] are practiced.

Note: when correcting all types of sigmatism, the sound [s] is not called to the child, but is replaced by the name of the exercise “Cold Wind”, so that there is no slipping into a defective version of the previous stereotype.

Ways p stop sound [C]

No. p / p

Setting method

NO SOUND [C]

At no sound: used imitation technique, achieve the correct pronunciation of the isolated sound [s], while paying attention to the correct position of the organs of the articulatory apparatus (smile so that teeth are visible, and blow on the tip of the tongue until a whistling noise is obtained).

By imitation

[With]: - the game "Pump", a song of water

Hedgehog snorting - fffsss

Light breeze

Purpose: to achieve the correct sound of an isolated sound.
In the absence of sound, using the imitation technique, they achieve the correct pronunciation of the isolated sound [s], while drawing the child's attention to the correct position of the organs of the articulation apparatus. The child is invited to stick the tongue between the teeth and blow on it: fff, then remove the tongue behind the lower teeth, stretch the lips in a smile, squeeze the teeth and make the sound [s]: sing the song of the pump, water, breeze.

Sound production based on imitation. Sit with your child in front of a mirror and show him the correct articulation of the sound "C". Make sure that the child carefully follows your movements, as the correct pronunciation of the sound depends on this. Let the child open his mouth after you, smile a little, put his tongue down, press the tip of his tongue to his lower teeth and blow a stream of air through his tongue. As a result of the actions taken, the sound “C” will be heard.

Sound production based on imitation using game moments. The speech therapist uses special exercises to imitate certain actions, for example: balloon blown away (s-s-s-s). At the same time, real objects are sometimes used in such simulation exercises, which arouse the interest of the child even more, since he can independently interact with them.

"Let's remember the exercise. Smile broadly, show your teeth and make a sound [and] to yourself. Now, with such a beautiful smile, blow on the ball." When performing this exercise, it is important to ensure that the lips do not come close, do not cover the teeth, and the tip of the tongue is strictly behind the lower teeth.As a result, a weak but clear sound [c] is heard. The pronunciation of sound is fixed in onomatopoeia.

By imitation: perform "Fence" - "Window" - "Bridge". Return to the "Fence" position again. Blow into the bubble so that it "sings" or perform the "Cold wind" exercise.

Sound stagingbased on reference sounds . The specialist selects those sounds that are reference for the desired sound. For the sound "C" these are the sounds "I" and "F". Having learned how to pronounce the reference sounds correctly, it will be easier for the child to slightly change their articulation to get the sound “C”.

From reference sound:

a) Run "Fence" - "Window" - "Bridge" - "Fence". Pronounce the sound [and] for a long time, then the Cold Wind exercise: “and-and-and-issss”.

b) The same from the sound [f]: “f-f-f-f-ssss”.

From basic sounds.

Sound [With] :

- from [and] - sing a sound, and then blow a cold breeze

Ta-ta-ta, ta-ta-ta, ti-ti-ti - and let the cold breeze

- from [f] - with interdental pronunciation

Sound stagingmechanically . With the help of improvised means, the specialist independently positions the articulatory organs of the child in the correct position and asks him to gently but strongly blow out the air. When a child gets the sound “C”, he can pronounce it on his own without the help of adults.

If the first way to put the sound did not work, you can use mechanical help. We make a wide smile, teeth are bared, the tip of the tongue behind the lower teeth. On the tip of the tongue we put in the middle a thin wooden stick, for example, a match without a sulfuric head. Lightly press with a stick, thus forming along middle line tongue groove for the air jet. The child blows on the tip of the tongue. Sound [s] is heard. Attention! The air jet should be strong, narrow, and feel cold (not warm!), when you bring the back of your hand to your mouth. Mechanical assistance can be used at the stage of pronunciation of an isolated sound (onomatopoeia) and syllables. Then we gradually remove the stick. When the child learns to pronounce the correct sound [c] on his own, without mechanical help, you can move on to automating this sound in words and sentences.

Mechanical way:

a) Perform the exercises "Fence" - "Window" - "Bridge", i.e. spread the tongue and rest against the lower teeth with a tense tip. Put a spatula or probe along the tongue so that it presses only the front of the tongue; lips in a smile, teeth closed, blow out the air with force, evenly, as in the Cold Wind exercise.

b) The same with the slow removal of the spatula or probe.

mixed way:

a) Perform the exercises “Fence” - “Bridge” - “Shovel” - “Fence”, i.e. bite a wide tongue with your teeth, say “t-t-t” and blow into the bubble. When the exhalation is lengthened, the sound [t] turns into the sound [s]. It is necessary to lay a “groove” along the middle part of the tongue with a probe. After a correct exhalation, the tongue is gradually brought behind the teeth.

b) Perform the exercise "Fence", say "i-i-i"; then the exercise “Cold Wind” - “ssss”, hold the tip of the tongue with a probe (iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii)ingsssssssss.

1. The child should smile broadly and place a wide spread tongue between the teeth - only its extended tip should lie on the lower teeth. Make sure that the child does not bite his tongue with his upper teeth.
2. Ask the child to blow on the very tip of the tongue, so that a chill is felt on it. Let the child put his hand to his mouth and feel the exhalation on it.
3. While the child is blowing on the tip of the tongue, you put a toothpick on it along its midline, lightly press it on the tongue, forming a “groove” along which air will be “blown out” in the future. The toothpick should fit about two centimeters into the child's mouth. If the tongue will dodge, stick it deeper.
4. When you press the tongue with a toothpick, an indistinct "lisping" whistle begins to be heard.
5. After that, the child should bring the teeth together so that only a toothpick is placed between them (you do not need to bite it), and the tongue remains behind the teeth (inside). The child should continue to blow on the tip of the tongue, the exhalation should be felt between the teeth. During the convergence of the teeth, the whistle cannot be interrupted.
6. While the child is “whistling”, you press harder or, conversely, weaker on his tongue with a toothpick, moving it deep into the mouth or, conversely, touching it to the very tip of the tongue. Thus, you are looking for the position in which the sound [s] will sound the most correct.
7. When such a position is found, you train in it a whistling sound, which can be called "the whistle of a mosquito."
8. At the moment when the sound [s] sounds right, you will need to carefully remove the toothpick from the child's mouth. For a while, the sound will continue by inertia.
9. You need to use this technique until the child learns to independently put the tongue in the right place and whistle like a “mosquito”.
10. After that, proceed to the pronunciation of syllables (according to the pictures).
11. If a child in a syllable loses the articulation of a sound, pronounce syllables with him for a while with a toothpick.
12. When the sound is pronounced correctly, tell the child what sound he pronounces.

