The concept of sound culture of speech about and Solovyov. Theoretical study of the concept of sound culture of speech. The development of sound culture of speech in preschoolers

Negotiation techniques are important (the teacher reads a nursery rhyme or a poem and provides the child with the opportunity to use necessary word) and suggesting the right word (the child, in the course of retelling or reciting a poem by heart, may have difficulty using a word; the teacher helps him in time).

The skillful use of all of these techniques contributes to the timely development of children's speech.

Sound culture of speech

The culture of speech is the ability to correctly, i.e., in accordance with the content of what is stated, taking into account the conditions speech communication and the purpose of the statement, use all linguistic means (sound means, including intonation, vocabulary, grammatical forms).

The sound culture of speech is integral part speech culture. Children preschool age master it in the process of communicating with the people around them. The educator has a great influence on the formation of a high culture of speech in children.

O. I. Solovieva, defining the main directions of work on education sound culture speech, notes that “the teacher faces the following tasks: educating children in a clean, clear pronunciation of sounds in words, correct pronunciation words according to the norms of orthoepy of the Russian language, the education of a distinct pronunciation (good diction), the education of the expressiveness of children's speech "2.

Sometimes the work of an educator in the formation of correct speech in children, in the prevention of speech deficiencies, is identified with the work of a speech therapist in correcting deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. The formation of the correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children master the correct speech breathing, the correct pronunciation of all sounds mother tongue, clear pronunciation of words, the ability to use the voice, teaches children to speak slowly, intonation expressively.

At the same time, in the work on the formation of the sound side of speech, educators can use some speech therapy techniques, just like a speech therapist, in addition to correcting speech, is engaged in propaedeutic work aimed at preventing speech shortcomings.

The upbringing of the sound culture of speech is carried out simultaneously with the development of other aspects of speech: a dictionary, coherent, grammatically correct speech.

Elena Babich
What is included in the concept of "Sound culture of speech"

Upbringing sound culture of speech is a multifaceted task are included more specific microtasks related to the development of perception sounds mother tongue and pronunciation(speaking, pronunciation). She is suggests:

The development of speech hearing, on the basis of which the perception and discrimination of phonological means of the language takes place;

Teaching the right sound pronunciation;

Education of orthoepic correctness speeches;

Mastering the means sound expressiveness of speech(tone speeches, voice timbre, tempo, stress, voice power, intonation);

Development of a clear diction.

Much attention is paid culture of speech behavior. The teacher teaches children how to use the tools sound expressiveness, taking into account the tasks and conditions of communication.

Preschool childhood is the most favorable period for education sound culture of speech. Mastering clear and correct pronunciation should be completed in kindergarten (by age five).

Related publications:

Purpose: to fix the articulation of the sounds “A”, “I”, “O”, “U” with children. Tasks: Educational: to fix the articulation of the sounds "A", "I" with children.

Synopsis of OOD on the development of speech “Sound culture of speech. Proposal work" Synopsis of an organized educational activities with kids preparatory group on the development of speech Topic: Sound culture of speech. Job.

Synopsis of OOD on the development of speech in the middle group "Sound culture of speech: sound [g]" Sound culture of speech: sound and Purpose. Development of sound culture of speech; formation of primary ideas about the objects of the surrounding world.

Abstract of the lesson on the development of speech in the second junior group "Sound culture of speech: sounds [b], [b ']" Topic: "Sound culture of speech: sounds b, b." Program content: to exercise children in the correct pronunciation of sounds b, b; exercise children.

Topic: Sound culture of speech: sounds m, m. Didactic exercise "Insert a word" Purpose of the lesson: Exercise children in clear pronunciation.

Abstract of a lesson on the development of speech in the senior group "Sound culture of speech: differentiation of sounds [s] - [g]" Target. Creating conditions for the auditory perception of children of sounds h - f. Tasks. 1. Learn to distinguish sounds Z and Zh by ear, determine the position of the sound.

Lesson on the development of speech in the second junior group: “Sound culture of speech. Sound I” Topic: “Sound culture of speech. Sound And ”Purpose: Exercise.

