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.

Setting the sound "K"

1st way. The sound k should be set mechanically with a finger or a spatula, based on the sound t. In this case, the sound t should be “clean” in the child, that is, pronounced without overtones.

The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front of the back of the tongue, which results in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - an even deeper pressure on the tongue - gives a solid sound - ka.

Quite often there are such cases: as soon as the teacher brings his finger closer to the child's mouth, he immediately pushes the tongue deep into the mouth - hides the tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable ta, and he only puts his finger on the tip of his tongue, without pressing it. So you should exercise the child until he learns in this position not to push the tip of the tongue back. Then the teacher begins the above described work on setting the sound to.
At first, the teacher uses only his finger for setting, but as soon as the sound k is obtained correctly with his help, he teaches the child to use his own finger.

The mechanical effect on the tongue should not be stopped too soon, otherwise various pronunciation defects can easily take root, for example, soft sound or a sound to with a throaty tinge.

2nd way. Setting K on inspiration. Silent or whispered imitation of snoring (make sure that the throat sound P does not appear). You can snore with overflows at your pleasure. As a rule, after the exercise, a sound similar to K is heard. Then KA is pronounced on the inhale, and finally KA on the exhale. Further, automation follows the traditional method: KA-KO-KU-KY and a group of soft KI-KE-KYO.

Disadvantages of pronunciation of the sound "k"

1. Instead of k, a short exhalation or cough-like sound is heard, caused by the closing of the vocal cords, followed by an explosion of the bow. The language does not participate in articulation.

Correction: put the sound again.

2. k is replaced by the sound x. Reason: the tongue is loosely pressed against the palate, leaving a gap through which air passes with noise.

Correction:

A) enable the child on the back of the hand to feel the difference between a sharp push of air at k and a smooth jet at x;

B) if this does not help, reinstall mechanically.

3. Instead of a hard one, a soft one is heard (ket place "cat"). Reason: the tongue does not close with the back, but with the middle part of the palate. This articulation is correct for ke, ki, where the k sound softens under the influence of the following vowels.

Correction: show in front of a mirror that the tongue should be pulled back. Using a spatula, finger or probe, press the back of the tongue and push the tongue back as far as necessary to obtain a hard k. Show the child how deep he should insert his finger into his mouth (two phalanges).

4. A deep, throaty k is heard, characteristic of some oriental languages. Reason: the tongue closes with its root part with the lower edge of the soft palate and with the back wall of the pharynx. The disadvantage is stable and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when setting the sound.
Correction: put the sound again, starting from the syllable ta and pressing the tongue a little less deeply than required for a hard k (so that the child does not again stray into the throat pronunciation of the sound).

5. After the sound to in the reverse syllable and in combination with other consonants, an overtone e (s) is heard. Usually this defect corresponds to a similar defect in the pronunciation of the sounds n, etc.

Correction:

A) check the pronunciation of the sounds n and t, if it suffers from a similar defect, first of all, correct these sounds;

B) eliminate the lack of pronunciation of the sound k by comparing it with the sound p or t (ap-ak, at-ak). Attach the child's hand to the larynx and show that after pronouncing the sound to it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).

6. Instead of k, it turns out d. Reason: the vocal cords are included in the work. Usually, such a voicing of the sound k corresponds to a similar defect in the pronunciation of sounds p, etc.
Correction:

A) check the pronunciation of the sounds n and t, if they sound, first of all correct these sounds;

B) eliminate the voicing k by comparing with the sounds p and t (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child's attention to the fact that at the moment of the contraction and explosion, the larynx should not vibrate (put a hand on the larynx). Temporarily exaggerate the force of exhalation after the explosion.