Setting the sound [C] from the correct [W]
1. The child must pull the sound [w].
2. At this time, let him slowly move the tongue forward, from the alveoli to the upper incisors. The tongue must not leave the palate. The upper incisors are directly above the lower ones. You can silently show the child this movement.
3. If you hear an intermittent sound, this means that by moving the tongue, the child tears it off the palate. Invite him to open his mouth and move his tongue while looking in the mirror.
4. With such a movement of the tongue, in the pronunciation of the child, at first a somewhat softened sound [w] will be heard, then an indistinct whistling sound and, finally, the correct sound [s]. This will happen if the child's incisors are closed. If the mouth is ajar, the sound [s] will not be entirely accurate. Warn the child that his sound will change from the movement of the tongue, offer to see together what kind of sound it will end up with.
5. When the child pronounces the sound [s] (more or less accurate), tell him that he got a sound that resembles a “whistle” of a mosquito.
6. Then practice this “whistle” with your child. Let him immediately put the tongue in the place where it is heard.
7. In the future, pronouncing the sound [s], the child must close the incisors so that they are in the form of a correct bite (that is, close the mouth), and in this position continue to “whistle”.
8. Then "train" the mosquito to pronounce syllables (from the pictures).
9. When the child pronounces the sound [s] freely, tell him what sound he pronounces.

Setting the sound [C] from the correct [C]
Ask the child to follow you in imitation to pronounce the sound [s "]. Look into his mouth and see where he has the tip of his tongue.
1. The tip of the tongue may rest against the base of the upper incisors or against the upper incisors. In this case, start giving the child the sound [s] (see below).
2. The tip of the tongue may rest against the lower incisors. Then you will first have to teach the child to pronounce this sound with the upper position of the tongue.
Setting the sound [s "] with the upper position of the tongue.
Lean the tip of the tongue against the upper incisors and in this position make the sound [s "]. Open your mouth so that the child can see your articulation. Ask the child to pronounce the sound [s"] just like you do.
Since the child already knows how to pronounce this sound, this task will not cause much difficulty for him, since he will check the correctness of his pronunciation by ear.
The final setting of the sound [s].
1. Let the child pull the “upper lingual” sound [s "]. You need to put your palm to your mouth (slightly from below) in order to feel the exhaled stream of air on it (slightly cool). Lips should be extended into a smile.
2. During a long pronunciation of a soft sound [s "] (carefully following the air stream in the palm of your hand), the child should gradually round his lips and, in the end, stretch them into a tube, as when pronouncing the vowel [y] (only leaving a wider hole ). You silently show the child how to change the shape of the lips, and he repeats it after you. The sound [s "] will sound more solid.
Make sure that the child, while rounding his lips, does not open his mouth wide at the same time, in extreme cases he can be allowed to put the upper incisors on the lower ones.
3. The child must always follow the air stream falling into the palm of his hand. Give him this instruction: “You should gradually stretch your lips forward, but the trickle of air should still fall on the palm. It will become more and more warm, and in the end you will have to make it hot.”
4. As a result, the child will get a solid sound [s]. If you notice that he is trying to maintain the softness of the pronunciation (it should disappear automatically with the rounding of the lips), tell him that his task now is not to pronounce the sound [s"], but to make a hot stream of air in the palm of your hand.
5. Tell your child that when he makes a sound with his lips stretched out in a smile, a skinny, small mosquito “squeaks” in his mouth, and the trickle of air turns out to be cool. And when he pulls his lips into a tube, then a fat, well-fed mosquito “squeaks”, and the trickle of air from this becomes hot.
6. In the end, invite the child to “squeak a fat mosquito” right away. If this is difficult, let him say (in the picture) the syllable [su] (the child's lips are already in a suitable position). This syllable should pronounce "fat mosquito".
7. If the correct or almost correct sound [s] is heard, it will be necessary to push the lips forward, as when pronouncing the vowel [s] (so that the upper and lower incisors are visible). The teeth must remain closed. Show your child how to do it. The pronunciation of the sound from this will become more accurate. You can (in the picture) pronounce the syllable [sy].
8. To clarify the pronunciation, you can invite the child to press the tongue more tightly against the upper teeth.
9. In the future, fix the sound in the syllables [sa], [sy], [se], [so], [su] (“teach a fat mosquito to talk”).
10. When the child correctly pronounces the sound [s], tell him what sound he pronounces.

Setting the sound [C] on inspiration
1. Let the child, with his mouth slightly open, place a 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. Then he should close (but not clench) his teeth in the form of a regular bite and pull his lips into a smile.
2. In this position, after exhalation (shoulders should be lowered), the child should “suck in” very little air into himself, so little that he “hit” the very tip of the tongue and felt 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 out (just a “sob” can be heard), then the child took a too deep breath. You can even notice how his chest has risen. Tell him that he should not inhale, but only "draw in" a little bit of air through his teeth to "cool" the tip of his tongue. Show him how to do it, so that he understands to what extent he must perform an imperceptible action.
4. After that, tell the child to “blow out” the same air that he feels as a chill on the tip of his tongue (because it has not yet warmed up) through his teeth. Let it “blow off” it from the tip of the tongue and “strain” through the teeth. Lips should remain in a wide smile. As a result, the child will make a quiet sound [s].
5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “chasing” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, let him rest. The chest and shoulders should be lowered, lips extended into a smile. When you inhale, the air should exactly fall on the tip of the tongue and immediately “blow off” also from the tip of the tongue. You can invite the child to blow off the "feeling of chill" from the tip of the tongue.
6. When the sound [s] is stable enough, pay attention to the child that he gets a thin whistle, like a “little mosquito”. Let it “whistle” longer on the exhale.
7. Then you need to “whistle” only on the exhale - intermittently, with pauses (“a mosquito, they say, will hang, then think a little, then hang again”).
8. After that, proceed to the pronunciation of the syllables [sa], [se], [sy]. [co], [su] (according to the pictures). Tell your child that your "mosquito will learn to talk."
9. When the sound [s] comes out unmistakably from the child, tell him what sound he pronounces.

Setting the sound [C] from the sound [T]

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. 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 not clear, ask the child to smile strongly, stretching his lips into a "thread". The whistling sound will be thinner.

Setting the sound [C] from the sound [C]

The option of setting the sound C from the sound C is not common, but knowledge of this method will not interfere with any speech therapist. The child pronounceslong and lengthy sound C. Subject to this condition, the second component of the diphthong is heard - the sound C. The biggest difficulty is to draw the attention of the child and give him the opportunity to hear this sound. If it is not immediately possible to pronounce S in isolation, you can pronounce TS, interrupting the sound With short pauses: TS-S-S-S. Then the pauses get longer. And immediately go to the pronunciation of syllables

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.

Sound [C] with malocclusion (progeny)

Setting the sound C during progeny (the lower jaw is pushed forward)
There is another way to set C during progeny: put the emphasis on the tongue with pressure on the lower incisors, pronounce the reference sound T in this position. An almost clear C sound will be heard.

Sound [C] with anomalies in the structure of the speech organs

With progeny (the lower jaw protrudes forward), the sound C can be set as follows: The tongue is placed 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 sound C will result from the passage of air through this gap. If a groove is not formed at the same time, you can use a probe, a narrow spatula, a match, a toothpick.

Sound [C] with the Gothic structure of the sky

Setting the sound C with a high palate or the absence of lower incisors
With this anomaly, the sound C is placed at the top of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: work on exhalation, formation of a groove, etc. After the appearance of a muffled C with an overtone of W, they move on to lowering the tip of the tongue down (which is no longer difficult to do).

INTERDENTAL SIGMATISM

Interdental: the child is invited to: translate the wide tip of the tongue behind the lower incisors, bring them closer and “let a light breeze”.