Farida Gumerova
Sound culture of speech as an integral part of the general speech culture

The sound culture of speech is an integral part of the general speech culture.

It covers all sides sound wording and sounding general speech: correct pronunciation sounds, words, volume and speed speech utterance, rhythm, pauses, timbre, logical stress etc.

Of particular importance is the development motor speech and hearing aids, the presence of a full-fledged environment speech environment, as indispensable conditions for timely and correct formation sound culture of speech.

In this regard, the implementation of the tasks of education sound culture of speech carried out according to two main directions:

1) development of perception speeches(auditory attention and speech hearing, including its components - phonemic, sound pitch, rhythmic ear, perception of tempo, voice power, timbre speeches);

2) development speech motor apparatus(articulatory, vocal, speech breathing) and the formation of the pronunciation side speeches(pronunciation sounds, clear diction, etc.).

Education work sound culture of speech carried out systematically on special speech lessons, but it can also be included in the content of other classes. Morning exercises, walks, the arrival and departure of children home are also used by the teacher to educate sound culture of speech. So, during morning exercises, you can train the articulatory apparatus of children, clarify and consolidate in a playful way the pronunciation of one or another sound; for a walk and other regime moments- to exercise individual children in the distinct pronunciation of words, in the correct use of intonation means of expression. In the evening hours, individual and group mobile, choral, speech didactic games , for example, in order to consolidate the correct pronunciation sounds, training children in a long exhalation of air through the mouth. Work outside the classroom can be organized with a subgroup of children, as well as on an individual basis. The task of educators and specialists is to help children master all aspects of sounding in a timely manner. speeches. High adult speech culture, constant communication with a child, organization and holding speech games - it's all a pledge successful formation correct oral children's speech.

Education work sound culture of speech in kindergarten is closely related to the formation of a dictionary (active and passive, grammatical structure, coherent speeches, with the solution of problems of preparing children for school (learning to read and write).

Development of perception speeches

Perception speeches, mastering her sound side are completely dependent on the formation and development of hearing (physical and speech)

Physical hearing is the ability to hear others sounds.

Speech hearing is the ability of a person to accurately perceive and correctly reproduce all aspects of a sound speeches, that is, to recognize, hear and transmit all the phonological means of the language, correlating them with common language norm.

Formation of components speech hearing is in close unity with the development of auditory attention, that is, the ability to differentiate the sound various items, to determine the place and direction sound.

Development motor speech apparatus and the formation of the pronunciation side speeches

In education sounds involved the entire speech apparatus(lips, teeth, tongue, palate, small tongue, epiglottis, nasal cavity, pharynx, larynx, trachea, bronchi, lungs, diaphragm).

Ability to articulate sounds and the words depend on the structure of the articulatory apparatus, on the correct articulation sounds. Articulation refers to the activity of organs speech - language, lips, soft palate, little tongue, lower jaw - in the process of playing sounds.

Formation of the pronunciation speeches inextricably linked to the development speech breathing.

Speech breathing is the ability of a person in the process speech utterances in a timely manner to take a short deep breath and rationally spend air when exhaling. Speech breath is the basis of sounding speeches, source of education sounds, votes.

The main purpose of a teacher is to educate sound pronunciation is a systematic work with all the children of the group, contributing to the timely assimilation of the pronunciation of all sounds native language and education of phonemic hearing.

The speech therapist also corrects sound pronunciation This is work with children who have persistent difficulties in mastering sound pronunciation aimed at overcoming these shortcomings.

By the end of your stay in preschool the child must learn to pronounce everything sounds in different positions and combinations, clearly differentiate them in pronunciation and by ear, that is, to distinguish whistling and hissing, voiced and deaf, hard and soft.

All programs for preschool educational institutions involve scroll educational tasks sound culture of speech preschoolers in all age groups.

Tasks for the formation sound culture of speech children of the 2nd junior group are:

Teach children to pronounce vowels clearly in words ([a], [y], [i], [o], [e]) and some consonants sounds next sequences: [m]; [n]; [p] - [b]; [f] - [c].

