Speech plays an important role in every person's life. Inconvenience and difficulty in communication can be caused by various speech defects. Therefore, it is so important to notice the wrong pronunciation in your child in a timely manner and begin to act. Setting the sound "C" is not particularly difficult. With the right exercises and regular exercise, you can quickly achieve success. How to do it?

Setting sounds in speech therapy is a special process, which is the development of the skill of pronunciation of a particular letter. It is important for a child to learn how to reproduce sound in any form, depending on the word, the combination of letters in it.

Often, speech therapists are faced with a speech disorder precisely when playing whistling sounds in children. There are two types of such defects:

1. sigmatism;
2. parasigmatism.

In the first case, the baby distorts the pronunciation of the correct sound “C” or “Sh”, and in the second, he generally changes them to other sounds.

Therefore, it is so important to notice a speech disorder in a child in time and begin to instill the skill of correctly reproducing letters. Such pathologies can also negatively affect nervous system children, lead to the following diseases:

• Dysgraphia. She represents various violations writing when a child involuntarily swaps letters while writing, replaces them with other letters, and so on.
• Dyslexia. This pathology does not allow the child to read normally, making it difficult to link letters into a single text.
• Dyslalia. With this disease, children have serious defects in the pronunciation of certain sounds.

Thus, there is no doubt that the production of sounds is important and obligatory. Parents should be patient and choose for their kids effective methods development of speech, breaking down into certain stages, from simple to complex.

Preparatory activities

The production of whistling sounds first of all begins with the training of the child's breathing. He must be able to release an air jet with force. To do this, you can ask him to take air into his mouth and blow hard through the tube from his lips. You can use cotton wool or something else light, put it on a flat surface and blow it off to some distance. Or you can come up with a competition to see who can blow off the ball of cotton next. So the child will be more interesting to complete the task.

It is also good to carry out various exercises that develop the respiratory process. You can perform the following tasks:

• "Harmonic". Stand up straight, put your hands on your stomach with your palms, inhale deeply through the nasal cavity and hold your breath for a couple of seconds. Then exhale through your mouth. This exercise will help you exhale with intensification, learn how to correctly direct the stream of air.
• "Breeze". Pull out the lips with a tube, take in air and blow hard through it. In this case, it is necessary to put a palm in front of the mouth, which should feel a sharp cool stream of air.
• "Storm". Take any vial with a narrow neck. Bring to the lower lip and blow. The characteristic noise will indicate the correct direction of the air jet.

After performing breathing exercises, you will need articulation of sound. It helps a person to train muscle tissue speech apparatus, to work out the skills of the correct arrangement of organs during the pronunciation of a particular sound.

To produce a hard “C” or a soft sound “Sh”, you can use the following tasks:

• "Naughty language". You need to smile, open your mouth a little. Position the tongue on the lower lip and slap it with your lips, pronouncing the syllable "pi" several times. Do this for one breath, and then fix the tongue in a passive state on the lip for a few seconds.
  At the same time, you can easily exhale the air. It is necessary to ensure that the lower lip is not tucked in and not stretched over the jaw from below. Also, the sides of the speech organ should touch the corners of the oral cavity.
• "Crap". You need to open your mouth, smile. On the lower lip, place the front of the tongue and fix it in this state for a few seconds. In this case, you can not strain your lips, stretch them widely, tuck or pull on the lower jaw. Also, do not stick out your tongue too much, it should cover only the lip, and its sides should touch the corners of the mouth.
• "Mountain". You need to open your mouth and smile. Then, with the wide tip of the speech organ, rest against the tubercles that are behind the lower jaw. Next, you should raise the middle part of the tongue until it touches the upper incisors, and then lower it. When performing the exercise, you need to look so that the tip of the tongue does not come off the tubercles, and all other organs of the speech apparatus remain motionless.

First you need to conduct simple classes, then gradually add tasks more difficult. The main thing is to do this regularly and with the desire to succeed in staging whistling sounds. With more detailed information You can read about articulation exercises in our article -.

In order for the pronunciation of the sound “C” to be correct, it is necessary to control the position of the organs of the speech apparatus, as well as the breathing process during the reproduction of the letter.

After preparing the organs, you can go directly to the exercises.

Setting sound through imitation

Imitation is the easiest and preferred way of producing sound. Children like to repeat after adults, animals, so using this exercise to set the sound “C” will interest them.

To do this, you need to sit down with the baby in front of the mirror and show him the correct position and movement of the speech organs while pronouncing the solid sound “C” and softening it. Then ask him to repeat the same. You can also ask the child to show how the wind blows, how the pump pumps up the wheel, and so on.

How to put sound mechanically?

Techniques for setting sounds include a mechanical method. To do this, you need to do the following:

1. Smile broadly, place a wide tongue between your teeth. In this case, its tip should be only on the lower jaw. It is necessary to control that the baby does not press the organ with his upper teeth.
2. Then ask the baby to blow on the tip of the tongue so that it feels cool. You can bring your hand to the mouth and feel the exhaled air stream.
3. While the baby is blowing on the tip of the tongue, it is necessary to put a toothpick on its midline, pressing a little on it. Thus, a “groove” is formed, along which a stream of air will then go. Insert a toothpick about 2 cm.
4. Ask the child to blow. During this, an indistinct hissing whistle will be heard. Then you need to close the jaws so that only a toothpick is placed between them, and the tongue remains inside. You also need to continue to blow on the tip of the tongue, the jet should be interdental. When the jaws close, a whistle is formed that cannot be interrupted.
5. While the baby is whistling, you need to press the tongue with a toothpick with different force, move it back and forth. This will allow you to determine at what position the sound "C" sounds right.
6. Once this position is established, you can further train pronunciation. At the time when the child correctly says the letter "C", you need to slowly pull the toothpick out of the baby's mouth.
7. For a certain period of time, it will continue to correctly reproduce whistling sounds without this device, but then it may go astray again. Therefore, it is necessary to train in this way until the child himself can correctly set the desired position of the speech organs.
8. You can consolidate the result of this exercise using the pronunciation of syllables and words. If it is more difficult for a child to reproduce a sound as part of a word, then the mechanical method can again be used.

Staging from other sounds

You can put the correct pronunciation of the sound "C" from other sounds. Among them, such letters as "Sh" and "C" are used. When setting the pronunciation from "Sh", you must perform the following steps.

• Ask the baby to start pulling the sound “Sh”, and at the same time, slowly move the tongue forward. The speech organ itself cannot be torn off from the palate, the upper and lower incisors should be parallel to each other.
• The occurrence of intermittent pronunciation indicates that the child has torn off the tongue from the palate, which cannot be done. Then it is necessary that he opens his mouth and continues the initial sound production session.
• With open incisors, you will first hear soft sound“Sh”, then an indistinct whistling sound, and then the correct pronunciation of the sound “S”. Then you should be asked to close your mouth and try to pronounce a sound with closed incisors.
• Let the baby try to find the position of the tongue in which the sound “C” is the most correct. As soon as the pronunciation is correct, you need to fix it. To make it more interesting for the child, we can say that a mosquito squeaks like this, and the baby will imitate him.