Invite the child to remember the exercise "Fence" - "Window" - "Bridge" - "Fence". And then "Cold wind", that is, blow for a long time. Watch the position of the tongue behind the lower teeth.

With interdental sigmatism, the child is first shown the correct articulation of the sound [C]. Attention is drawn to the fact that the tip of the tongue rests on the front lower teeth and should not be visible between the teeth, they are closed. If the child cannot immediately pronounce the sound by imitation, you need to resort to mechanical assistance: the tip of the tongue is pressed with a match. The child, having bitten it, pronounces the sound [C].

LABIO-DENTAL SIGMATISM

Labio-tooth: the child is offered, using visual control, with the position of the lips in a smile, pronounce the sound [s] for a long time (sometimes mechanical assistance is used - they hold the lower lip with the child's finger, attached to the dimple under the lower lip).

a) Comparison and distinction by ear of sounds [s-f] - in words similar in sound composition, with differentiation in syllables, among phonemes.

b) The exercises are the same as in the absence of sound. preparatory exercises.

c) Perform the exercises "Fence" - "Window" - "Bridge" - "Fence" - "Cold Wind". If it doesn’t work out, then the speech therapist holds the child’s lower lip, thus exposing the incisors, and offers to perform the “Cold Wind” exercise. Then the child himself holds his lower lip with his finger, preventing it from pulling up to the upper incisors, repeats the Cold Wind exercise. When the sound is obtained in isolation, pronounce it in combination with vowels (first with mechanical help, then without it).

With labial-tooth sigmatism, it is necessary to remove the labial articulation. This is achieved by demonstrating the correct position of the lips when pronouncing this sound or with mechanical assistance (with a finger moving the lower lip away from the teeth). In other cases, the child is asked to smile, pull back the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce the whistling noise typical of [C]. You can use mechanical assistance. The child pronounces the syllable TA repeatedly, the adult inserts probe No. 1 between the alveoli and the tip of the tongue (as well as the front of the back) and slightly presses it down. A round gap is formed, passing through which the exhaled air stream produces a whistling noise. By controlling the probe, an adult can change the size of the gap until the desired acoustic effect is obtained.

DENTAL PARASIGMATISM

Tooth: using the display of correct articulation, tactile sensations (with the back of the hand to feel a long air stream when pronouncing [with] a speech therapist, and then by himself), achieve the correct sound [s].

b) Comparing and distinguishing by ear sounds [s-t] in words similar in sound composition (“sledge-tanks”), in syllables, among phonemes (see the development of phonemic hearing).

c) By lightly pressing the spatula on the tip of the tongue, lower it behind the lower incisors to form an outlet for air through the interdental gap.

d) Invite the child to hold the tongue between the incisors, spreading it wide. With this position of the tongue, the child, exhaling air, feels its jet at the tip of the tongue, producing a sound similar to interdental [s], then, slightly pressing with a spatula on the flattened tongue, on its tip, one should gradually move it behind the lower incisors.

With near-tooth parasigmatism, the correct sounding of the sound [C] is achieved by using the display of correct articulation, tactile sensations (with the back of the hand), the child feels a long cold air stream when pronouncing the sound [C] by an adult, and then by himself.

LATERAL SIGMATISM

Side: in two steps: they achieve interdental pronunciation [s] to get rid of the squelching noise (sometimes they use mechanical help: a match; to develop a long groove along the midline of the tongue); then the tip of the tongue is transferred to the tooth position (behind the lower incisors).

a) The exercises are the same as in the absence of sound.

b) Perform the exercise "Shovel". Blow on a wide tongue. First, the tongue is between the lips, and then between the teeth.

c) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.

Setting the sound [from] side.

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

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises, can rise to close contact with the lateral teeth. When correcting lateral sigmatism, the child is taught to blow on the widely spread front edge of the tongue, then on the tip of the tongue between the teeth. Then the tongue is translated behind the teeth.

Nasal Sigmatism

Nasal: the child is invited to: pronounce the sound [f] for a long time, stick the wide tip of the tongue between the lower lip and upper incisors. Then, with the interdental position of the wide tip of the tongue, blow on it with the sound [f]; gradually removing the tip of the tongue behind the lower incisors.

a The same exercises as in the absence of sound.

b) Differentiation of nasal and oral exhalation.

c) Perform the exercise "Shovel" - the position of the tongue between the lips. Blow on a wide tongue. Blow on the tongue in the interdental position.

d) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.

With nasal sigmatism, the child is offered to pronounce the sound [F] for a long time, stick the wide tip of the tongue between the lower lip and the upper incisors, then, with the wide tip of the tongue in the interdental position, blow on it with the sound [F], gradually remove the tip of the tongue behind the lower incisors.

Sizzling Parasigmatism

Hissing: the child is invited to pronounce [f] for a long time with the interdental position of the wide tip of the tongue and achieve the correct sound [s].

a) The same exercises as in the absence of sound.

b) Comparing and distinguishing by ear sounds [s-sh] in words, syllables, among phonemes.

c) Perform the exercises "Fence" - "Window" - "Bridge", hold the tongue behind the lower incisors.

d) From the “Bridge” position, perform the “Shovel” exercise, blow on the tongue in the interdental position.

e) Automate the interdental sound [s] in syllables, words, phrases.

f) Correction of interdental sound [c] using the exercises "Fence" - "Window" - "Bridge" - "Fence" - Cold wind.

How to pronounce the soft sound [s"] is normal.

Sound [s"] ("s") - consonant, deaf, soft. Paired to him in hardness - sound [c]. Paired in sonority - sound [z"] ("sz").

When pronouncing the sound [s "], the organs of articulation occupy the following position:

- lips slightly stretched in a smile so that the upper and lower incisors are exposed;

- teeth brought together, forming a gap of 1-2 mm;

- Tip of the tongue wide, located at the bottom of the lower front teeth;

- lateral edges of the tongue raised and tightly closed with the upper lateral teeth;

- dorsum of the tongue in hismiddle part forms a narrow gap with the upper alveoli for the exit of a jet of air;

- air jet strong, passes through the middle of the tongue and when bringing the back of the hand to the mouth feels cold;

- soft sky tightly pressed against the back of the throat, preventing air from escaping into the nose;

- vocal cords open, do not form a voice.

Ways p stop sound [ C " ]

No. p / p

Setting method

NO SOUND

After automation, [s] is called by imitation of [s "] (using the syllables si, xia, xe, xu) - they ask to smile wider, as this helps to soften the sound.

When pronouncing a soft [ C" ] lips stretch more than with C, and tense up. The anterior middle part of the back rises higher towards the hard palate and moves forward somewhat towards the alveoli, after which the gap narrows even more, and the noise becomes higher.

Bibliography

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   Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers (correction of erased dysarthria): a textbook. [Text]: / L.V. Lopatina, N.V. Serebryakova -– St. Petersburg: SOYUZ Publishing House, 2000. - 192 p.

   Polyakova, M. A. Self-instruction manual for speech therapy. Universal guide[Text]:/ Marina Po Lyakov. - 4th ed. - M.: Iris-press, 2009. - 208 p.