Develop motor skills speech motor apparatus, auditory perception, speech hearing and speech breathing, clarify and consolidate articulation sounds. Develop the right pace speeches, intonation. Learn to pronounce words clearly short phrases, speak calmly, with natural intonations.

Tasks for the formation sound culture of speech middle group children are:

Fix the correct pronunciation of vowels and consonants sounds. To teach children to clearly pronounce the vowel [s] and consonants in words sounds next sequences: [n]; [t] - [d]; [k] - [g]; [X]. Practice whistling pronunciation sounds [s] - [s "]; [h] - [h "]; [c].

Develop the articulatory apparatus. Continue working on diction: to improve the distinct pronunciation of words and phrases. develop phonemic hearing: learn to distinguish by ear and name words that begin with a certain sound.

Improve your intonation speeches.

Tasks for the formation sound culture of speech children of the senior group are:

Reinforce correct, distinct pronunciation sounds: iotated (I, (E, (E, (YU); hissing [w] - [w]; [h "]; [u"]; sonorant [l] - [l "], [p] - [p"].

Continue to develop phonemic awareness. Learn to locate sound in a word(beginning, middle, end).

Practice intonation speeches.

Tasks for the formation sound culture of speech children of the preparatory group are:

Improve listening and pronunciation skills sounds [s] - [w]; [h] - [g]; voiced - deaf [s] - [s]; [w] - [w]; [t] - [d]; sonorant [l] - [p]; hard - soft [t] - [t "].

Practice diction: to teach children to clearly and distinctly pronounce words and phrases with natural intonations.

Improve phonemic hearing: learn to name words with a certain sound, find words with it sound in a sentence, determine the place sound in a word.

Literature

Borodich A.M. Development methodology children's speech. - M., 1981. (Section "Education sound culture of speech

Maksakov A. I., Fomicheva M. F. Sound culture of speech. /In the book: Development speeches preschool children / Ed. F. A. Sokhina. - M., 1984.

Fedorenko L. P., Fomicheva G. A., Lotarev V. K., Nikolaicheva A. P. Methods of development speeches preschool children. - M. 1964. (Section "Upbringing sound culture of speech» .)

Fomicheva M.F. Education of correct pronunciation in children. - M., 1981.

The concept of sound culture of speech.

A culture of speech- this is the ability to correctly, that is, in accordance with the content of what is stated, taking into account the conditions of speech treatment and the purpose of the statement, to use all language means (sound means, including intonation, vocabulary, grammatical forms).

Sound culture of speech is an integral part of speech culture. Preschool children master it in the process of communicating with the people around them. The educator has a great influence on the formation of a high culture of speech in children.

Formation of the correct sound pronunciation in children - this is a complex process, the child learns to control his speech organs, perceive the speech addressed to him, exercise control over the speech of others and his own speech. The concept of sound culture of speech includes:

1. Actually pronunciation qualities that characterize sounding speech (sound pronunciation, diction, and so on).

2. Elements of sound expressiveness of speech (intonation, tempo, etc.), motor means of expressiveness associated with them (facial expressions, gestures).

3. Elements of the culture of speech treatment (general tone of children's speech, posture and motor skills during the conversation).

Composite Components sound culture- speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech. The shortcomings of the sound culture of speech adversely affect the personality of the child: he becomes withdrawn, abrupt, restless, his curiosity decreases, mental retardation may occur, and subsequently failure at school.

Anatomical and physiological and psychological background mastering the correct pronunciation

Features of children's mastery of sound pronunciation are largely explained by anatomical and physiological features.

Brain. Due to the anatomical and physiological features of the brain Small child, on the one hand, is limited in its speech, in particular phonetic, capabilities; on the other hand, easily succumbing to certain influences, it quickly rebuilds both in the direction of correct speech reflexes, and in the direction of deviations from them.