You can also put a whistling sound using the letter "C". True, this option is used much less often, but it does not hurt to know it.

• The baby needs to pronounce the sound “C” for a long time and drawl. In this case, the sound "C" will be clearly audible. The most important thing is for the baby to hear and be able to take into account this letter.
• In case of difficulties with the pronunciation of an isolated "S", you can first practice using the letter combination "CS".
• The result is also important to consolidate. This requires regular repetition of syllables, words, tongue twisters.

What methods exist for sigmatism?

Children who suffer from sigmatism and parasigmatism can also be taught correct pronunciation. To do this, it is necessary to select speech therapy exercises for sound that are suitable in a particular case.

Interdental sigmatism

Setting the sound with such a violation is to demonstrate to the baby how the organs of speech are correctly located during the pronunciation of the sound “C”. If a child fails to imitate an adult, then they perform a staging with mechanical assistance.

Lateral sigmatism

In this case, it will be necessary to prepare the organs of speech in order to activate the activity of the muscle tissues of the sides of the tongue. As a result, the baby should be able to raise the sides until they are in full contact with the side teeth.

Then you can resort to an exercise in which you need to blow on the front of the speech organ, then on its tip, and then, hiding the tongue behind the jaw.

Nasal sigmatism

Such children need to perform the following exercise. It is necessary to reproduce the letter “F” for a long and drawn out time. Insert the wide tip of the tongue between the lower lip and upper incisors and blow on it, pronouncing the sound “Ф” and slowly removing the organ by the lower incisors.

Dental parasigmatism

Sound production in this speech disorder is performed only by demonstrating the correct location of the organs. Also, the emphasis is on tactile sensations. The child brings his hand to his mouth, if the air flow is correct, then cold is felt. You can set the sound from the soft "S".

It should be remembered that classes should not be stopped as soon as the child was able to correctly reproduce the sound, even if there is no longer a violation. The set pronunciation must be fixed with the help of poems, tongue twisters, stories and other works.

Thus, the production of sounds is very important for human speech. Therefore, if there are difficulties with reproducing this letter, you should definitely contact a specialist and perform exercises regularly.

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your hands. Place your palms on your stomach and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation power.

"Cold wind". Having typed air into the lungs, with force to blow through the lips extended forward with a tube. Bring the back of your hand to your mouth. A sharp, beating cold stream should be felt.

Game exercises

"Smile". "We are happy to meet a friend." Stretch your lips in a smile to the limit and hold them in a tense position for a while. The teeth are closed. Repeat 3-4 times.
"Monkey monkeys". Movement with closed lips to the right and left side. (In case of difficulty, help with index fingers.)

Exercises for spreading and strengthening the lateral edges of the tongue

"Track". Put a wide spread tongue on the lower lip and hold it in this position for a count of up to 5.

"The tongue is looking for a crack in the fence." Protrusion of the spread tongue between the teeth and biting it. (There should be teeth marks on the tongue.)

"The tongue sleeps on the crib." Lowering the back of the tongue. Press the tip of the tongue to the lower incisors, lower the back.

Note. In case of difficulty, invite the children to cough, yawn, while the soft palate involuntarily rises and the root of the tongue descends. You can interest children with an offer to meet or say hello to a small tongue.

Isolation against the background of syllables and words of the sound [s] among sounds that are distant in acoustic and articulatory features.

Game "Catch the sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.

If a child singles out a sound from a sound or syllabic range, the words poppy, cheese, bough, shelf, son, bun, lamp, catfish are given.

Pronunciation of vowel sounds with a change in the strength and height of the voice.

"Let's sing a lullaby to the doll": ah-ah-ah-ah-ah-ah-ah-ah-ah.
"Teeth hurt": oh-oh-oh
"Steamboat whistle": woo.

Lesson 2

Breathing exercises

Development of expiratory force

Blowing through a tube. Blowing soap bubbles. Comparison of the duration of exhalation.
Pronunciation of the sound [f] (long exhalation), pronunciation of the sound [t] (short exhalation).
Development of the correct direction of the air jet according to middle line language
Blow the paper snowflake off your palm. Whose snowflake will fly farthest?

Exercises for the lips and facial muscles

"We are having fun". "Smile". Lips in a smile, teeth close to 2 mm.
"Sponges swing on a swing." Teeth and lips clenched. Alternately raise the corners of the mouth with the help of the fingers.
“Sleep, peephole, sleep, other. The right eye sleeps - wakes up. The left eye sleeps - wakes up. Alternately opening and closing the eyes.

Language exercises

"Tongue lights up." Lay the tongue on the bottom of the mouth. "The tongue dived to the bottom of the river." "Let's see where he lives small tongue". Lowering the tongue to the bottom of the mouth.
"The tongue crawls through the crack in the door." Biting the tongue with teeth from the tip to the middle and vice versa.
"Monkey Teasers". Put a wide tongue on the lower lip and pronounce the syllables pya-pya-pya-pya-pya.

"Conversation of dogs Barbosa and Pushka". Pronunciation of syllabic combinations pa-ba, py-by, po-bo, pu-boo in a whisper, quietly and loudly.

Development of phonemic perception

Isolation of the sound [s] among sounds similar in acoustic and articulatory features. Sounds: [s], [h], [s], [w], [c], [s]. Syllables: sa, za, so, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises

Development of expiratory force

"Extinguish the candle." The development of an intense intermittent exhalation with the pronunciation of fuuuuu.

Development of the correct direction of the air stream along the midline of the tongue

"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.

Exercises for the lips and facial muscles

"The monkey is smiling, and the baby elephant is ready to drink some water."
Lips in a smile (hold count up to 5-6). Alternating positions - lips in a smile and a "tube".
“Teeth hurt on the right side. Teeth hurt on the left side. Alternately raising the corners of the mouth while closing the corresponding eye.

Language exercises

"Raindrops are pounding on the roof." Bite a wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Put a wide tongue on the lower lip so that the lateral edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, offer to squeeze the lips tightly, then stretch them in a smile and squeeze the tongue between them.

Exercises for the formation of the ability to form a bow with the upper molars with the lateral edges of the tongue

"The baby learns to pronounce the sound [and]." Lower the tip of the tongue behind the lower teeth and pronounce the sound [and]. Make sure that the “dimple” in the tongue is exactly in the middle.
"Donkey Song". Pronunciation of sound combinations ia.

"Boat". Stick your tongue out of your mouth and fold it in a boat ("groove-com"). If the exercise does not work out, you can put a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect various mushrooms in a basket - russula volushka, flywheel, etc.

Development of the switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue

pronunciation vowels i-yu, u-i, i-e, e-i; i-i-e; i-i-e-yu.

Development of phonemic perception

Isolation of sound [s] from words. Find toys that have the sound [s] in their names from a number of others (owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of expiratory force
Development of the correct direction of the air jet along the center line
"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.
The development of a prolonged strong exhalation during prolonged pronunciation of the sound combinations iffff, iffff.