   Shablyko, E.I. Correction of violations of the pronunciation of whistling sounds in preschoolers and younger schoolchildren [Text]: / E.I. Shablyko / Manual for speech therapists of preschool educational institutions and schools, educators and parents. - M.: TC Sphere, 2013. - 64 p.

1. Tip of the tongue rests on the lower front teeth.
2. Lips stretched, as if smiling, and do not cover the teeth.
3. Teeth close or closed
4. We exhale the air with force 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. Sound with deaf.

PREPARATORY EXERCISES

Exercises for the development of air pressure.

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

2) We stick out the tongue so that it lies calmly, without straining, on the lower lip. Along the tongue to its middle, put a round thin stick (match) and lightly press to form a groove. We round the lips, but do not strain. The teeth are open. Inhaling, we blow out the air with force, puffing out the cheeks. We control with the palm of the 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 a while. We close our teeth. Repeat exercise.

Exercise. Pronunciation of a long sound with.

1) Open your mouth. Spread out the tongue and rest against the lower teeth with a tense tip. Along the tongue, put a round thin stick (or match) on its tip so that it presses only the front of the tongue. Lips stretched into a smile. Close your teeth as far as the wand allows. We evenly blow out the air with force, controlling it with the palm of the hand, a piece of paper or a cotton swab. A long s-sound is heard. We repeat the exercise.

Note. If the stick does not lie in the middle of the tongue or the air pressure is insufficient, the sound c turns out to be unclear, 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: Clarification of the pronunciation of a sound with or evoking it by imitation, the development of 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 correctly pronounce the sound with, 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. The attention of children should be drawn to the fact that the “angry” whistle of air coming out of the pump resembles the sound with. When we pronounce with, then the lips are in a smile, the teeth are visible, and with the back of the hand brought to the mouth, one can feel a cold stream of air. To help those who pronounce the sound indistinctly, you need to see what exactly does not work out for each child.

Setting sounds [L], [L]

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

Methods and techniques for staging sounds L, L..

In the absence of sound, the setting is carried out in 2 stages:

1. Setting [l] interdental. The child is invited to pronounce the combination ya. At the same time, [s] is pronounced briefly, with tension of 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 such a sound in syllables and words.
2. Next, move the tongue to a toothed position, firmly pressing the tongue to the alveoli to pronounce ly-ly-ly.

With nasal pronunciation, the staging 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 jet.

Setting the sound [L] during interdental pronunciation. If a child pronounces several groups of sounds like this, special attention is paid to the development of motor skills of the tip of the tongue. The setting is carried out as in his absence. You can use mechanical assistance - with a spatula, 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, put 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] soft sound[l] can be used probe #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 against the upper incisors with force and pronounce the syllables ky several times. Then sharply open your mouth (you can help by pressing on the chin). This technique is not suitable for children with lateral pronunciation.

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

In some cases, the sound is faster and clearer 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 put in a mixed way. Ask the child to pronounce the syllable you with the tongue stuck between the lips, then you should move the lower lip with your finger.

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

Invite the child to give the fullest possible tension in the area of ​​​​the shoulder girdle, for which you need to bend your head forward and in this position pull the sound [l] at the lowest possible tone.

With two fingers - index and ring - hold a 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.

With the lateral pronunciation of the sound, you should first achieve the correct air jet and the direct 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 staging the sound [L] is that while pronouncing the sound correctly, the child continues to hear his former sound. Therefore, it is necessary to attract the child's auditory attention to the sound that is obtained at the time of its production.

Setting sounds [P], [Pb]

A set of exercises for the sounds P, Pb:

• "needle"
• "fast snake"
• "turkeys",
• "dipper",
• "horse"
• "painter",
• "woodpecker",
• "steps"
• "drummer",
• "balalaika".

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

By imitation.

The child is asked to perform the "fungus" exercise. At the moment of suction, they are asked to blow with force on the tip of the tongue. A voice is added to the resulting dull vibration.

With the upper raising of the tongue set, the child is asked to pronounce the combinations: zhzhzh, zhzhzh, or d-d-d-d. At this point, with a spatula, ball probe or clean finger, make quick side-to-side movements along the bottom of the tongue closer to the tip.

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

In a similar way, you can call [P] from [Z] the top lift. The child is asked to hold the tongue at the base of the upper teeth and draw the sound [З] for a long time. During its pronunciation, the tip of the tongue is in more tense state and the air jet is more forced. In this case, the resulting sound is not clear, but rather noisy. From the resulting sound, a trembling [R] is mechanically caused.

With the throat pronunciation [R], the staging takes place in 2 stages.

Setting a single-hit [P] from the sound [Ж]. With its drawling pronunciation without rounding the lips with the tongue moving slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with a significant air pressure and a minimal gap between the front edge of the tongue and gums. Then the setting is carried out using a probe as in other cases.

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

With repeated pronunciation of the combination [tdtdtdtd], with a slightly open mouth and when the tongue closes with the gums, vibration occurs. However, this method is not suitable for correcting backlingual or velar [P].

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

To hold the upper lift of the tongue, use the exercise " turkey poults". During the quick pronunciation of the combination [blblbl], the lower lip is first lowered (the tongue moves along the upper one), then the movements are transferred to the upper incisors, and then to the alveoli. Such a sound is slightly burry. To eliminate this defect, you should ask the child to fix a strong exhalation on the sound d.

If the child does not hold the upper position of the tongue, and the sound comes out muffled and not booming, you can ask the child to “prolong” the sound - drn - drn (“start the car”).

Setting sounds [W], [W], [H]

A set of exercises for setting the sounds W, W, H:

• "bowl",
• "delicious jam"
• "fungus",
• "harmonic",
• "horse"
• "focus",
• "punish a naughty tongue."

Methods and techniques for staging sounds [W], [W], [H].

By imitation.

Sound [Sh]. Ask the child to lift the tongue with a bucket by the 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 lifts the tip of the tongue towards the alveoli with a spatula or probe. Then you need to strongly blow on the tip of the tongue, adding the sound [a] to the exhalation.

With an undisturbed sound p, 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 are asked to pronounce the sound [p] as quietly as possible.

When pronouncing the sound x, which gives a strong air stream, the child is asked to raise a wide tongue to the alveoli. However, in order for the resulting sound not to remain backlingual, it is necessary to focus on the tip of the tongue.

If, with the tongue raised, its lateral edges do not adjoin the upper molars, then the thumbs of both hands press it from 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] for as long as possible ([d] for the sound [g]), holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist with a spatula slightly shifts the tongue to the alveoli. The same technique can be used if the child pronounces the sound [h].

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

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

If the child has a sound [u], then [h] can be put from it if the child begins to pronounce the combination [u] at a fast pace.

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

In some cases, it is possible to set [h] from the combination [ts]. To do this, fix the lips in the “mouthpiece” 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 [w] is put in imitation from 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 [s] mechanically, raising the tongue up or along the show.

Statement of sounds С, СЬ, З, ЗЬ, Ц.

A set of exercises: “spatula”, “punish a naughty tongue”, “brush your teeth”, “the engine whistles”, “strong tongue”, “swing”, “angry cat”, “groove”.