7. The pronunciation k, especially in the reverse syllable, resembles the sound heard when uncorking a bottle. The reason is that, as with a similar lack of pronunciation of the sounds n and t, the vocal cords (without vibration) close together with the tongue and palate. The explosion is produced by the air in the mouth and pharynx.
Correction:

A) check the pronunciation of the sounds n and t and correct it (if necessary);

B) compare the pronunciation of all three sounds (n - t - k; an - at -ak).
In order to avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

| w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

Some speech therapy problems can only be eliminated with the help of a speech therapist. Normally developing children have the ability to acquire language. Teach sound synthesis to kids with pronunciation problems. Practice with your child daily for 5-7 minutes. Online speech therapy exercises () can serve as a useful tool for speech therapists working with preschoolers. Correctional work with children involves overcoming speech and psychophysical disorders in children. The work of a speech therapist should be comprehensive and systematic. Speak words clearly pronouncing letters and syllables. Individual sessions allow to solve problems with diction in children. The implementation of the recommendations of the speech therapy section of the site will allow you to get a positive trend in the development and correction of children's speech.

Setting sounds [S], [Sh], [Z], [Zb].

Sound production techniques Z.

· Repeat the tasks, but instead of the song of pouring water, invite the baby to sing the song of the mosquito: "Z-z-z-z." Pay attention to the crumbs that when the mosquito sings its song, the neck begins to tremble. To do this, simply put your hand to your throat.

1. WHAT DEFECTS CAN BE IN WHISTLES?

Whistling sounds are especially common in children. Sigmatisms (distorted pronunciation of whistlers) and parasigmatisms (replacement of whistling sounds with others: hissing, front-lingual, etc.) spoil the child's speech very much.

Sigmatisms can be:

- labiodental sigmatism: whistling [s], [s "] are replaced by sounds close to [f], [f"]: “fabaka” (dog), “funk” (sled), “finia” (blue), “pheno” ( hay); sounds [h], [h "] - to sounds reminiscent of [c], [c"]: “vayka” (bunny), “wooby” ​​(teeth), “vebra” (zebra), “ordered” (green) ;

- interdental sigmatism: the tip of the tongue is laid between the teeth, which is why words with whistling sounds acquire a “lisping” sound;

- lateral sigmatism: the lateral edge of the tongue or the tip of the tongue, when pronouncing whistling sounds, is between the molars on the right or left, while the tongue “falls” to one side, hence the name;

- nasal sigmatism: occurs when open rhinolalia(cleavage of the hard and soft palate) and rhinophony(paresis, paralysis of the soft palate), when air enters the nasal cavity when pronouncing sounds.

Parasigmatisms can be:

- dental parasigmatism: replacement of sounds [s] - [s "] respectively with [t] - [t"]: “tanks” (sled), “tom” (catfish), “teno” (hay), “tiny” (blue) ; replacing sounds [h] - [h "] with [d] - [d"]: “dvuk” (sound), “oak” (tooth), “Dina” (Zina), “dileny” (green);

- hissing parasigmatism: sounds [s] - [s "] are replaced by sounds [w] or [w]: "shanks", "shanks" (sledges), "shushki", "pikes" (drying); sounds [s] - [s" ] to the sounds [zh] or [zh"]: “zhuby”, “zhyuby” (teeth), “pressure” (winter), “zhayka”, “zhayka” (hare).

- softening defects (replacement by hardness - softness): this is when solid sounds [s] - [s] are pronounced respectively, as paired [s "] - [s"]: “syup” (soup), “syanki” (sled), “sin” (son), “zyayka” (hare), "zuby" (teeth), "goats" (goats). Or vice versa: “son” (blue), “sen” (hay), “Soma” (Syoma), “winter” (winter), “green” (green);

- substitutions for deafness - sonority: the sound [z] is replaced by the sound [s], the sound [z "] - by the sound [s"] and vice versa: “subs” (teeth), “sima” (winter), “zanks” (sleds), “zeno” ( hay).

Such disturbances in sound pronunciation can lead not only to dyslalia(violation of sound pronunciation), but also to dyslexia(reading disorder) and dysgraphia(writing violation) .

2. HOW TO PRONECT WHISHING SOUNDS CORRECTLY: [C], [C "], [Z], [Z"]

For whistling sounds, the shape of the tongue, its position in the oral cavity, is very important. Normally, on [S], [Sh, [Z], [Zb], the wide tongue rests with its tip against the base of the front lower teeth. In this case, the lateral edges of the tongue are pressed against the upper molars. It turns out a hill with a hollow in the middle.