Lip exercises

Lips in a smile (count up to 10).
"The boat is rocking on the waves." Alternately lifting up the corners of the mouth (with and without the help of hands).

Language exercises

"The tongue is sick and lies in bed." Open your mouth wide and cough (the tongue involuntarily falls to the bottom of the mouth). Lay the tongue with a “path” on the bottom of the oral cavity so that a small tongue appears. (Keep in this position for as long as possible.)
"Teasers". Put a wide tongue on the lower lip and pronounce: bya-bya-bya-bya-bya, pya-pya-pya-pya-pya-pya (with a change of intonation).
The tongue is a "groove" inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When blowing into the bubble, a round slit involuntarily appears in the tongue.
"Funny Clowns" Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.

Development of switchability of the organs of the articulatory apparatus

"The tongue swings on a swing." Pronouncing the syllables i-la, i-la, i-la, gradually increasing their number on one exhalation.

Development of phonemic perception

Distinguishing words that are similar in sound: bear - bowl, helmet - porridge, cheese - sharok, salt - play pranks (based on pictures).
Finding pictures, in the name of which there is a sound [s], on the topics "Vegetables" and "Fruits".

Lesson 5

Development of expiratory force

Development of the correct direction of the air stream along the midline of the tongue. "The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

"The hippopotamus opened his mouth, the hippopotamus asks for rolls." smile. On the count of "one" tightly compress your lips, on the count of "two" open your mouth wide.

Language exercises

Pronounce and, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the lateral edges of the tongue until a recess is obtained in the middle part of the tongue.
"Funny kids". The starting position is the same. Pronounce the sound combinations ihi-hee, ihi-hee, ihi-hee.

"Alien Talk" Pronunciation of the syllables ti-ti-ti, tya-tya-tya, te-te-te (with a change of stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables that have the sound [s] in their names. Where is the sound [s] in the word salad? In the word garlic? In the word cabbage?

Development of logical thinking

The game "The Fifth Extra". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.

Lesson 6

Development of expiratory force

Development of the correct direction of the air stream along the midline of the tongue
smile. Lower the tip of the tongue behind the lower teeth, raise the back with a “hill”, exhale.

Lip exercises

Raising and lowering the upper lip, exposing the upper teeth.
Alternating raising and lowering the corners of the mouth.

Language exercises

Keep the tongue “groove” outside the mouth motionless, and then open the lips wide, then touch the “groove” with them.
The game "I am not me." The speech therapist pronounces phrases, and the children answer: "And I" or "Not me." For example, a speech therapist says: "I love chocolate." And the children answer: "And I, and I, and I." "I like to chew a cup." Children: "Not me, not me, not me."
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
Pronunciation of syllabic combinations pti-pti-pti, ptya-ptya-ptya; bird-bird, bird-bird; ptt-ptt-ptt-ptt.

Development of phonemic perception

"Choose and name." Arrange in two piles pictures with the image of objects in the name of which there are sounds [s] and [sh].
Determine the position of the sound [s] in the words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus with the correct pronunciation of sound [s]
The teeth are close together and are at a distance of 1 mm. Lips stretched as if smiling. The tongue rests against the lower incisors, a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is deaf, pronounced without the participation of the voice.

Techniques for setting sound [s]

Auditory perception of sound. Creating an auditory image of sound
Game tricks. "Whistles". "Winter storm".
Formation of a visual image of sound
Showing the articulatory position of the sound on the model or articulation scheme. Articulation profile display.
Formation of a kinesthetic image of sound (sensation of the position of the organs of articulation)
Showing the position of the organs of articulation with the help of fingers. clenched fingers right hand(imitation of the tongue) lower to the base of the fingers of the left hand (as if it were the lower teeth).

Description of the position of the organs of articulation when pronouncing the sound [s].

Open mouth. Lower the tip of the tongue to the lower incisors so that a gap forms in the middle of the tongue. Exhale evenly with force. It should sound like [s].
Note. If a “groove” does not form along the midline of the child’s tongue, put a stick along the tongue. Close your teeth as far as the wand allows, and pronounce the sound [s]. Do the same exercise with slowly removing the stick from the mouth to the teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvattseva (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered near the lower gums.
2. Blowing out on the tongue when it is in a low position.
3. The tongue is set in a deep “groove”, and the sound [s] is pronounced. Then gradually the depth of the "groove" decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of sound [s]. Fixation in syllables, words, and then the transition to normal articulation.
2. The child pronounces the sound [r] lingeringly, and then, doing the same, push the tongue forward as far as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper the sound combination ihi, and then repeat it with clenched teeth.
4. Pronunciation of a combination with tension.

Correction of labiodental sigmatism

Show that during the pronunciation of the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternation of lip movements with a successive change of their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is applied in the form of pushing the lower lip down with a spatula. Drawl pronunciation [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] lingeringly. (At first, the sound is pronounced with clenched teeth.)
Pronunciation of syllables and words with clenched teeth. Gradually they move to the normal pronunciation of the phoneme.
Dental sigma correction
Showing the correct articulation of the phoneme. Using a profile picture. Reliance on kinesthetic sensations (feel a cold jet on the back of the hand with the correct pronunciation of the sound [s]).
Articulation exercises
Protruding tongue between teeth.
Protrusion of the tongue with a "groove" with the mouth open.
Curvature of the back of the tongue upwards with the tip of the tongue resting on the gums of the lower incisors.

Hissing sigmatism correction
Distinguishing between the correct and incorrect sounding of the sound [s] (whistling - hissing).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the help of the hands.
Having achieved the correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use the interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Lateral sigma correction
Achieve the formation of a "groove" in the midline of the tongue.
As a base, use the sound [t]. Pronounce [t] 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. Clench your teeth and pronounce a sound close to [c], in which sounds [t] and [s] are heard.
Gradually, during the exercises, the sound [s] lengthens, and then separates. After that, the child can be explained that this is a correctly pronounced sound [s].
Use of mechanical assistance.
The child is offered to pronounce the sound [f], pushing the tongue as far forward as possible and resting its tip on the lower teeth. Whistling noise should be added to the noise characteristic of the sound [w].
Reliance on the sound [x].
Pronounce a combination of ihi in a whisper, and then pronounce the same sound combination with clenched teeth. At the same time, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s "].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage to the nasal cavity by raising the palate. Development of correct articulation of the tongue.

Sound replacement correction [s] to [t], [d]

1. Insertion of a spread tongue between the teeth.
2. "Groove" with an open mouth.
3. Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
Massage is performed with hypercorrection of the affected side:
- patting of the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (more often on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping with a spatula or fingers on the tongue;
- a very light pat on the affected lateral edge of the tongue.

Articulation gymnastics

Exercises for the lips and facial muscles

Teeth and lips clenched. Alternately raise the corners of the mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of the mouth calm. Lift the corner of the mouth affected by paresis to produce two or three times, healthy - one.