Methods and techniques for setting sounds [C], [Cs], [Z], [Zb], [C]

In cases of dental sigmatism, it is enough to lower the tip of the tongue to the lower teeth with mechanical help and thus get a gap instead of a bow.

With lip-tooth pronunciation, it is necessary to slow down the participation of the lips, for which preparatory articulation exercises are carried out. Or slow down the movement of the lips with your finger.

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

The child is asked to repeatedly pronounce the syllable ta, the speech therapist introduces probe #2 or ball between the alveoli and the tip of the tongue (as well as the front of the back of the tongue) and slightly presses down.

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.

With lateral sigmatism, a two-stage staging technique is used: an interdental pronunciation is called to get rid of the squelching noise, and then the tongue is transferred to the tooth position.

In some cases, with isolated nasal sigmatism, the sound is set from the sound [Ф]. By pushing the tongue between the teeth and pushing the lips back with mechanical assistance.

The pronunciation of the combination [s] or [s] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similarly from the sound [x]. Lips in a smile, teeth in the form of a regular bite (slightly closed). Ask the child to pronounce the sound [x] “in the teeth”, feel the cool air stream with the palm of your hand.

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

Equivalent reception of the production from the sound [c]. By lengthening and adjusting the power of pronouncing the sound, they achieve a clear [s]: TSSSSSSSSSSSSS.

Very rare inhalation staging. Place a wide tongue at the bottom of the mouth so that it is in contact around the entire perimeter with the lower teeth. Stretch lips into a smile, teeth slightly closed in the form of a regular bite. In this position, after exhaling (shoulders should be lowered), the child should “suck in” very little air into himself, so little that it hits the very tip of the tongue. Next, "drive" a trickle of air into the mouth 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 [w] by imitation or mechanically, slowly moving the tongue forward to the upper teeth, then down. The teeth must be closed.

Sound [S] can be put from [C] in combination [isi] at the highest possible sound [ii] at a fast pace.

Similar to setting [s] from the sound [Xh].

Sound [З] (зь) put in the same way as [s] (s), but with the connection of the voice. In cases where the sound [h] still turns out to be deaf, it is pronounced between two consonants - [mzm]. The sound [m] is pulled as long as possible, and the sound [h] (s) is pronounced quickly.

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

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

Sound setting [Y]

A set of exercises:

• "brush your teeth"
• "needle"
• "slide",
• "coil",
• "strong language".

Methods and techniques for setting the sound [Y].

Often it is possible to put the 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 [and], and immediately without interruption [a] is pronounced. You can put the sound immediately in words, where the sound [th] is the first.

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

Pronouncing the sound [xh] for a long time, pay attention to a very thin gap between the teeth and an increased exhalation.

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

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

A set of exercises:

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

Methods and techniques for staging sounds k, g, x.

Sound [X] put in imitation of the exercise “warm up the hands”. Open your mouth by 2 fingers, blow warm air on the palm of your hand. In some cases, tilting the head up helps.

Sound [K](k) is placed from the sound [t] (t) with mechanical help. The child pronounces the syllable [ta] (cha) several times, at the moment of pronunciation, the speech therapist with a spatula or probe moves the tongue deep into the mouth by pressing on the front of the back of the tongue. At first, [ta] is heard, then [tya - kya - ka].

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

If the sound is South Russian.

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

Sound [X] it is put from sounds with and w mechanically - at the moment of their pronunciation, move the tongue deep into the mouth. The sound r is put from the sound d in the same way as k.

Setting up other sounds

Setting the sound [U].

Stretching your lips forward, pronounce the sound [u], then close and open your lips with your fingers. Or do the “balalaika” exercise at a faster pace with your fingers on the lips. 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 the correct one, to teach to turn on the voice at the stage of preparing the articulatory position.

Sound setting [B].

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

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

Setting the sound [D].

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

Recommendations for staging sounds for various speech disorders

Phonetic-phonemic underdevelopment of speech (FFNR).

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

The following is taken into account:

• for the initial production, sounds belonging to various phonetic groups are selected;
• the sounds mixed in the speech of children are gradually worked out delayed in time;
• 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 a conscious analysis and synthesis of the sound composition of the word.

Hearing impairment.

With impaired hearing, there is a defect in voicing. If the voicing is completely broken, the work begins with slotted sounds, moreover, from the simplest of them in terms of articulation - [B]. After it, they move on to the sounds [З] and [Ж], and then to the explosive ones in the sequence: [B], [D], [G].

You can achieve voicing of the sound due to the direct transition to it from one of the sonors - [M], [N], [L], [P] ( mmmba, nnnba). At the beginning, the speech therapist fixes the child's attention on the clarity of the correct pronunciation in general, i.e. the clarity and correctness of the pronounced sounds and the correct stress, then he is engaged in the production of sounds (usually C, W, F, R, B, D, D) 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. The evoking of sounds begins with the lightest and safest. Of particular importance is detailed analysis defect. The process of working on sounds is similar to working with dysarthria. Ways and methods of setting sounds in stuttering are used as in dyslalia.

Dysarthria.

Corrective work in dysarthria is complex and includes work on:

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

Speech therapy work is carried out against the background of drug exposure, physiotherapy, physiotherapy exercises and massage, if necessary, a reflex-prohibiting position is applied.

Working on sounds with dysarthria has its own characteristics:

• It is not necessary to immediately achieve complete purity of sound, the polishing of each sound should be carried out for a long time, against the backdrop of ever developing, more complex work on other sounds.
• It is necessary to work simultaneously 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 preserved in pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation turn out to be less disturbed.
• Before evoking sounds, it is necessary to distinguish the phoneme by ear. Also, the child must learn to catch the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish interanalyzer connections between the movement of the articulatory muscles and their sensation, between the perception of sound by ear, the visual image of the articulation pattern of this sound and the motor sensation when it is pronounced. 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 performed without visual control, drawing the child's attention to proprioceptive sensations. Particular attention should be paid to the pronunciation of vowel sounds that contribute to the activation of the soft palate and the movement of the jaw.

Alalia (ONR).

Speech therapy work can be effective only if it is carried out in a complex manner against the background of active medical 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 dictionary or when working on a phrase, separate sounds appear in the speech of children. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants.

When setting up and fixing great importance has a sequence of assimilation of sounds in a certain position in a word. The sound is most successfully fixed 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 with alalia or ONR is carried out in stages:

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

Exercises aimed at compensating for apraxic disorders.

1. Development of differentiated movements of the tongue and lips.
2. The development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) for closing with different parts of the sky.
3. Development of differentiated movements of the lips and tongue with various methods of sound formation (differentiation of the bow and friction).
4. Development of conscious differentiated movements of the tongue (tip and back) for the formation of friction.
5. Development of differentiated movements of the lips and tongue for the formation of palatoglossal and labial-labial friction.

As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase, elements of lip reading are also used. The absence of some sounds in a child is not a serious obstacle to memorizing letters and mastering the technique of sound fusion. The child gradually develops the connection of the phoneme, grapheme and article.

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 out 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:

• it is impossible to call the sounds of one articulatory group;
• sounds should not be introduced into nouns in the nominative case, but into words and phrases necessary for communication (well, I will, tomorrow, today, etc.).