Articulatory apparatus . Articulations are little differentiated from accompanying superfluous movements. They are poorly coordinated, especially in small movements of the lips and tongue. The muscles of the organs of speech are still weak, not elastic enough. The complete or partial absence of teeth during the change of milk teeth also makes it difficult to clearly pronounce some sounds, especially whistling ones. Gradually, by the age of five, these imperfections are smoothed out, and articulation becomes correct.

Breathe-helping machine. The breath of a child in its development changes greatly. In preschool children, there are imperfections in speech breathing.

Voice apparatus. In preschool children, the larynx is poorly developed, vocal cords short, glottis narrow. The resonating nasal, maxillary and frontal cavities are also poorly developed. All this causes a high register, a pale timbre, weakness and musical poverty of a child's voice.

Hearing aid. Hearing plays a leading role in the formation of sound speech. It functions from the first hours of a child's life.

Imitation is of great importance in the development of sound culture. Therefore, it is important that a child perceives patterns of correct speech from an early age. It is absolutely unacceptable that adults, in a conversation with a child, imitate children's speech (lisping, burr). The teacher must speak clearly, clearly articulating each word, slowly, without distorting sounds, without “eating” syllables and word endings.

Children should be distinguished biological("elementary") hearing - as the ability to hear in general (it is also available in animals) and phonemic hearing - as the ability to distinguish between phonemes, to understand the meaning of speech (only a person has it).

Features of the development of sound pronunciation by children of preschool age.

A characteristic feature of the assimilation of sounds in initial period (younger preschool age) is the instability of articulation during their pronunciation. It is difficult for young children to pronounce two or three consonant sounds standing next to each other. The child primarily perceives the stressed syllable in the audible word. The system of replacing some sounds with others is based mainly on their articulatory relationship. Hypercorrection in sound pronunciation. It is difficult for young children to pronounce two or three consonant sounds standing next to each other, and, as a rule, one of them is either skipped or distorted.

Middle preschool age. At this age softening of consonants completely disappears. Most children have hissing sounds in their speech: at first they are pronounced impurely, but gradually the guys completely master them. The instability of the pronunciation of the same word is characteristic: sometimes correct, sometimes incorrect. Children have difficulty pronouncing sounds in those words that include certain groups of consonants: for example, whistling and hissing at the same time, the sounds "l" and "r".

senior preschool age. Older children, for the most part, learn and correctly pronounce all the sounds of their native language, are able to clearly and correctly pronounce words and phrases, change the volume of speech depending on the situation, use intonation means of expression, and have a fairly developed speech ear.

Formation of the sound culture of speech in preschoolers.

A culture of speech - this is the ability to correctly use all linguistic means (sound means, including intonation, vocabulary, grammatical forms), correctly, i.e. in accordance with the content of what is being stated, taking into account the conditions of verbal communication and the purpose of the statement,

Sound culture of speechis an integral part of speech culture. Preschool children master it in the process of communicating with the people around them. The educator has a great influence on the formation of a high culture of speech in children.

More than 50% of graduates of our preschool educational institution have speech disorders. Not only parents are to blame for this, but also educators.

Main directions the work facing the educator on the development of sound culture of speech:

Education in children of pure clear pronunciation of sounds in words;

Correct pronunciation of words according to the norms of orthoepy of the Russian language;

Education of a distinct pronunciation (good diction);

Education of expressiveness of children's speech.

The work of the educator in the formation of correct speech, in the prevention of speech deficiencies in children in our conditions, can be compared with the work of a speech therapist in correcting the deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. The formation of the correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children to master the correct speech breathing, the correct pronunciation of all the sounds of their native language, the clear pronunciation of words, the ability to use the voice, teaches children to speak slowly, expressively. At the same time, in the work on the formation of the sound side of speech, educators can use some speech therapy techniques.

Developing correct, well-sounding speech in children, the teacher must decide the following tasks:

1. Cultivate speech hearing children, gradually developing its main components:auditory attention(the ability to determine by ear a particular sound and its direction),phonemic awareness.An important role is played by the formation of phonemic hearing, abilitiesclearly distinguish one sound from another,through which individual words are recognized and understood. well developed speech hearing provides a clear, clear and correct pronunciation of all the sounds of the native language, makes it possible to correctly adjust the volume of pronunciation of words, speak moderately, intonation expressively. The development of speech hearing is closely related to the development of sensations arising from the movements of the organs of the articulatory apparatus.