Language exercises

1. Smile, put the tongue on the lower lip, then move the tongue to the right side and bite the left edge of the tongue with your teeth. Return to starting position.
2. Smile, put the tongue on the lower lip, slightly move the tongue to the left side and bite the right edge of the tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth over your tongue.
4. Smile, put your tongue on your lower lip, move your tongue to the left side and slide your teeth over your tongue.
5. Biting the lateral edges of the tongue.
For the affected side, the number of exercises is doubled.
Fixing the auditory image of sound

Teaching the correct pronunciation of the sound [s] in isolated sound

Game exercises

“A cold wind is blowing”, “A song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in the pipe”, “Air comes out of the wheel”, “Punctured tire”, “Pump”, “Pump air into the wheel ”, “Punctured ball”, “Steam comes out of the pan”, “Kettle with a whistle”.
Automation of sound [s] in syllables

Lesson 1

Automation of sound [s] in direct syllables

Repeat the exercises above:
1) sticking a spread tongue between the teeth;
2) the tongue lies on the "bottom";
3) tongue "groove";
4) lips in a smile.
Development of memory, attention
Memorization and reproduction of the syllable row in combination with the movement of the fingers.
Game tasks
“Snowflakes are falling”, “We are making snowballs”, “We are rolling a snowman”.
Identification of the stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is extra? Sa-sa-sa-sy.
Repeat the syllables: sa-sy-so. Listen again. Sa-so. Which syllable has disappeared from the row? (Co.) So-su-sy-sa. So-su-sy? (Sa.)
Analysis and synthesis of syllables
What is the first sound in the syllable sa? What is the second sound? How many sounds are in the syllable sa?
- The sound [s] "made friends" with the sound [e]. What syllable did you get?
- Is there a sound [s] in the words juice, son, bag, dump truck?
Tapping out the rhythmic pattern of the words juice, bag, dump truck.
Introduction to the letter c

Lesson 2

Sound automation [s] in reverse syllables
Development of articulatory motor skills
Lips in a smile.
The tongue with a “groove” outside the mouth is motionless, and the lips either open wide or touch the “groove”.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Note. In further work articulation exercises are selected taking into account the individual characteristics of the child's motor skills and the nature of the speech disorder.
Voice work
Pronouncing the syllables is-is-is, ys-ys-ys, as-as-as, os-os-os, us-us-us on behalf of the heroes of the fairy tale "Teremok" with different intonation.
Memorization and reproduction of syllabic rows: is-ys-as, is-is-as, is-is-as-us, is-is-as-us.
- What is the extra syllable? Is-is-as; ys-ys-is.
- What syllable appeared? Is-is-as; ys-ys-as.
Analysis and synthesis of reverse syllables
- What syllable will it turn out if I “give” you the sound [a], and then - [s]. Mark the syllable with color symbols (red and blue circles).
What is the first sound in the syllable sy? What is the second sound?
- What is the second sound in the syllable os?
Compilation of syllables is, ys, as from the letters of the split alphabet.
Development of phonemic perception
Selection of pictures, the words-names of which contain the sounds [h], [w], [t], [c], [h].
Game "Botanical Lotto". Find only vegetables. Find fruits. Put vegetables and fruits in the basket, in the name of which there is a sound [s].
Name the missing syllable in words like ... (tus), ana ... (us).

Lesson 3

Automation of sound [s] in syllables (intervocalic position)
Development of articulatory motor skills
Lips in a smile.
The tongue is a "groove" inside the mouth.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Coordination of breathing, articulation and phonation
"A fox teaches fox cubs to talk." Pronunciation of syllabic combinations ysy-ysy-ysy, asa-asa-asa, usa-usa-usa, isa-isy-isy, oso-oso-oso, asu-asu-asu, wasp-isa-asy on behalf of Fox and foxes ( high and low voice with a change in intonation).
Development of phonemic perception
- Name the place of the sound in the syllable. The syllables are called sa, as, asa. Where is the sound [s] heard in the words fox, elephant, Barbos!
Reading syllables sa, so, sy
Development of auditory memory and attention
Execution of orders. Get up from the chair, go to the table and take the fox.
Execution of instructions from 2-3 actions.
- Take the donkey, put it on a chair and sit down at the table. Take the fox, put it between the elephant and the dog; go to the chair and then sit down.

Lesson 4

Development of articulatory motor skills
Pronunciation of syllabic combinations with the movement of hands: stu-stu-stu (we walk up the stairs); hundred-hundred-hundred (put glasses on the table).
Coordination of mimic gymnastics with breathing, articulation and phonation: hundred-hundred-hundred (angrily); sta-sta-sta (good-naturedly). Why are you so angry? Hundred-hundred-stu-sta (affectionately). Let's make it up.
Development of phonemic perception
- Find pictures that have the sound [s] in their names and put them next to the letter c.
Pictures are laid out in front of the child, in the name of which there are sounds [s] and [h]. The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Reading syllables mustache, su, os, so

Lesson 5

Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Coordination of breathing, articulation and phonation.

game exercise

"Jugglers". We toss the balls and pronounce the syllables:
sma-sma-sma-sma; smu-sma-smu;
smy-smy-smy-smy; sleep-sleep;
smo-smo-smo-smo; sleep-dreams;
smu-smu-smu-smu; sleep-dreams-sleep;
sma-smo-smu; sw-sw-sw-sw.
(Children draw waves with their fingers.)

Development of phonemic perception

Ball game.
- Catch the ball if you hear the sound [s] in the word.
- Find pictures with the sound [s] in their names; put them to the letter c. Pictures are laid out in front of the child, in the name of which there are sounds [s] and [ts]. Is there a sound [s] in the word heron? Is there a sound [s] in the word owl?
The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Composing syllables from a split alphabet. Reading syllables

Lesson 6

Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Work on voice and facial expressions
Game task "Conversation of the Rhinoceros with the Elephant":
- Sfa-spho; sfu-sfu. (surprised)
- Sla-slo; slu-sly. (with apprehension)
- Sla-slo-slu; sba-sbo-sbu-sby. (sadly)
- Spa spa; spa-spa-spa! (joyfully)
- Asma-asta; aspa-asfa. (disappointed)
Development of phonemic perception
- Is there a sound [s] in the word hat? Is there a [s] sound in the word socks? Divide the pictures into two piles. To the letter sh put pictures with the sound [sh], to the letter c - pictures with the sound [s].
The teacher pronounces the words, and the child selects the right pictures. Determining the position of the sound [s] in the words elephant, rhinoceros, weasel.
Reading syllables
Tasks used at the stages of sound automation [s] in words, phrases, sentences and coherent speech

Automation of sound [s] in words with syllables sa-sy-so-su

Pronounce the words correctly

Garden, yourself, yourself, yourself, sleigh, saber, net, sugar, salute, carp, saiga, boots, lettuce, salad bowl, salad bowl, napkin, samovar, sundress, sardine, sausage, plane, gardener, gardener, sandals, seedling, bag, saxaul, braids, scales, watches.
Son, cheese, cheese.
Catfish, sleep, Sonya, owl, magpie, nightingale.
Soup, bag, cracker, drying.

Find a word within a word.
Dump truck (self, shaft, catfish, little, bacon), killer whale (spit, wasp), scraper (clean, whale, tick).