In some children (especially those who were close friends with the nipple!) The tongue is flat, with a slightly pronounced hollow. But it is the groove that directs the stream of exhaled air to whistling sounds in the right direction: strictly in the middle of the tongue. There is no well-defined groove - and a stream of air spreads in all directions. In addition, the child’s tongue sometimes cannot rest with its tip against the base of the lower incisors: it slips all the time. The child does not even feel it: for some reason, sensitivity is lost at the tip of the tongue.

3. THE INITIAL STAGE OF STATEMENT OF WHISHING SOUNDS [C], [C "], [Z], [Z"] WITH INTERDENTAL SIGMATISM AND PARASIGMATISM

Start working on whistling with the sound [C]. Try, sitting with your child in front of a mirror, to “design” a “mountain” in your mouth (exercise “Mountain”). It’s good if you succeed, but if not, you will have to call on articulation gymnastics and all kinds of fairy tale stories to help (articulation exercises, “Fairy Tales from the Life of the Tongue” are presented on our website).

It's time to remember the gnome Tongue. This time he will play the role of a climber. (Exercise "Climber": the tip of the tongue "clings" to the lower incisors, the back of the tongue arches). So, the lower teeth are a ledge of rock, on which you must hold on at all costs! After all, it’s even scary to think what will happen if the climber loses support under his feet! (An adult counts how many seconds the "alpinist" will stay on the ledge: the longer, the better). Of course, you will have to control the accuracy of movements with the help of a mirror. The child will try very hard: the gnome Tongue should not fall off the cliff!

To prevent the tip of the child’s tongue from popping out behind the teeth (with interdental sigmatism), teach the baby to squeeze them by telling such a story called “Brook” (Articulation exercise “Brook”). “Once upon a time there was a stream. Very restless and talkative. He brought down a whole waterfall of sounds. Only, the trouble is, the sounds were not quite right, they were some kind of lisping, and splashed in all directions. No one could understand what the brook was talking about. In order for the voice of the stream to become clear, a dam had to be built. Squeeze your teeth. Like this. Amazing! Smile. The stream was left with a small gap between the front teeth, and it began to flow down in a cold, even stream. Say “С________” for a long time, demonstrating to the child the correct articulation of the sound [s]. Let the baby put his hand under his chin and make sure that the stream of air is cold and narrow. Now ask the child to organize his "trickle". This will not work right away. The most important thing is that the tongue does not protrude between the teeth and does not interfere with the pronunciation of the sound [C]. If nothing succeeds this time, a match (without a sulfuric head) will help and the continuation of the story of the talkative brook. “Once a log blocked the passage of a stream. (Place a match with one end between the baby's incisors and ask to be held in this position. The tongue is at the bottom of the oral cavity and does not protrude!). The brook had to work very hard to remove the barrier! And now the child must pronounce the sound [C] with force, directing a stream of air exactly at the match. It should pop out like a cork from a bottle. The exercise is done under the strictest supervision of adults, God forbid if the match is in the airways of the crumbs!

Another exercise that will help to cope with interdental sigmatism. It is fabulous and very funny. It's time to remember together with the child about the friend of the gnome Tongue - the Kitten. He loves to play with reels. Knowing this, the tongue itself often turns into a funny reel.

Exercise " reel". Take the mirror again. The tip of the tongue, as in the previous exercises (" Gorochka», « Climber», « Brook”), pressed against the lower incisors from the inside. The middle part of the tongue curves sharply and becomes wide, in the middle there is a hollow. "Reel" - the tongue either rolls forward, then pulls back. And so - several times. The most important thing is that the tip of the tongue is securely fixed behind the teeth.

These four exercises (“Hill”, “Climber”, “Brook”, “Reel”) must be performed for at least a month. The muscles of the tongue should get stronger, and the movements should acquire accuracy and confidence. They will help get rid of interdental sigmatism.

