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.

An 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 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:

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.
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] with a soft sound [l], you can use 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 on the tongue down (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 a more tense state and the air stream 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 " turkeys". 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 e.

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 with the thumbs of both hands they 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 desired shape tongue and produces a concentrated air jet.

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 jet to 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 not correct 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].

Pronounce the sound [B] with your tongue stuck between your teeth, then spread your lips with your fingers.
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], [R] ( 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. On the initial stage work is needed to clarify vowel sounds and pronounced consonants.

When setting and fixing, the sequence of assimilation of sounds in a certain position in a word is of great importance. 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:

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

Exercises aimed at compensating for apraxic disorders.

Development of differentiated movements of the tongue and lips.
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.
Development of differentiated movements of the lips and tongue with various methods of sound formation (differentiation of the bow and friction).
Development of conscious differentiated movements of the tongue (tip and back) for the formation of friction.
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 evokes 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 by the individual characteristics of individual children and contribute to their successful promotion.

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

Whistling C, Z, Z, C, C.
Sizzling Sh.
Sonor L.
Sizzling J.
Sonora R, R.
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 talk 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:

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 - even deeper pressure on the tongue - gives hard 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 action on the tongue should not be stopped too soon, otherwise various pronunciation defects k, for example, a soft sound or a sound k with a throaty shade, can easily take root.

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: they are included in the work vocal cords. 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 close simultaneously with the tongue and palate (without vibration). 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.

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

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 carried out 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.
For the formation of the correct pronunciation of all sounds in children mother tongue 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 sounds. mother tongue. 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.
AT 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 articulatory 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 common 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-py-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 the top edge of the 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 for its automation, which I will talk about 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 articulation 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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Use tongue twisters, riddles, retellings (learning to retell), stories, fairy tales to develop speech. Teach sound synthesis children with speech problems. Classes with a specialist and computer programs will help the child improve memory and attention. Correctional work with children involves overcoming speech and psychophysical disorders in children. Online speech therapy exercises () can serve as a useful tool for speech therapists working with preschoolers.

Sound staging S.

Invite the baby to smile broadly, leaving a small distance between the teeth, rest the tongue on the lower teeth, try to pronounce the song of the pouring water: "S-s-s-s."

· Take a light plastic ball, build a gate. Sit down at table. Let the baby smile, put the tip of the tongue on the lower lip and, pronouncing the letter "F", try to score the ball. Make sure that the baby does not bite his lip and does not puff out his cheeks. The sound should come out in the center of the tongue.

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

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. Wonderful! 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 respiratory tract 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.

An 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 [С______], [С"______] 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___Е, (Whistling sounds [С], [С"] are pronounced for a long time!) Here the lower lip can again play against the rules! 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. You will probably need 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:

FROM_______________.

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 relieved with 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?

"FROM_______________".

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:

"FROM_____________".

(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 his 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 [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.

Sound production and automation

Correction of violations of the pronunciation of sound /C/

A set of exercises: “Smile”, “Shovel”, “Reel”, “Brushing teeth”, “Swing”, “Delicious jam”.

Correction of interdental sigmatism.

a). The child is invited to perform the “Coil” exercise; when the child learns to perform this exercise well, it is proposed to remove the “Coil” deep into the mouth, but keep the tip of the tongue in place - behind the lower teeth. In the middle of the tongue, the speech therapist puts a match and asks to blow quietly so that the air stream passes in the middle of the tongue. Then the match is removed. The sound /S/ is pronounced. If, nevertheless, the defect persists, it is recommended to pronounce syllables for some time, then words with a match in the middle of the tongue or with closed teeth.

b). If the child does not hold the tongue behind the lower teeth, the speech therapist holds it as follows: we put a bent match into the mouth, one end of which is located at the roots of the lower teeth, and the other is held by the speech therapist. We ask the child to get the edge of the match with the tip of the tongue and in this position pronounce the sound /C/.

in). If for a long time it is not possible to teach to hold the tongue behind the lower incisors, we teach the child to pronounce the sound /C/ with closed teeth.

Correction of hissing sigmatism.

First, the child is asked to distinguish between the correct and incorrect sounding of the sound /С/ (whistling - hissing). Then the differences between correct and defective articulation are shown in front of a mirror. Additionally, kinesthetic sensations are used, depicting articulation with the help of the hands. Having achieved the correct articulation, the exhalation is turned on, it is possible to feel the cold stream of exhaled air.

You can temporarily use the interdental articulation of the sound /C/. In the future, it is necessary to switch to normal dental pronunciation with clenched teeth, as is done when correcting interdental sigmatism (option c).

Correction of lateral sigmatism.

I think that this is one of the most persistent defects, and it is difficult to achieve a positive result without massage in the mouth and physiotherapy.

After a course of massage, a speech therapist (defectologist) can begin to perform those exercises that the child did not succeed in (for example, "Pipe", "Cup", etc.), that is, we achieve the formation of a "groove" along middle line language.

The sound /T/ is used as the base. The sound /T/ is pronounced with some aspiration. The presence of aspiration is controlled by feeling the jet of air on the hand.

At the next stage of work, the child is invited to lower the tip of the tongue behind the lower incisors. The teeth are compressed and a sound close to /Ts/ is pronounced, in which the sounds /T/ and /S/ are heard.

Gradually, during the exercises, the sound /C/ lengthens, and then separates. After that, the child is explained that this is a correctly pronounced sound /C/.

Setting the sound /C/ from the sound /I/.

This is the method I use most often. The child is asked to perform the “Smile” exercise, then open his mouth and make the sound /I/. At this time, we draw his attention to the position of the tongue (it lies in the oral cavity, the tip is behind the lower incisors). We ask the child to say /I/ several times, then, holding the tongue in the same position, say /C/.