What sound is missing from the word? Sledge, sled. Complete the syllables with the word juice.
le
ne
ku suk yoyoyo115
cha
sing

Automation of sound [s] in words with sound combinations as-os-us-ys-is

Pronounce the words correctly
Kvass, stork, coconut, ficus, focus, cactus, class, apricot, pineapple, dust-suck, space, crocus, koumiss.

Change the sound in a word.
Juice - litter - catfish; voz - nose; dew - braid - braids - dew.

Find identical objects (contour and color images). Figure 1. (See color insert.) Stork, vacuum cleaner, leaf, coconut.

Automation of sound [s] in words with the sound combination st and syllables sta-sto-stu-sta

Pronounce the words correctly
Bridge, post, crust, pole, leaf, tail, brushwood, platform, perch.
Flock, statue, figurine, glass, chisel, machine tool, shutters.
Mortar, foot, cold, icy, steps.
Shame, joint, docking, skirmish.

Think of seven words that begin with the syllable hundred-.
One hundred ... (l), one hundred ... (d), one hundred ... (p), one hundred ... (g), one hundred ... (n), one hundred ... (forehead), one hundred. ..(forest).
Replace one sound (one letter).
One hundred - table - stop - stop - stack - groan - table - pillar.
Knock - chair - table - steel - steel.
Knock - bough - knock - stock.
Squeak - search.

What is common between the words pine, pump, vacuum cleaner, whistle, whistle, whistle? (They have two sounds [s].)
Pick up the flip words. Pine - pump.
Pick a couple.
Hay - stack, fox - tail, stairs - steps, leg - foot, puff - dough, cabbage - leaf.
Rebus. Leopard, stork, lynx, skunk, platypus, cat. (Badger.)
Name the birds and animals. Pick out the first sound in their names. Make a word out of these sounds.

Automation of sound [s] in words with syllables ska-sku-sko

Pronounce the words correctly
Rock, fairy tale, rolling pin, bench, jump rope, tablecloth, space suit, scanner, bathyscaphe.
Scorpio, bracket, fragment, speed.
Tasks
Find rhyming words. Skalka - jump rope.
What do the words boredom mean, miser?
What words make up the word fast?
The name of which flower is hidden in the word scorpion?

Sound automation [s] in phrases

Pick a couple.
Pine ... (forest), empty ... (glass), sweet ... (sugar), high ... (snowdrift), thick ... (sour cream), sour ... (plum), delicious. .. (apricot), bold... (soldier), clear... (sun), meaty... (soup), wonderful... (voice), crackling... (frost), thick... (hair), funny... (mask), clean... (glass), clean... (dishes), clean... (socks), dry... (sand), dry... (frying pan) ), dry ... (boots), juicy ... (foliage).
Automation of sound [s] in sentences and connected speech

Two word sentences
Make sentences with two words.
The table stands
Boots stand
owl sleeping
Cabbage crunches
dog biting
pussy sleeping
The soup is cold

Three word sentences
The clear sun is shining. Sonya heard a knock. The plane is flying high. The dump truck spilled the sand. The wasp bit Sonya.
Think of sentences with the words dog, elephant, magpie, sled.
If you were an artist, what could you draw with the [s] sound?

Four to five word sentences
Complete the sentences with.
They poured into a glass ... (juice). Near the bush stands ... (bench). It is cooling on the table ... (soup). It flies over the forest ... (airplane). He quietly descends the steps ... (old woman). Sitting on a bitch ... (owl). ... (Apricots, plums and peaches) have pits. The plane flies over a dense pine ... (forest). The plane flies over ... (desert). The plane flies over ... (savannah).
Sentences with conjunctions a, and
Sanya caught catfish, and Slava caught only algae. Cabbage is not only tasty, but also healthy. Sonya sat down on a bench and began to look at the sky. Slava got up from the bench and walked along the path.
"Learning to Think"