4. STATEMENT OF WHISHING SOUNDS [C], [C "], [Z], [Z"] WITH LAB-DENTAL SIGMATISM

And if the child’s problem is not in the tongue, but in the lower lip, which strives to connect with the upper teeth on whistling sounds? And then "dog" turns into "fabaku", "soup" into "fup", "bunny" into "vayka", "fence" into "vabor". In this case, as you remember, they speak of labio-tooth sigmatism. But you can deal with it too. One has only to call for obedience to the lower lip. Take a mirror, demonstrate a Hollywood smile and, holding the baby’s lower lip with your finger, ask the child with an equally dazzling smile to pronounce the sounds [C ______], [C "______] for a long time. Did it work? Now remove the support, and let the child repeat these sounds again. What- then it's not so? We'll have to repeat everything from the beginning ... Over and over again, until it works out. If this doesn’t help, you need to teach the child to voluntarily lower the lower lip for some time. He should easily control it! Perform the same articulation exercises ("Peak" , “Alpinist”, “Brook”, “Reel”), which is in the fight against interdental sigmatism (see above).

Finally everything is fine. Use the syllables to reinforce the correct pronunciation: С___А, С___И, С___Ы, С___Э, С___У, С___И, С___Е, С___Ё, (Whistling sounds [С], [С"] are pronounced for a long time!) Here the lower lip can play against the rules again! It's okay, you'll have to hold it for a while.

5. TECHNIQUES OF CORRECTIONAL WORK WITH INTERDENTAL SYSMATISM OF WHISHING SOUNDS [C], [C "], [Z], [Z"]

If when pronouncing [C] - [C "] and [З] - [З"] some kind of squelching is heard, we can confidently speak of lateral sigmatism. Now the problem lies both in the tongue itself and in the direction of the air stream. With lateral sigmatism, it does not go in the middle of the tongue, but slides either to the left or to the right, and maybe in both directions ... Such deviations from the course are easy to detect if you put your palms on the child's cheeks.

Very often, lateral sigmatism indicates serious disorders: paralysis or paresis in the muscles of the tongue. Eliminating this defect is not so easy. Surely you will need a massage and articulatory gymnastics (exercises “Gorochka”, “Climber”, “Stream”, “Reel”, etc.). The most important thing is to strengthen the lateral edges of the tongue, make them rise, and direct the air stream in the middle of the tongue. It's unlikely to succeed the first time. Start the work of correction with ... punishment. No, not a child, but a tongue.

Tell your child that the gnome Tongue does not differ in exemplary behavior. And therefore, he also has to be punished, slapping his lips: "pya-pya-pya-..." (Exercise " Let's punish a naughty tongue"). At the same time, a wide, relaxed tongue should be between the lips, not move or move sideways! Oddly enough, the child will do this exercise with great pleasure! After educational work, the tongue will surely become obedient. It's time to apply encouragement and play something interesting with him, for example, football. Make an impromptu gate on a table of two cubes, put a cotton ball in front of the child, and let the gnome Tongue score goals in the gate ("Let's score a goal in the gate" exercise). The more heads the better. Make sure that the tongue lies flat on the lower lip during the exercise, and the cheeks do not swell in any way! Do not forget to remind the child that the game is fun, so the lips should smile.

Soccer ball.

Soccer ball in the yard

Ran all day long.

He played with us

But I didn't see the bitch.

Ran into him:

WITH_______________.

We feel so sorry for him!

(E.G. Karelskaya)

With what sound the ball was blown away, the child should show: “С_________”.

The ball was sealed, and now it needs to be pumped up. Show how the gnome Tongue, with the help of a pump, pumps up the ball. True, without the help of a child, he is unlikely to cope! The child demonstrates the operation of the pump, and at the same time trains in the correct pronunciation of the sound [C] (exercise " Pump"). Articulation should be clear: the lips are smiling, the tip of the tongue is securely attached to the lower incisors, the air is pushed out abruptly: sssss ... The tongue must be absolutely symmetrical (do not move sideways!). By doing all this, the child will learn to direct the stream of air in the middle of the tongue.

6. WHAT TO DO IF THE CHILD PRODUCES THE SOUNDS [С] AND [З] SOFTLY, OR REPLACES THEM WITH HISSING (hissing parasigmatism)?

Apparently, the child has hypertonicity in the muscles of the tongue, the tip of the tongue does not rest against the lower teeth, but is pulled back, deep into the mouth, the tongue is excessively raised. Hypertonicity is removed with the help of a relaxing massage and articulation exercises (“Pancake”, “We will punish a naughty tongue”, “Let's score a goal in the goal”). Then the production of whistling sounds proceeds in the same way as with interdental sigmatism (the third section of this article).