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

Rhinolalia.

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

• Vowels A, E, O, U, Y. Consonants П, Ф, В, Т, К, Х, С, Г, Л, Б and their soft variants.
• Sounds: I, D, Z, W, R.
• Sounds: Zh, Ch, C.

In the process of setting phonemes, it is necessary to involve visual, auditory and kinesthetic analyzers. Relying on kinesthetic and visual control helps to get acquainted with the feeling of the tongue moving forward, the degree of tension of the organs of articulation.

Particular importance is given to the ability to feel directed exhalation. The production of sounds is started only after the correct speech breathing has been formed. The evoking and automation of the sound occurs on a very calm exhalation with the concentration of attention not on the sound, but on the correct exhalation. The mechanical method of clamping the nose should be performed with one finger, while pressing the wing of the nose to the face, and not to the nasal septum.

Given the degree of activation of the soft palate, fricative voiceless consonants are put first in the sequence: Ф, С, Ш, Ш, Х.

They start with the sound [Ф], since it is the lightest, accessible by articulation. The child is asked to put 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 invite the child to exhale strongly with tightly compressed lips, at this time, with the index finger, alternately close and open the lower and upper lip.

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

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

Correction of posterior palate sounds is not possible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of the 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 protor [Р], we put [Ш] from the whispered form Р with close teeth and rounded lips. If the lower articulation [Ш] is easier for the child, then we introduce it into speech.

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

When staging, one should take into account the economy and strength of the formation of sounds, the processes of assimilation. 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 the norm. This sequence corresponds to the program for teaching children in the preparatory speech therapy group.

However, changes are quite acceptable if they are dictated individual features individual children and contribute to their successful promotion.

How to work on sounds(Konovalenko V.V., Konovalenko S.V.):

1. Whistling C, Z, Z, C, C.
2. Sizzling Sh.
3. Sonor L.
4. Sizzling J.
5. Sonora R, R.
6. Hissing Ch, Shch.

Optimal age for correcting sounds. 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, less weak air jet.

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

The initial sounds for setting hard sounds should be chosen in the syllable with the vowel A (S for L), for soft sounds, syllables with the vowel I should be taken.

Automation of the corrected sound begins with direct syllables, then reverse syllables, and lastly in syllables with a consonant confluence. The sounds Ts, Ch, U, L are easier to fix in reverse syllables, and then in direct ones. The sounds P, Pb can be automated from the protor analogue and generate vibration in parallel. In some difficult cases, for example, with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: protoric p, hissing.

Literature:

How to teach a child to correctly speak the sound with and other whistling sounds: articulatory gymnastics, setting the sound with, video - a demonstration of simple and affordable ways to set the sound with, songs with the sound with.

Many children mistakenly pronounce the sound C, which is difficult for them, and other whistling sounds (s. z, z, c). They can skip this sound or replace it with other sounds.
Fine speech development by the age of five, children correctly pronounce all the sounds of their native language a (with the exception, perhaps, of the sound p, which may appear a little later - at 5.5 years). But now, few of the children reach this norm. What is the reason?
1. Previously, in every kindergarten, from the age of three until graduation from kindergarten, articulation gymnastics was regularly held with all children before breakfast, and in the evening - individual exercises with children who find it difficult to pronounce sound. And this was not done by a speech therapist, but by the most ordinary trained educator! And these were not isolated complexes, exercises and games, but a strictly substantiated system of teaching speech and pronunciation of sounds. Because problems cannot be solved without a system. Now this is already history, and it is rare where you can find such a clearly and consistently built system for the work of a teacher on sound pronunciation with kids. Perhaps that is why modern children have more problems with speech.
2. Now parents pay much less attention to the speech of babies. Often the child is required only to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?” rather than the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “What difference does it make what he says. The main thing is that you can understand it, and that's it! But speech is a means of self-expression, communication, knowledge. And the success of all types of human activity depends on its development.

The child incorrectly pronounces the sound with and other whistling sounds. What to do?

How to help a child if he incorrectly pronounces the sound with and other whistling sounds? Can parents help a child?
As it is right, parents wait for the age of 5 and then take the baby to a speech therapist. Although sometimes one push is enough, which will cause the correct sound in the child and help to fix it in speech, without waiting for the age of five. And this “push” should be done not at 5-6 years old, when it was already late, but much earlier - at the age of 4. And most importantly, to give such an impetus, you do not need to be an expert specialist at all! You just need to know the exact technology learning sounds for kids and its nuances.
To form the correct pronunciation of all the sounds of the native language in children in kindergartens, special sound pronunciation classes are held for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be regularly held). If for some reason there are no such classes, then at home you can help the baby.
I know many mothers and grandmothers who, living far away from a speech therapist, coped with the problem of difficult sounds themselves and helped their babies. And I know many educators who can prevent speech disorders and help the child speak correctly and learn to pronounce all the sounds of his native speech. We are all able to help the baby and tell him the right way!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be enough. And he will please both you and himself with the correct sound suddenly appearing in his speech with or z. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i. automate the correct pronunciation of a given sound.
But if all sounds are disturbed in a child, he makes a lot of grammatical mistakes, his speech is slurred, he speaks with difficulty, then a speech therapist is indispensable. And the sooner you contact a specialist, the better the results will be.
All articulation exercises are useful not only for children whose sound pronunciation is impaired, but for all preschoolers, because they develop the articulatory apparatus, make it more mobile, flexible, teach them to control it consciously.

Sound stages.

Working on a new sound that the child pronounces incorrectly includes a number of steps:
1. Clarification of the movements of the organs of the articulatory apparatus needed to pronounce this sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. The appearance of sound- sound setting
3. sound acquisition- fixing the correct pronunciation of sound in the child's speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will talk about all these stages in more detail.

First stage. Articulation gymnastics for whistling sounds (s, s, s, s, c)

As a rule, in a child who does not speak the sound c or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistling sounds include the sounds s, s, ts and a soft version of the sounds - s, s). One of the reasons for the incorrect pronunciation of sound is the lack of mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, a special “regular exercise-exercises” is needed - articulatory gymnastics.
IN complex of articulatory gymnastics exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue, lips, necessary for a given group of sounds, develop the correct air stream. Therefore, I really do not recommend moms, dads, grandparents to come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all the complexes of articulatory gymnastics are by no means randomly compiled! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulation gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulatory gymnastics should be performed daily without interruption. The most convenient time is before breakfast in the morning. It takes only 3-5 minutes of your time to carry out such gymnastics.
Each time articulation gymnastics is carried out in a playful way.- in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!

Tips for conducting articulation gymnastics - it is important to know and perform:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then it is only one, and all other exercises should be familiar to the child by this time.
If the child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are fixed. But the consolidation takes place in a new form for the child - in a new plot, with new characters.
Articulation exercises should be done while sitting in front of a mirror.- You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
Be sure to monitor the symmetry of the face when performing gymnastics movements(the movements of the child should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
It is necessary to monitor during articulatory gymnastics the accuracy, smoothness of movements, give the child clear criteria for the correctness and incorrectness of the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you just formally carry out the exercises, then their conduct is useless or of little use! After all, articulatory gymnastics is not called so for nothing. This is really "gymnastics", in which the correctness of movements is important, and not just playing with the tongue! By analogy: if you just lazily twist your arms, then this will not be physical education or fitness and will not have a good result for your health! The same is true in articulatory gymnastics. For the result, the quality of the movements is important, and not any movement in itself.
Articulatory gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, in no case do not scold the child, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one life law - everything that is developed, develops! Therefore, everything is still ahead of you! Praise the baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.