Name the extra word in the sentence.
They grew up in the garden, planted tall trees. On the rails rides, the train is standing. Beans and garlic grow, harvested in the garden.
How are the items different?
Clocks with and without hands. Bus with and without wheels. Boots with socks and without socks. Chair with back and without back. Catfish with and without whiskers. Fox with and without a tail. Owl with and without eyes.
"Sport. Competition. Athletes. Athlete". Figure 4. (See color inset.)
Who will you be? Hockey player, tennis player, football player, basketball player, slalom player. Sportswear. T-shirt, sneakers, baseball cap. Sports equipment.
Which of the athletes has the same T-shirts, sneakers?
"Vegetables". Cabbage, squash, garlic, beans, sunflower, beets, parsnips, lettuce, pear.
Find an extra item.
"Locomotive with wagons". Figure 6. (See color insert.) Indicate the color of the locomotive and wagons, as well as the color of the cargo. Match each wagon with a load of the same color.
"Unprecedented". Figure 7. (See color insert.) Icicles in the sun. Fox on the pine. Stork on the plane. Cactus in the sandbox. A dog is flying on a jump rope. The elephant rides on a sled. The owl is riding a scooter. Catfish with a whistle.
Come up with false sentences.
"Bag. Suitcase". Figure 8. (See color insert.) Products and things (meat, sour cream, sugar, sausages, sausages, butter, lard, crackers, dryers, apricots, scarf, sundress, socks, blouse, sweater, dress). What will you put in your bag? What things will you put in your suitcase? What object does not have the sound [s] in its name?
Topics for writing descriptions, stories and fairy tales
"Toy shop". You are the seller and I am the buyer. I want to buy such a toy, in the name of which the first sound is [s], and the last one is [n]. Who is it? (Elephant.)
You are the buyer and I am the seller. The toy will be considered yours if you name the first and last sound in its name.
Enjoy the toy. Tell us what you liked about the toy. Look what a beautiful plane! Tell me about how you and your mom bought a toy in the store.
"In the garden". Key words: currant, apricot, bushes, bench, stork, sun, narcissus, gladiolus, pansies, phloxes, starling, birdhouse.
"In the pine forest". Figure 9. (See color insert.) Reference words: owl, owls, butterflies, russula, fox.
Compliment what you like.
Describe the place. Choose one object from the picture. Ask where he is. Use words next to each other. Where are the owls hiding? Ask me questions.
"Forest School". Key words: owl, badger, fox, baby elephant, magpie, owlets, weasel.
Compose a fairy tale about how the owl teacher taught the animals. What lessons did she teach?
"In the yard". Key words: sandbox, sand, scoop, dump truck, bench, stroller, dog, scooter, pump, wheel.
"Room". Key words: table, chair, chandelier, curtain, armchair.
Describe the objects in the room.
Lesson summary
Sound automation [s] based on the plot
"Excursion to Moscow"
Material: pictures, postcards with the image of Moscow; a toy or an image of an airplane; subject and plot pictures; colored symbols; images of animals (elephant, fox, badger, sable, etc.).
Lesson progress:
Orgmoment
Preparing the aircraft for flight.
Lesson topic message
- Today we will go on an excursion to the most Big city our country. What is it called? (Moscow.) What is another name for Moscow? (The capital.) Making this excursion, we will repeat the familiar sound [s]. What is this sound? (Hard, consonant.)
Development of phonemic representations. Determining the position of a sound
How will we get to Moscow? Name the fastest type of transport. (Airplane.) Where will we put the products, things? (In the bag.) What things will we take with us? Name the clothes first. (Children name words, determine the position of the sound [s] in words.) Put toys in the suitcase, food in the bag.
Making words for children. Children list the names of objects with the sound [s].
Pronunciation of words with a complex sound-syllabic composition. Sound [s] in sentences
- Who meets us at the gangway of the plane? (Stewardess.) What will the stewardess tell us? (Hello, dear passengers. Come into the cabin. Take your seats.) (Repetition of these phrases by children.) Where did we go? (Into the saloon.) Where did you sit down? (In an armchair.) In which of the words is the sound [s] heard at the beginning, in which - in the middle, and in which - at the end of the word?
Aircraft TU-104. The plane is ready to fly.
Come on, passengers! He has been waiting for you for a long time.
Case management. Practical assimilation of instrumental case of nouns
- Look out the window. (Pictures are displayed.) What is our plane flying over? (Over the forest. Over the forests. Over the bridge. Over the bridges. Over the bushes, gardens, pines.) Are we flying high or low? Far from Moscow or close? (Answers of children. Physical pause.)
We fly high, we fly low
We fly far, we fly close.
The recitation is accompanied by the movement of the hands.
Drawing up sentences on plot pictures
- In order not to be bored, let's watch TV. Scene pictures are displayed. Children come up with sentences.
Sound analysis of the words juice, sleep, Sonya
- What does the stewardess offer us? (Juice.)
Determine the sequence and number of sounds in the word juice. Designation of sounds with color symbols.
- Replace the sound [k] with the sound [n] in this word. What is the new word? (Dream) How do these words differ? The flight attendant's name is Sonya. Circle the word Sonya. What are the same sounds in the words sleep and Sonya? How are these words different?
Fizminutka
Circular rotation of the arms, like a propeller.
Development of imagination and coherence of the statement
- Make up dreams. (Children's answers.) Our plane is going to ... (landing). How can you say otherwise? (Descending, landing, descending) Where did the plane land? (In Moscow.) (A picture of a bus stop and a bus is displayed.) Where did we go? (TO bus stop.) Where shall we enter? (Let's get on the bus.) What did you see from the window? (Trolleybus.) We arrived at Red Square and saw ... (Kremlin wall, Spassky tower, Spassky gates, a beautiful cathedral). We went to the royal chambers. (The pictures are put on the board.) And now we are going down to the subway. What did you go down on? (On the escalator.) We arrived at the pier. This is the Moscow River. Where have you arrived? What boat did we see? (A sailing boat.) Why was it called that? (Children's answers.) And now let's go to the zoo.
Dividing words into syllables. Composing the word som from letters
- Who did you see at the zoo? The word has one syllable, there is a vowel sound [o], who is it? (Elephant.) I will name the first syllable, you - the second: whether ... (su). We saw ... (fox). How many syllables are in the word fox? How did you guess? Here is a large aquarium. A fish swims in it. What is it called? I suggest. Take the letters s, m, o. Make up a word. What happened? (Som.)
Development of phonemic representations
We will buy gifts for family and friends. The sound [s] should sound in the name of the gifts. (Children's answers.) And now we are returning home. On what?
Summary of the lesson

1. Tip of the tongue rests on the lower front teeth.
2. Lips stretched, as if smiling, and do not cover the teeth.
3. Teeth close or closed
4. We exhale the air with force in the middle of the tongue, along the “groove”; a sharp cold stream is felt on the palm brought to the mouth.
5. vocal folds open.
6. Sound with deaf.

PREPARATORY EXERCISES

Exercises for the development of air pressure.

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

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

3) We do the previous exercise without using a stick.
Lip exercise. We stretch our lips into a smile to the limit and hold them in a tense position for a while. We close our teeth. Repeat exercise.

An exercise. Pronunciation of a long sound with.

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

Note. If the stick does not lie in the middle of the tongue or the air pressure is insufficient, the sound c turns out to be unclear, not whistling.

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.
We do the exercise several times without using a stick.



This stage of work is carried out as part of the lesson.

Topic: Clarification of the pronunciation of a sound with or evoking it by imitation, the development of a long oral exhalation.

Target: To achieve the correct isolated, prolonged pronunciation of the sound s, the ability to determine the position of the organs of the articulatory apparatus when pronouncing the sound s.

In order for children to correctly pronounce the sound with, it is necessary to monitor the position of the lips, tongue, and the presence of an air stream running in the middle of the tongue. The attention of children should be drawn to the fact that the “angry” whistle of air coming out of the pump resembles the sound with. When we pronounce with, then the lips are in a smile, the teeth are visible, and with the back of the hand brought to the mouth, one can feel a cold stream of air. To help those who pronounce the sound indistinctly, you need to see what exactly does not work out for each child.

Ways and effective techniques for setting different sounds

Starting work on editing sounds, you first need to determine the cause of their incorrect pronunciation. As a rule, violations can occur with dyslalia, dysarthria, rhinolalia. Each diagnosis has its own characteristics. However, whatever type of disorder is diagnosed, it is important to know what sounds are characterized by, what articulation should be, what exercises are best used for certain sounds.

Features of setting sounds

Work on editing sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are involved: vibrational, auditory, visual and tactile. In the first lessons, you should not create radically new patterns of articulatory movements and phonemes in order to evoke the desired sound. Initially, the work is based on the maximum use of models available to the child.

Children diagnosed with reduced kinesthesia or phonemic hearing disorders are recommended to learn intermediate articulations. Articulation itself can be improved by performing exhalation lengthening exercises and the necessary airflow pressure. Therefore, the production of sounds usually begins in the supine position, developing lower-diaphragmatic breathing. So the child learns to smoothly inhale air through the nose and exhale it measuredly through the mouth.

Performing work on the formation of articulatory praxis (the ability to pronounce a series of sounds mother tongue), you need to take into account how strong the relationship of the muscles of the organs of articulation is. It is useful to use such techniques, which should be based on visual control (the child should control the exercise in the mirror):

• to move the tongue in the mouth a little deeper, push the corners of the mouth forward mechanically (for example, with fingers);
• to move the tongue forward, the corners of the mouth are moved to the sides.

When correcting the pronunciation of sounds that the child distorts, you should not name them - this will cause their incorrect pronunciation.

Sounds are set up in the following ways:

1. By imitation: for example, invite the child to growl like a tiger (rrrr) or make a drill sound (drrr).
2. By reference sounds: for example, we study sounds in this order - V-Z-Zh, M-B, N-D, S-Sh-Z-Zh, F-V, F-S-Sh.
3. From the gymnastics of the tongue by sound, however, use the correct diction - T, D, N. If the child pronounces sounds interdentally, then you should be taught to pronounce them correctly, and then put defective sounds.
4. Mechanical method (using a spatula, fingers, nipples, probes).