7. AUTOMATION OF SOUNDS [C] [C "]

a) in isolated pronunciation:

Following the advice of the previous sections, you and your child have already moved on to automating the isolated sound [C].

Now the child will perform “The Song of Water” (pronounce the sound [С_____] for a long time), listening to such a poem. (You read the lines, the child pronounces the sound [C]):

Droplets-sisters

A wave splashes in the sea.

Do you hear how she sings?

"WITH_______________".

This song of water

Drops, friendly sisters,

Singing in silence

Wind, fish and moon.

"S_______" - they rustle with sand,

A pebble at the bottom of the sea.

"S________" - crushed on a rock,

"C_________" - flow down the glass.

"S________" - and hid in a shell.

We will apply it to the ear ...

And you will hear again

The sound of the surf, the splash of the wave:

"WITH_____________".

(E.G. Karelskaya)

(We hope you have not forgotten that the baby's tongue on the sound [C__] should not protrude between the teeth, move sideways?)

b) in syllables, words and tongue twisters

When the sound [C___] is perfect in isolation, consolidate success on the material of syllables, words, tongue twisters and phrases:

SA-SO-SU-SY-SE

SA: himself, garden, salad, Sanya, boot, cod, samovar, plane, saury, net, lard, saber

CO: catfish, sleep, soda, juice, salt, Sonya, owls, litter, hundred, honeycombs, solo, juicy, grade

SU: soup, bag, bough, knot, court, Saturday. marmot, pike perch, drying, bitch, scrip, essence

SY: son, cheese, damp, full, satisfying, owl, son, cheese, etc.

AS: us, pineapple, kvass, breaststroke, now, hour, class, palace, Karabas Barabas, atlas

US-US: mousse, minus, bus, crocus, focus, bite, vinegar, plus, flux

IP: Rice, Miss, Cypress, Narcissus, Paris, Boris

SA-SA-SA: A fox runs in the forest. A wasp flies in the garden. Light braid.

CO-CO-CO: The fox has a wheel. In the cinema, Sophie Marceau.

SU-SU-SU: We are not afraid of the fox. Snow is falling in the forest. My father sharpened his braid.

SY-SY-SY: The fox has a fluffy tail. It's bad for Sonya without a braid.

Sa-sa-sa, sa-sa-sa, - on the table we have a wasp.

Sy-sy-sy, sy-sy-sy, - we are not afraid of wasps.

Su-su-su, su-su-su, - we will not drive the wasp.

AS-AS-AS: Sonya has a pineapple. Let's go to class today. We have free time.

OS-OC-OC: The dog hurt his nose. Senya has a question. Senya was carrying hay in the canopy.

US-US-US: This is a string of beads. We put a plus sign. From a wasp - a bite.

IS-IS-IS: Cook the rice in a bowl. Boris entered the class. Narcissus is blooming in the garden.

SI-SI-SI SE-SE-SE SE-SE-SE

SHU-SHU-SHU

SI: strength, blue, silhouette, Sima, strong, blue, blue, Siberia, lilac

CE: hay, Seva, Sergey, Semyon, north, gray, sat down, semaphore, herring

Syo: salmon, Syoma, cheerful

SI-SI-SI: Bring the hay into the hayloft. Bring the blue to Sima. Invite Seva to visit.

SE-SE-SE: Let's sing a song to the fox. Blue bow on the braid. The spokes are on the wheel.

SE-SE-SE: We will give syrup to the wasp. Everyone went to the forest today!

Syo-Syo-Syo: We told Vasya everything.

SU-SU-SU: We danced with might and main. They gave hay to carp.

Continue in the same spirit, picking up new words with sounds [C] and [C"].

c) in tongue twisters

Senya and Sanya have a catfish with a mustache.

Forty and forty ate a piece of cheese.

There are ducks and geese in Dusi's garden.

Sanya and Kostya go to visit Sonya.

Sanya and his fiancee are kneading the dough.

Sanya mows hay, and Sonya carries hay.

Senya is sitting on a pine tree in a dream.

A neighbor - a homebody has a neighbor - a fidget.

There are delicious sausages in the bowl of the kitty.