2. Develop the articulatory apparatus.Speech sounds are formed in the oral cavity, the shape and volume of which depend on the positions of the moving organs: lips, tongue, lower jaw, soft palate, small uvula. The correct position and movement of the organs of speech necessary for pronunciation given sound is called articulation. Disturbances in the structure of the articulatory apparatus, such as a short hyoid ligament, malocclusion and some other shortcomings, are predisposing factors for the incorrect formation of sound pronunciation. But now we are talking about the fact that the child has good mobility of the organs of the articulatory apparatus, good speech hearing. In this case, the child, with the help of an adult, is able to compensate for the shortcomings of sound pronunciation. If the child has imperfections in the movement of the articulatory apparatus (for example, a sedentary tongue, sluggish, thick, lips cannot stretch in a smile), then this can cause incorrect pronunciation of sounds, sluggish, fuzzy, blurry speech.

Tasks of the educator:

1) development of tongue mobility (the ability to make the tongue wide and narrow, hold a wide tongue behind the lower incisors, lift it by the upper teeth, push it back deep into the mouth, etc.);

2) the development of sufficient mobility of the lips (the ability to stretch them forward, round, stretch into a smile, form a gap with the lower lip with the front upper teeth);

3) development of the ability to hold the lower jaw in a certain position, which is important for the pronunciation of sounds

3. Work on speech breathing, i.e., cultivate the ability to produce a short breath and a long smooth exhalation in order to be able to speak freely in phrases.The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose.Proper speech breathing ensures normal sound formation, creates conditions for maintaining the appropriate volume of speech, strict observance of pauses, maintaining smoothness of speech and intonation expressiveness.

Such imperfections in speech breathing as the inability to rationally use exhalation, inhalation speech, incomplete renewal of the air supply, etc., which negatively affect the development of the speech of preschool children, may be due to improper upbringing, insufficient attention to the speech of children by adults. Preschool children who have weakened inhalation and exhalation, as a rule, have quiet speech, find it difficult to pronounce long phrases. With irrational use of air during exhalation, the smoothness of speech is disturbed, children in the middle of a phrase are forced to take in air. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak on the breath, from which the speech becomes fuzzy, choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses.

Therefore, the tasks of the educator are:

1) using special game exercises, to develop a free, smooth, elongated exhalation;

2) by imitating the speech of the teacher, to cultivate the ability to correctly, rationally use it (pronounce small phrases on one exhalation).

Example:

4. Cultivate the ability to adjust the volume of the voice in accordance with the conditions of communication.

5. Form the correct pronunciation of all sounds of the native language.Preschool age is the most favorable for the formation of the correct pronunciation all sounds native language. In kindergarten, this workshould be finished. The correct pronunciation of sounds can be formed if the children have sufficiently developed mobility of the organs of the articulatory apparatus, speech breathing, if the children know how to control their voice. It is very important for the formation of the correct sound pronunciation to have a well-developed speech ear, as it provides self-control.

Sound disturbances can be caused by defects speech apparatus(splitting of the hard and soft palate, deviations in the structure of the dentition, short hyoid ligament, etc.), insufficient mobility of the organs of articulation, underdevelopment of phonemic hearing (inability to distinguish one sound from another). Careless attitude to one's speech (inability to listen to oneself and others), assimilation of the wrong speech of others can also lead to pronunciation deficiencies. Incorrect pronunciation of sounds by children is expressed in skipping sounds, replacing one sound with another, distorted pronunciation of sound, it is especially important to start working on time with children who have identified substitutions and distortions of sounds, since sound substitutions can later appear in written speech (replacing one letter with another ), and distortedly pronounced and not corrected sounds in the future will require more effort (on the part of the speech therapist and the child himself) and a longer time to eliminate them. In addition, it must be remembered that the shortcomings of sound pronunciation are often not independent violation speech, but only a symptom, a sign of another, more complex speech disorder that requires special treatment and training (such are alalia, dysarthria, etc.).