If work is underway to correct sound pronunciation, we must not forget about the following features:

1. Parallel work on the correctness of breathing and articulation is required.
2. The child must consciously control his own pronunciation by ear.
3. The studied sounds must be designated with special signs-symbols.
4. For older preschoolers introduce letter designation sounds, which helps further education literacy.
5. Automation of sounds and their application in different conditions - in syllables, words and phrases, sentences.
6. Dysgraphia warning.

With the theory a little understood, let's get down to practice.

We put the sounds [L], [L ']

To set the sounds [L], [L ’] use the exercises “Needle”, “Malyar”, “Turkey”, “Steps”, “Ladle”, “Hunter”.

If there is no sound [L] in the child’s speech, it is put in 2 stages:

1. Interdental sound production, when the child is asked to say a combination of sounds “ya”. When pronouncing the sound “s”, you need to pronounce it briefly, straining the articulatory apparatus. Further, the pronunciation is transferred by squeezing the tongue between clenched teeth. Repeat the exercise until the clarity of the sound is established - you need to set the position of the jaw in which it turned out to reproduce the sound.
2. Tooth production of sound - the tongue is transferred to a position behind the teeth, firmly pressed against the alveoli, pronounce "ly-ly-ly".

It is important to develop the correct direction of the air stream. If a child has several sounds with interdental pronunciation, it is worth developing the motor skills of the tip of the tongue. You can help with this in any convenient mechanical way.

If a child replaces the sound [L] with the sound [Y], he is offered to put a round tube on the middle part of the lateral side of the tongue, open his mouth, and remove the tip of the tongue by the upper incisors. The main difficulty lies in the fact that the child continues to hear the sound that he reproduced earlier. Therefore, it is important to connect the baby's auditory attention to the sound that he utters during his production.

We put the sounds [P], [P ']

Most frequently asked question, found in practice: “Why doesn’t he (she)“ say the sound “p”, are we worried?” And even if the baby is only 2 years old, parents begin to worry, not understanding the peculiarities of the formation of the sound range in children.

Getting the correct "R" sound is a laborious process. As practice shows, it is almost impossible to call it with the help of imitation. Usually, its appearance in speech is preceded by a long preparation of the articulatory organs, the development of the necessary movements of the tongue, and the learning to distinguish between correct and incorrect sounds.

The most suitable set of exercises is “Fast snake”, “Woodpecker”, “Balalaika”, “Turkey poult”, “Drummer”, “Dipper”, “Needle”. There are other equally effective exercises:

"Paint brush"

"Harmonic"

You need to smile and open your mouth, press your tongue to the sky, as if we are preparing to pronounce the lingering sound “n”. Holding the tongue in a set position, open the mouth wide to the maximum, then close it. Repeat exercise - 15-20 times.

"Komarik"

Open your mouth, remove the tip of your tongue behind your front teeth and try to pronounce the sound “z”. Then remove the tongue back, rest it against the upper palate at the growth line of the front teeth. Say the "z" sound again.

Such exercises perfectly develop articulation, stretch the bridle, strengthen the muscles of the face. But to put the sound [P], they also use special exercises:

1. The child should open his mouth, press the tip of the tongue to the base of the front teeth near the palate, while prompting him to quickly pronounce the sound “ddd”. After a few seconds, ask the baby to blow hard on the tip of the tongue, without stopping to pronounce the sound “d”. This exercise will help the child feel the right vibration and remember it.
2. The child opens his mouth wide and pronounces the sound “zhzhzh”, moving the tongue closer to the line of growth of the upper teeth. After a couple of seconds, insert a special spatula under the tongue of the child and rhythmically drive it to the sides, creating vibration. At the same time, the child must blow with force on the sound being pronounced, feeling the vibration and vibrations that result.
3. Ask the child to make the sound “z-z-za”, moving the tongue back as far as possible. Like the second exercise, insert the spatula under the tongue and move it left and right. If the workout is done correctly, you will eventually hear a clear “P” sound.
4. Similar to exercise number 3, ask the baby to make the sounds "z-zi" without closing his mouth. Make similar movements with a spatula. This exercise will allow you to put the sound "p", but softer.

If the baby is unable to keep the tongue up, and the sound itself turns out to be muffled, ask him to lengthen the sound - twang-twang (for example, start the car).

We put the sounds [W], [W], [H]

Setting the sound "Sh"

To put the child's articulatory organs in the correct position, in which he can pronounce the sound "Sh", you can use a mechanical technique. To do this, ask the child to say a long sound "C" or the syllable "CA". At this time, you need to gently lift the tip of the tongue by the upper row of teeth to the alveoli with a spatula or spoon. Thanks to such manipulations, the child will be able to pronounce the sound “Sh”. But it’s too early to finish this exercise: it is important to draw the child’s attention to the pronunciation of this sound. The task of an adult is to help the child understand and remember this position of the articulatory organs.

When the child managed to pronounce the sound "Sh", they begin to automate it. To do this, they work out the sound by combining it with vowels: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO, etc. Then they work out the sound in words, primarily using those where the sound “Sh” is at the beginning, and only then those in which it takes place in the middle or end.

Further sound processing occurs in sentences. To do this, tongue twisters or quatrains can be used, in most of the words of which there is a sound “Sh”. At the last stage of setting the sound, you can invite the child to independently compose a story using the key words.

For the formation of the sound "Sh" use the following techniques:

1. Imitation performance. Ask the child to raise the tongue to the upper lip, with force, but evenly, let him exhale the air, controlling the flow of air with the back of his hand. As soon as warm air is felt, suggest moving the tongue behind the upper teeth, touching the sky. The mouth should be slightly open, the lips slightly extended, the teeth should be at a distance of a couple of millimeters. Invite the baby to exhale a stream of air - you get the sound “Sh”.
2. Setting the sound "T" on the base. Ask the child to say the sound "T" with a frequency of 2 seconds. Then ask him to make his tongue knock not on the teeth, but on the alveoli. Gradually, the sonorous “T” will turn into a more hissing sound. Next, ask the child to round the lips and pull them forward, and lift the tongue up to the sky (to the front). The sides of the tongue should be pressed against the molars. Now, pronouncing the sound "T", the child will be able to smoothly move on to the pronunciation of the sound "Sh".
3. Based on the "S" sound. Offer to remove the tongue by the lower teeth and pronounce the sound "C". At the same time, with a spatula, lift the tongue up, let the child continue to pronounce the sound "C". With your fingers, lightly press on the cheeks so that the lips move forward. A hiss should be heard. To consolidate the result, ask the baby to pronounce the syllables “SA”, “SI”, “SO”, “SY”, “SU”, “AS”, etc.

In the classroom, do not forget to use exercises that contribute to the overall strengthening and development of the articulatory apparatus.