Preparatory complex of articulation gymnastics includes exercises needed to pronounce any sounds. It is with such a preparatory complex that it is best to start doing articulation gymnastics in kindergarten or at home. The basic version of such a complex, which you can start doing at home:
Smile and keep your lips in a smile. At the same time, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ringlet. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue rise for the upper teeth.
Alternation of movements tongue up and down.
Alternation of movements tongue with the tip of the tongue lowered down: move the tongue deep into the mouth - bring it closer to the teeth.

If these movements are easy for the child, then you can immediately proceed to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If the child cannot do the exercise with the alternation of “smile - ring - tube”, then I strongly advise you to consult with a speech therapist.

Complex of articulation exercises for whistling sounds p. h, c (Designed by Fomicheva M.V.).

Helpful Hints:

• In every exercise I give description of movements and typical mistakes(See "What to look out for"). After the description you will find video all exercises.
• First, do all these exercises yourself in front of a mirror, paying attention to all the nuances, master them, and then learn them with your children.
• Never scold a child for a mistake, just show once again the correct version of the exercise yourself, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to follow. Children are quite calm about the “mistakes of a cheerful tongue” and are happy to “teach” him to do the movements correctly.

Exercise 1. Drive the ball into the goal.

Our task: in this exercise, the child will learn how to direct a long, directed stream of air.
Performing the exercise:
Put two cubes on the table - this is the gate. And next to the gate on the table in front of the child, put a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate of cubes.

Do not puff out your cheeks! The kid can hold them with his hands to control himself.
The stream of air should be long and without interruption - one long exhalation.

Exercise 2. Punish the naughty tongue.

Our task: teach the child to keep the tongue wide and relaxed. And continue to produce a directed air jet.
Performing the exercise:
The child, opening his mouth, puts his tongue on his lower lip and, slapping his lips, pronounces five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with the children, which is already trying its best to do it, so I do this exercise with the kids in a different story - the tongue rests and sings the song pi-pi-py. Or I suggest that the child massage the tongue: pya-pya-pya. You can also come up with your own story.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times on one exhalation, while the air stream goes smoothly, without interruption, without holding the breath.
The child can check the correctness of the exercise as follows - bring a cotton wool to his mouth, and it will deviate. Children always love this kind of self-examination.

Exercise 3. Wide tongue - pancake.

Our task: we will teach the child to keep the tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, put the wide front edge of the tongue on the lower lip and hold it in this state from one to five to ten. Try it yourself first!
What you need to pay attention to when following the exercise in the mirror:
Lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not tuck in.
The tongue should not "run away" far - it just covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work out, then you must continue to do the previous one - “punish the tongue”. And come back to this exercise later.

Exercise 5. Who will drive the ball further?

Our task- we will work out the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need a fleece, which we will try to drive away. Cotton wool is our "ball". You need to smile, put the wide front edge of the tongue on the lower lip. Then pronounce the sound f for a long time. And blow off the cotton wool on the opposite edge of the table.
What you need to pay attention to:
The lower lip should not stretch over the lower teeth.
Do not puff out your cheeks!
It is necessary to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.

Exercise 6. Brush your teeth.

Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required for the pronunciation of whistling sounds.
Performing the exercise:
Smile, open your mouth. Brush your bottom teeth with the tip of your tongue. First move the tongue from side to side, and then from bottom to top.
What you need to pay attention to:
Lips in a smile and motionless throughout the exercise.
When moving from side to side, the tongue is at the gums, and not at top edge teeth.
When moving from bottom to top, the tip of the tongue should be wide and move from the root of the teeth upwards.

Sometimes articulatory gymnastics seems boring and uninteresting to adults. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn the naughty tongue” and improve the technique of the exercise. And to all children! And if the plot of the exercises is changed, then interest in them always remains very large, and there is a kind of intrigue - what will be new this time? After all, the kid himself sees his results clearly, sees that every time he moves, he gets better and better, more and more accurate. And in this way, the baby explores himself, the structure of his body, which also captivates preschoolers.

How long does it take to prepare it is simply impossible to say. For one child, three times is enough, for another - a week, for the third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, it’s not worth “spare” for this time and rush!

You can see the exercises of the articulation gymnastics complex for whistling sounds in the video below.

Video. Articulation gymnastics for whistling sounds (s, h, c)

Second phase. Sound setting.

At the second stage, those children who correctly pronounce the sound c, refine its articulation and pronunciation, and strengthen their skills. The same children who did not know how to pronounce it, learn to pronounce given sound- "whistle".
It is very important that the child is aware of the correct articulation of the sound and can check himself. This has been possible since the age of 4. And in the speech development classes, all children are taught this (at least they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate the correct pronunciation, for a clearer and faster work of the organs of articulation, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.

At 4 years old the child learns how teeth, lips, tongue work when pronouncing sounds in the form of a fairy tale - the game "Tales of the Merry tongue".

From 5 years old you can explain to children the correct articulation of sound already in the form we are used to (without a fairy tale) and ask the baby questions: “How does the mouth work? What does the tongue do, etc. At senior preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of movements, for quick switching to a new movement, for ease of movement.

Articulation gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with this sound, which you will find below.

When staging a sound, the baby also learns the correct articulation of the sound.

Correct articulation of sound.

With the correct pronunciation of the sound with:
The mouth smiles (the corners of the mouth are slightly pulled back),
teeth are closed,
The tip of the tongue rests on the lower incisors (i.e., it is at the bottom, not at the top),
The anterior part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as "tubercles" in the sky, at the top of the mouth),
In the middle of the tongue, when pronouncing a sound, a groove is formed along which air flows.
In contrast to the hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air comes from the mouth, you need to bring your hand to your mouth with your palm down. Say the sound Sh yourself in this position, and then the sound C, and you will see the difference. You can show the baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will experiment with pleasure, how he does it - a cold stream of air or not.

For four-year-old children, you can set up sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires with air, which deflated a little. We will work as a pump and inflate the tires with air: ssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask the child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Bottom, hidden behind the lower teeth). What air goes - cool or hot? (Cool) - Bring the back of your hand to your mouth. Compare with X sound - when is the air warmer at X sound or C pump sound?
Invite the child to “take the pump” (pantomime is an imaginary action) and “pump up the tires with the pump” - whistle ssss.
Very often, even such a refinement of the correct sound pronunciation of the sound C in the game "Pump" is enough for a four-year-old child to begin to pronounce the sound correctly!