The teacher should: teach children to correctly pronounce all sounds in any position (at the beginning, middle and end of a word) and with different word structures (in combination with any consonants and for any number of syllables in a word), identify children with speech impairments in time and, if necessary, timely send them to special children's institutions.

6. Develop a clear and precise pronunciation of each sound, as well as words and phrases in general, that is, good diction.Good diction, i.e., a clear, clear pronunciation of each sound separately, as well as words and phrases as a whole, is gradually formed in the child, simultaneously with the development of the articulatory apparatus. Work on diction is closely related to the formation of the correct pronunciation of all sounds of the native language.

At the age of 2 to 6 years, when there is an intensive development of all aspects of speech, it is necessary to pay attention to the clarity and clarity of the child's pronunciation of words and phrases; to educate children in speech by imitation at a slow pace from the age of 1.5, with a clear pronunciation of all sounds in words, a clear pronunciation of all words in phrases.Gradually, with the cultivation of the ability to carefully listen to the speech of others and one's own with the development of speech breathing; articulation, with mastery of the voice, the child's diction improves.

The teacher should give preschoolers a sample of grammatically correct speech, with good diction, teach them to listen carefully to the speech of others and monitor the clarity of their pronunciation and the pronunciation of children.

Example:

7. Develop the pronunciation of words according to the norms of orthoepy of the Russian literary language.Repeatedly we meet with the fact that children use the local dialect in their speech; colloquial errors, incorrect stress, “literal” pronunciation of words (what, what instead of evon, what and what, etc.).

8. To form a normal pace of speech, i.e. the ability to pronounce words, phrases at a moderate pace, without speeding up or slowing down speech, thereby creating an opportunity for the listener to clearly perceive it.

9. Develop intonational expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melody, tempo, rhythm and timbre.

The teacher should have an idea about the main speech disorders (for example: if this is a violation of the pronunciation of a single sound, then you can work on staging this sound, and if it is stuttering), then you need to refer the child to a speech therapist.

Considering age features development of children's speech, the formation of a sound culture of speech can be divided into three main stages.

Stage I - from 1 year 6 months to 3 years (the second half of the 2nd group of early age and the 1st junior group) phonemic awareness is actively developing.The most important and very important achievement of the third year of life is the child's ability to independently identify an incorrectly pronounced sound in his own speech. If this phonemic perception skill is not formed by the age of three, then the baby will not be able to master the correct sound pronunciation,but their own pronunciation is not yet controlled.

Despite the fact that the child's speech is still far from perfect, he can already distinguish all the phonemes of his native language. This stage is characterized by the rapid development of the active vocabulary. The previously formed articulatory movements undergo some changes: they are refined, they become more stable. The child's ability to consciously imitate the pronunciation of a whole word is developing, thanks to which the teacher gets the opportunity to significantly influence the development of the sound side of the child's speech. The basis of work on the sound culture of speech is the use of various onomatopoeia. The efficiency of work increases significantly, since classes with children aged from 1 year 6 months to 3 years are carried out not with a small number of children (5-6), as before, but with subgroups.

Stage II - from 3 to 5 years (2nd junior group and middle group). At this age, the phonetic and morphological composition of the word is being formed. Improvement of the most difficult articulatory movements continues. This gives the child the ability to reproduce fricative, affricative and sonorous sounds. Work at this stage is based on a markedly pronounced conscious attitude of children to the sound side of the word and is based on the consistent development of all the sounds of the native language.

Stage III - from 5 to 7 years ( senior group and preparatory group). This stage is, as it were, the final period in the formation of the sound side of the speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult isolated articulatory movements had already formed, but it is important that sounds that are close in articulation (s - sh, s - zh, etc.; s - s etc.) are clearly distinguished. (saika - bunny.).