Grandmother's geese frightened Lucy.

Frosya has pineapple and apricots on a tray.

Sonya and Stas ate a pineapple.

Vlas ate bacon from Slava, and Nazar licked the cream.

A homebody neighbor has a fidget neighbor.

Senka is carrying Sanka and Sonya on a sled.

d) riddles

If together all seven I,

It turns out ... (FAMILY).

Fragrant third day

Persian in the garden ... (LILAC).

This bird loves fat

Yellow-breasted ... (TITT).

A mustachioed beetle crawled to the swift,

He asked to tailor him ... (SURTUK).

All kids are invited

Harvest to taste ... (GARDEN).

A lot of wasps flew in

Take care, baby, your ... (NOSE).

He is not afraid of the heat.

He is the favorite of the kids

Good-natured and smart

This lop-eared ... (ELEPHANT).

She doesn't sleep at night

Looks very far into the distance.

Like a pumpkin head

This is predatory ... (OWL).

(Riddles of E.G. Karelskaya)

8. WORK ON SOUNDS [З] [З "]

The sounds [З], [Зб] can have the same defect as the sounds [С], [С "]. You need to work on them in the same way. The only difference is that [З], [Зб] are voiced (with their pronunciation has a voice, the vocal cords work). If the child deafens these sounds (pronounces them without a voice), you need to tell a fairy tale about the voice that lives in the throat. The child puts his hand on the throat (his or an adult) and listens to the story. On the sounds [with ] [s "] the voice is "sleeping" and the smelts of his house do not tremble, but at the sounds of [h] [h "] the voice wakes up and begins to sing and the walls of his house tremble, vibrate. Demonstrate this clearly by saying in turn, first deaf, and then ringing whistling sounds. Then proceed to fixing the sounds [h] [h "] in the same sequence as the sounds [C] [C"]. The only thing to remember is that the sounds [h] [h "] at the end words are deafened and turn into sounds [s] [s "]

ZA-ZO-ZU-ZY-ZE

FOR: hall, plant, hare, bunny, fence, outpost, dawn, test, why, patch, paddock, task

ZO: Zoya, Zosya, Zosim, call, dawn, dawn, goiter, zombie, vigilantly, vigilantly, gold

ZU: tooth, teeth, buzzer, bison

Having worked out syllables and words, take sentences, tongue-twisters and verses replete with sounds [Z], [Zb].

For-for-for, for-for-for

A goat is chasing Zina.

Zu-zu-zu, zu-zu-zu,

Let's put a goat in a pen.

Zy-zy-zy, zy-zy-zy,

Goat's bell.

Ze-ze-ze, ze-ze-ze,

We will give hay to the goat.

Zoya and Zina have an elderberry in a basket.

Bunny Buba has a toothache.

Zosya called the bunny to visit.

Nazar goes to the market, Nazar will buy a goat.

Zoya Zaykina is the hostess, only the bunny is a smartass.

The zoo has monkeys, snakes, bison and pheasants.

Zoya has mimosa, and Zina has roses.

The bell rang loudly, calling Zoya to the lesson.

Rose is freezing cold.

Zina forgot her basket in the store.

They bought Zina a basket in the store.

Correction of violations of the pronunciation of sound / З /

The sound /З/ is usually set from the sound /С/ by turning on the voice when it is pronounced.

Correction of violations of the pronunciation of sound /C/

We pronounce “t-sss” with the child, putting the index finger to the lips. As soon as a good sounding "ts" is obtained, we teach the child to pronounce the combination "ts" quickly. Get /C/.

Correct articulation:

The lips are stretched in a smile, the teeth are brought together at a distance of up to 1 mm.

The tip of the tongue rests on the lower incisors, the back is curved, the lateral edges of the tongue are pressed against the molars. The air jet is narrow, cold, strong.

At pronunciation sound " WITH» may be the following violations:

1. Sound « WITH» absent in the child's speech (sigmatism);

2. Sound « WITH” is replaced by a different sound.

The most common are the following types of substitutions:

- labial-tooth parasigmatism (replacement with " F »);

- dentition parasigmatism (replacement with " T »);

- hissing parasigmatism (replacement with " W »);

3. Sound « WITH' is pronounced garbled.

The most common distortions:

- interdental sigmatism;

- lateral sigmatism;

- nasal sigmatism.