It happens that “playing the pump” is not enough and you need to clarify the articulation of the sound individually, in front of a mirror. When staging sound by imitation you can offer the baby to blow on a slightly protruding wide tongue, imitating you. After that, you need to translate the tongue behind the lower teeth. “Look where my tongue is. Do you see teeth? Do the same. Smile so your teeth show. Press the wide tongue to the front teeth at the top. Well done! Now cover your mouth and let's blow. Bring your hand to your chin - can you feel the air coming in? Place the cotton pad on the child's chin so that a stream of air hits it. If the child is blowing weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.

It is not necessary to expect that the sound C that appeared by imitation will immediately appear in the child's speech. For a child, this is just the sound of a pump in the game! Even the next day, the baby may already forget everything, and you will have to show the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound from to enter the speech of the child, games and game exercises are needed to automate it, which I will discuss in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And still need to teach the child to distinguish between close and similar sounds, so as not to confuse them in speech. We will also talk about this in the continuation of this article.

And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and affordable techniques.

How to teach a child of 3-4 years old to speak the whistling sounds C and Z correctly? Video

If a child is good at articulatory gymnastics movements, then, as a rule, a few simple tricks allow him to almost immediately learn how to correctly pronounce whistling sounds from and to. You will learn how to teach a child at home to speak the sound correctly and correct its pronunciation from the video of Irina Denisova. She shares some professional speech therapy secrets with her parents.

If you managed to successfully call the sound, then it remains only to automate its correct pronunciation in syllables, words and phrases. You can find out about games and exercises for automating the sounds C and C in a child’s speech in the article.

If the pronunciation of many sounds is disturbed in a child, articulation exercises are very difficult for him, and it is not possible to call the “correct” sound, then you definitely need to contact a speech therapist in a children's clinic or speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge at the district or city department of education.

And at the end of the article - a few songs for speech classes with children according to the sound s.

Songs with sound C. Video for speech classes with children.

Song about sand- a song for pronouncing an isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.

Song about the letter S. Words with the sound C. How to mold the letter C from the letter O?

See you soon!

More about the formation of the correct sound pronunciation in children preschool age You can read:

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The disadvantages of pronunciation of whistling (and hissing) sounds are called sigmatism.

There are the following types of sigmatism:

Interdental sigmatism- when pronouncing the sounds C and 3, the tip of the tongue sticks out between the front teeth, giving these sounds a tinge of lisp.

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

Hissing sigmatism- the tip of the tongue rests against the lower gums or is somewhat 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 sh (shyabaka - dog).

Labiodental sigmatism- the lower lip is pulled up to the upper incisors. A jet of air is scattered over the entire plane of the back of the tongue, inflating the cheeks, which is why the defect has received an additional name: “cheek sigmatism”.

Lateral (lateral) sigmatism occurs in two forms:

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

In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue are not excluded, which requires a thorough examination of this defect with the participation of a neuropathologist.

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 the passage to the nasal cavity; it turns out some kind of snoring, grunting sound with a nasal tinge of subsequent vowels.

The softening of the hard sound C, in which the syllables sa, so, su are pronounced as xa, sho, shu (syabaka - dog, nose - nose), is due to the excessive rise of the back of the tongue.

Replacing the sounds С and СЬ with any other sound (w, h, t, x, etc.) is called parasigmatism.

TECHNIQUES FOR STATEMENT OF WHISTLES WITH DIFFERENT TYPES OF SIGMATISM:

With interdental and near-tooth 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, it is easy to press the tip of the flattened (and 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 sigmatism often requires lengthy speech therapy work, stubbornly held in free speech, even if the sounds C, 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 pulling the tongue when pronouncing whistling deep into the mouth. To this end, we recommend temporarily transferring the child to the interdental pronunciation of the C sound 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.

With lateral sigmatism, it is advisable to put the sound C 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;

c) then the tip of the tongue is gradually transferred beyond the lower incisors, provided that the child is able to lay a wide tongue behind the lower teeth, which can be achieved with 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, well-nu, etc. You can temporarily transfer the child to the interdental pronunciation of whistling in order to ease the tension of the back of the tongue.

When correcting nasal sigmatism, preliminary work is necessary on organizing the correct exhalation through the middle of the oral cavity. 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 transferred 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 candles, blowing pieces of cotton wool, pieces of paper, etc. Clamping the wings of the nose to prevent air from leaking through the nose is not effective.

Correction of labio-tooth (cheek) sigmatism includes two points:

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

b) retention (possible with mechanical assistance) of the lower lip so that it does not pull up to the upper incisors.

The child is taught to lay the first phalanx of the index finger on a wide tongue lying behind the lower teeth. The finger is bitten with incisors: "put the whistle in your mouth." The mouth smiles from ear to ear, the front teeth are clearly visible 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 put the “whistle” into his mouth, he is invited 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 the vowel, the child puts his “whistle” finger and adds the sound C. With mechanical help, the sound C is fixed in syllables a-c, o-s, u-s, e-s, and then in words ending in C (forest, nose, dog, etc.). Worked out with a finger and direct syllables. The need for mechanical assistance disappears as soon as the correct articulation pattern and exhalation are reflexively developed.

Normal setting of the organs of articulation when pronouncing the sound "C" and "Z".

• The tip of the tongue rests on the lower front teeth;
• Lips in the "smile" position, and do not cover the teeth;
• Teeth in the "fence" position;
• Air is blown out with force in the middle of the tongue;
• On the palm brought to the mouth, a sharp cold jet is felt.
• The voice motor does not work. (When pronouncing the sound "Z" - it works).

Normal setting 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 joins the no-bom.
• The tongue is widely flattened, the lateral edges are tense. At the moment of exhalation, the front of the back instantly opens with the no-bom. The tip of the tongue is slightly withdrawn from the lower teeth.
• Lips stretched into a smile.
• Teeth when pronouncing a sound are closed or close together. When pronouncing a vowel sound in direct syllables, the teeth open. At the moment of opening the tongue with the sky, the air is exhaled with a push.
• The sound C is a consonant, hard, deaf.

Preparatory exercises for the sounds "C", "Z"

Exercises for the development of air pressure. 1) Having drawn air into the lungs, with force to blow (and not just exhale) it through the lips stretched forward with a “tube”. Control with the palm of the hand, a piece of paper or cotton wool: a sharply beating cold jet is felt, a piece of paper or cotton wool deviates to the side. Repeat exercise.

2) Stick out the tongue so that it rests on the lower lip. Along the tongue to its middle, put a round thin stick (match) and press to form a groove. Round the lips, but do not strain. The teeth are open. Inhaling, forcefully blow out the air, puffing out the cheeks. Control with the palm of the hand, a piece of paper or cotton wool. Repeat 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 a while. The teeth are closed. Repeat exercise.

Exercise. Pronouncing a long "S" sound.

1) Open your mouth. Spread out the tongue and rest against the lower teeth with a tense tip. Along the tongue, put a round thin stick (or match) on its tip so that it presses only the front of the tongue. Lips stretched into a smile. Close your teeth as far as the wand allows. Blow air evenly with force, controlling it with the palm of your hand, a piece of paper or a cotton swab. A long sound "C - C - C" is heard. Repeat exercise.

Note. If the stick is not in the middle of the tongue or the air pressure is insufficient, the sound "C" is unclear, not whistling.

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.

3) Do the exercise several times without using a stick.