Due to the fact that children enter Kindergarten at different ages and unequally assimilate all sections of the sound culture of speech, work on its formation should continue throughout the entire period of the child's stay in a preschool institution.

At each stage of development of the sound culture of speech, the educator must take into account the individual characteristics of the development of children's speech.

Workshop of speech therapy work

on the formation of a sound culture of speech in preschoolers.

All areas of work on the sound culture of speech are interconnected. For the systematic and consistent conduct of games and classes on the development of the sound culture of speech, work on the “live” sound of the word should be taken as the basis. At each age stage, one should gradually complicate the material, necessarily including in it all sections of the development of the sound culture of speech.

Example: The teacher selects pictures so that each sound being studied or examined is at the beginning, in the middle and at the end of words, because. in each position the same sound is pronounced differently.

1 group voiced consonants.

B - felt boots, cotton wool, fork, owl, peacock. B - a bottle, a can, boots, a tambourine. D - house, rain, girl, grandfather, swans. G - goose, dove, wagon, needle.

Group 2 whistling (C, Cʼ, Z, Zʼ, C)

Group 3 (hissing Sh, Zh, Ch, Sch).

Group 4 (sonorants L, Lʼ, R, Rʼ, Y at the end and beginning of the syllable bench, berry, leaves, hedgehog, Yura)

Group 5 (posterior lingual K, Kʼ, G, Gʼ, X)

Group 6 (soft Tʼ, Dʼ, Hʼ). Pictures are selected for verification, and the child names the words, while taking into account whether the child makes permutations of letters, substitutions, omissions of syllables. All this the teacher must record in the table.

A set of basic daily exercises.

1. Keep the lips in a smile, while the front upper and lower teeth are exposed.

2. Pull lips forward with a tube ..

3. Alternate the position of the lips with a smile and a tube.

4. Calmly open and close your mouth, lips in a smile position.

5. The tongue is wide.

6. The tongue is narrow.

7. Alternate the position of the tongue wide - narrow.

8. raising the tongue behind the upper teeth.

9. Alternate the movement of the tongue up and down.

10. Alternate movements of the tongue (with the tip lowered): move deep into the mouth - bring it closer to the front lower incisors.

Complexes.

1. "Drive the ball into the goal."

Purpose: to produce a long, directed air stream of air.

2. "Punish a naughty tongue"

Purpose: to relax the tongue. Watch your lower lip, your breath.

3. "Make the language wide"

4. "Brush your teeth"(hold the tip of the tongue behind the lower teeth)

5. "Fungus" (stretch the bridle)

6. "Delicious jam"

7. "Turkey" (to work out the rise of the tongue up)

8. Click your tongue.

9. "Steamboat hums" (open your mouth (the tip of the tongue is lowered and is in the depths of the mouth) and pronounce the sound Ы.

name	Nikita
Gross visible defects
Split lips, sky
short bridle
Wrong bite
dental structure row
Sound state
Skip the sound "yba"	passes
Replacement col ova	substitutions
Distortion (there is sound, but it sounds wrong)	There is sound, but it's not clear
Mixing sounds One word is right, the other is wrong. Masha, with harp
Dictionary state
Phrasal speech Words or phrases
Other Features Quiet, bitterly, quickly, indistinctly, stammer
Differentsounds
Distinguishing similar sounds
confuses similar sound
sound pronunciation
1 group	Start	middle	the end	absence	replacement	distortion	inaccuracies
	some	some



2 group whistling
	some	some	some
FROM		some
	some	some	some
Зʼ
		some
3 group hissing
					W-S
	G-z	G-z
Chʼ	Ch-s	some
	Shch-s
Group 4 (sonor at the beginning and at the end of the word
		L-s
Lʼ		some
	core	core	core
R	court	core	core
[y] at the end and beginning of a syllable
йʼ[a] berry
th [e] hedgehogs, ate	some
th[o] oilcloth, hedgehogs
th [y] skirt, Yura. whirligig
5 group posterior lingual
	some
TO
	some
G	some

6 group soft
T
Dʼ