In order to start setting up the sound, you need to prepare organs of the articulatory apparatus . We offer an example.

After being worked out preparatory exercises, you can start sound production .

Exists several ways to set up sounds:

1. By imitation.

Together with the child, sit in front of the mirror and show the child the correct articulation of the sound " WITH". Ask the child to open his mouth, smile, spread his tongue, rest against the lower incisors with a tense tip and pass the “breeze” through the tongue, the sound “ WITH».

2. By imitation with the introduction of game techniques:

- we pump up the wheel with a pump (s-s-s);

- a cold wind is blowing (s-s-s);

- the ball is blown off (s-s-s);

- blow into a bottle with a narrow neck (you get the sound ssss).

3. From reference sounds.

Forsound " WITH" Thissounds" AND" And " F". Sound " AND» identical at the place of formation (anterior lingual), the tip of the tongue behind the lower incisors and the same rise in the anterior part of the back of the tongue. Sound " F"- the same in terms of the method of formation (slotted), a directed air jet is worked out. When the child has learned to pronounce the reference sounds well, ask him to pronounce the sound “ AND", bring your teeth together and let the breeze pass through your tongue, you get a whistle that resembles the sound" WITH ».

4. Mechanically.

Take a narrow stick (match), a toothpick (without sharp edges), put in the middle on a flattened tongue resting on the lower incisors. Lips in a smile, ask the child to bite the stick with his teeth, then gently blow out the air with force. With the back of the hand, the child should feel the exhaled stream of air. The sound " WITH". Further, when this technique has been worked out, we do the same, but without a stick. Sound " WITH» set.

Of course when baby's sound missing put it easily, but more common when the child replaces it with other sounds.

We'll talk about this next time.

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Sound setting [C]

Correct articulation:

The lips are stretched in a smile, the teeth are brought together at a distance of up to 1 mm.

The tip of the tongue rests on the lower incisors, the back is curved, the lateral edges of the tongue are pressed against the molars. The air jet is narrow, cold, strong.

When pronouncing the sound "C" there may be the following violations:

1. The sound "C" is absent in the child's speech (sigmatism);

2. The sound "C" is replaced by another sound.

The most common types of substitutions are:

Labio-tooth parasigmatism (replacement with "F");

Dental parasigmatism (replacement with "T");

Hissing parasigmatism (replacement with "Sh");

3. The sound "C" is pronounced distorted.

The most common distortions:

Interdental sigmatism;

Lateral sigmatism;

Nasal sigmatism.

In order to start staging the sound, it is necessary to prepare the organs of the articulatory apparatus. We offer an approximate set of articulation exercises.

After the preparatory exercises have been worked out, you can start setting the sound.

There are several ways to set sounds:

1. By imitation.

Together with the child, sit in front of the mirror and show the child the correct articulation of the sound "C". Ask the child to open his mouth, smile, spread his tongue, rest against the lower incisors with a tense tip and pass the “breeze” through the tongue, the sound “C” is heard.

2. By imitation with the introduction of game techniques:

- we pump up the wheel with a pump (s-s-s);

A cold wind is blowing (s-s-s);

The ball is blown off (s-s-s);

Blow into a bottle with a narrow neck (you get the sound ssss).

3. From reference sounds.

For the sound "C" these are the sounds "I" and "F". The sound "I" is the same at the place of formation (anterior lingual), the tip of the tongue behind the lower incisors and the same rise in the anterior part of the back of the tongue. The sound "F" is the same in terms of the method of formation (slit), a directional air jet is worked out. When the child has learned to pronounce the reference sounds well, ask him to pronounce the sound “I”, bring his teeth together and let the breeze pass through the tongue, a whistle resembling the sound “C” is obtained.

4. Mechanically.

Take a narrow stick (match), a toothpick (without sharp edges), put in the middle on a flattened tongue resting on the lower incisors. Lips in a smile, ask the child to bite the stick with his teeth, then gently blow out the air with force. With the back of the hand, the child should feel the exhaled stream of air. The sound "S" is heard. Further, when this technique has been worked out, we do the same, but without a stick. The sound "C" is set.

Of course, when a child does not have a sound, it is easy to put it in, but it is more common when a child replaces it with other sounds.

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The sound "S" is replaced by "F":

Labiodental parasigmatism

The child says this: “funky” - instead of “sled”, “pefok” - instead of “sand”, etc.

In order to start working on setting the sound "C" in this case, you must do the following:

Develop phonemic hearing (choose exercises to develop the ability to distinguish between these sounds “Ф” and “С”);

Perform a complex of articulatory gymnastics;

When staging a sound, it must be taken into account that the child already pronounces this sound and pronounces it incorrectly. With this type of substitution, the lips take part in the pronunciation of the sound. The movements of the lips must be slowed down, you can hold it with your finger. You can even explain to the child what is the reason for the incorrect pronunciation of the sound. Show the correct articulation of the sound "C" and only after that proceed with the production of the sound.

Therefore, it is better to start with setting on the reference sounds, in this case from the sound "I". When the correct position of the tongue is worked out, ask the child to blow a breeze over the tongue, if the movements of the lips are preserved, hold them with your finger. If in this case the difficulties persist, use a match.
The sound "C" is replaced by the sound "T":

Tooth sigmatism

The child says this: “toldat” - instead of “soldiers”, “notes” - instead of “socks”, etc.

The work is built in the following areas:

1. Development of phonemic hearing

2. Articulation gymnastics.

3. Exercises for the development of an air jet (see exercises for the development of breathing)

The sound “C” in case of dental parasigmatism can be started using the reference sounds “I” and “F” and asked to let the “breeze” through the tongue. The sound "S" is heard. It is possible to stage the sound “C” from the sound “T”, changing the way the sound is formed. We ask the child to pronounce the sound “T” more slowly and more slowly, while the child moves the tip of the tongue to the position of the sound “C”, i.e. winds up behind the lower incisors.
The sound "S" is replaced by the sound "Sh":

Hissing parasigmatism

The child says this: “shadik” - instead of “kindergarten”, “lashtochka” - instead of “swallow”, etc.

You should also work on the development of phonemic hearing, teach the child to distinguish by ear where “Sh” is pronounced, and where “S” is pronounced. A number of exercises should be selected to develop the ability to distinguish these sounds.

When correcting hissing parasigmatism, attention should be paid to:
The difference is in the place of articulation. When pronouncing the sound "C", the tip of the tongue is at the lower incisors. And when pronouncing the sound “Sh”, the tongue is raised up.
Outgoing air jet difference. When pronouncing the sound “C”, the air stream is strong, narrow, cold. When pronouncing the sound “Sh”, the air stream is strong, wide, warm. Holding the child's hand at the adult's mouth, pay attention to the difference in the exhaled air stream. The child should feel this difference in thermal sensations.

The sound "S" is replaced by the sound "Sh":

Hissing parasigmatism

The child says this: “shanki” - instead of “sledge”, “leash” - instead of “fox”, etc.

When correcting hissing parasigmatism, the correct articulation of the “C” sound should be explained and a match should be used. This prevents the tongue from rising, which will lead to the correct sounding of the "C" sound.

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Sound distortion C:

Interdental pronunciation of the sound "C" or interdental sigmatism

The child cannot move the tongue behind the lower incisors, it is located between the teeth. Do the same as in the previous cases.

The setting of the sound "C" can be carried out with closed teeth or use the reference sound "I". Ask the child to say the Sound "And" and let the "breeze" through the tongue. If this method does not work, it is necessary to use a mechanical method (match or stick).

Lateral pronunciation of the sound "C" or lateral sigmatism

At the preparatory stage, speech therapy exercises are carried out: “Swing”, “Slide”, “Let's brush our teeth”, “Focus”, “Delicious jam”, “Shovel”, “Malyar”, etc.

In this case, it is necessary to ensure that the lateral edges of the tongue work the same way.

It is better to start setting the sound with practicing the reference sounds “I” and “F”. When the child correctly begins to pronounce the sound "I". Ask to let the "breeze" through the tongue, the sound "C" is heard. Another way from interdental. 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 an air stream over the tongue.