Setting the sound "Zh"

The sound "Ж" is set by analogy with the production of the sound "Ш". The only difference is that in this case we add voice sounding. Articulation during staging should be as follows:

• the lips are rounded, slightly pushed forward;
• teeth close together, but not closed;
• the wide tip of the tongue is brought closer to the upper palate or alveoli, forming a gap between them; lower the middle of the tongue, while pressing its edges to the side teeth; raise the back of the tongue and pull back;
• a warm stream of air should pass through the middle of the tongue, which can be felt with the palm of your hand;
• the soft palate is raised, pressing against the pharynx, against its back wall, closing the passage to the nasopharynx, the air stream exits through the mouth;
• vocal folds need to be strained and make a voice.

As exercises, you can use imitation games (“Tell me how a bee says”, “... how an airplane flies”, “... how a bug buzzes”, etc.), tongue twisters, definition of sound in words, and others.

Setting the sound "Ch"

When pronouncing the sound “H”, the child is offered to slightly round the lips, making a tube, and push them forward a little. The teeth do not need to be closed, but they should be close to each other. The back and tip of the tongue should connect with the alveoli or upper teeth, forming a gap. When trying to pronounce the sound "Ch", the child should feel a short stream of air passing through the middle of the tongue. The soft palate remains elevated and pressed against the back of the pharynx. The vocal cords should not be tense.

The sound "H" is set on the basis of "TH" and "SH". Therefore, speech therapists use 2 methods of setting "H":

1. Ask the baby to say the sound “TH” often and quickly (the tip of the tongue should touch the base of the upper teeth). Then the baby should gradually take the tongue back, touching the upper alveoli with it. In the process, the lips should stretch in a smile.
2. Ask the child to first slowly, and then quickly pronounce the sounds "TH" and "SH" so that in the end it comes out TH. Make sure that the child has a wide smile during the pronunciation.

Sound automation is performed in a playful way that is interesting for the child. Be sure to take into account the age of the baby, choosing activities and exercises. Do not neglect bright visual material.

We put the sounds [K], [G], [X]

The sound "K" is put mechanically using a spatula. Articulation looks like this:

• lips should take the position of the next vowel sound;
• teeth cannot be closed;
• lower the tip of the tongue and touch it to the incisors of the lower dentition;
• the lateral parts of the tongue adjoin the upper lateral teeth;
• the back of the tongue should form a link with the palate;
• the soft palate rises at this time, blocking the passage to the nasopharynx;
• vocal cords no need to strain, they are open;
• during exhalation, the resulting air stream should explode the bow, which causes a characteristic sound.

The first version of the production is from the sound "T". It is used if the child pronounces the sound “T” clearly, cleanly, without unnecessary overtones.

Invite the child to play the sound "TA". At the same time, press the spatula on the front of the back of the tongue, as a result of which the sound "TJ" will be heard. Next, you need to move the spatula a little further inward, which will provoke the pronunciation of the sound "Ka". Even deeper pressure on the tongue gives a clear pronunciation of the sound "KA". The use of the mechanical method is stopped when the child remembers the location of the articulation organs for the pronunciation of the sound being studied.

The sound "K" can be put on the breath. Such an exercise resembles an imitation of snoring - silent or whispered. Invite your child to snore to your heart's content. After the exercise, you can hear a sound reminiscent of "K". Invite your child to say "KA" as you inhale and exhale. After that, perform the sound automation in the traditional way: “KA-KO-KU-KI-KE-KYO”.

The articulation of the sound "G" is similar to the articulation of the sound "K". However, the voice is involved in this process - the vocal cords during exercises should close and vibrate.

The sound "G" can be put from "Y". To do this, invite the child to tilt his head back and say “YYYY” while exhaling strongly, simultaneously pushing the lower jaw forward, raising it and lowering it. By analogy with setting the sound “K” from “TA”, you can put the sound “G” from “YES”.

The articulation of the sound "X" differs from "K" in that the back of the back of the tongue should not form a bridge with the palate, but a gap along the midline. The sound “X” can be set as follows: invite the child to slightly open his mouth to the width of two fingers and blow warm air on his palms. If the sound does not work, you can try to tilt your head up in the process. The sound "X" can be set from "C" and "Sh". A mechanical method is used: when the child pronounces these sounds, the tongue should be pushed deep into the mouth with a spatula.

We put the sound [Y]

Most often, the sound “Y” can be put by imitation, supplementing the exercises with showing the correct articulation and tactile sensation of the expiratory stream when pronouncing “YYYY” for a long time.

They put the sound from pronouncing the sounds "AIA" or "IA". The exhalation must be strengthened when the sound “I” is pronounced, and a short “A” must be pronounced without interruption. Sometimes it is effective to put the sound "Y" in words where it is in the first place.

From the syllable "ZYa" the sound is set by a mechanical method: the child pronounces the syllable, and the adult, using a spatula, presses on the front of the back of the tongue, gradually pushing it back until the desired sound is obtained.

We put the sound [C]

The articulation is as follows:

• lips are in a neutral position;
• teeth are brought closer by 1-2 mm;
• the tip of the tongue is lowered, touching the lower incisors; initially, the back of the tongue is strongly arched, forming a bow with the incisors, then its front part quickly passes into the position of the “C” sound, forming a groove in the middle;
• the air stream should be strong, uneven.

The production of the sound “C” is performed if the child clearly pronounces the sounds “C” and “T”. The baby is asked to quickly pronounce "TS", as a result of which the desired sound appears.

Use 3 ways of setting the sound "C":

1. Reception of imitation, using game techniques (“The locomotive, stopping, says - tsss-ts-ts”, “The mouse is sleeping, do not make noise - tss-ts-ts!”).
2. Reception of reference sounds (in this case it's "T" and "C").
3. Reception of the features of articulation. Invite the child to open his mouth, rest the tip of his tongue against the incisors of the lower row of teeth, lift the tongue and stretch it so that its front part is pressed against the sky. In this position, the back of the tongue should touch the upper incisors. Without turning on the voice, invite the baby to pronounce the sound “T”, tearing off the tip of the tongue with the pressure of a jet of air from the front teeth of the lower row. Lips should be tense, located in the position of a smile. Such an exercise helps to remember the position of the organs of articulation when the sound "C" is pronounced.

Sound setting [C]

The articulation of "C" is as follows:

• lips need to be stretched in a weak smile;
• bring teeth closer, but do not close;
• lean the tip of the tongue against the front teeth of the lower row, bend the tongue, resting its sides on the molars;
• create a strong and narrow air jet.

Before starting to set the sound, you should make sure that the child's articulatory apparatus is ready to make whistling sounds. For preparation, a complex of special speech therapy exercises to improve the articulatory apparatus.

The sound "C" is put in several ways:

1. By imitation. While sitting with your child in front of a mirror, show how to pronounce the sound "C".
2. By imitation with game moments. For this method, visibility and bright objects are used, with which you can imitate the sound "C". For example, the balloon is blown away - "CCCC".
3. By reference sounds. To learn how to pronounce the sound "C", the child must be able to pronounce the sounds "I" and "F", which are basic for him.
4. Mechanical setting. With a spatula, the speech therapist sets the child's tongue in the desired position, asks to blow out the air smoothly, but strongly enough.

The main thing is to give the child the opportunity to remember the position of the articulatory organs when playing the sound “C”, only then it can be automated in syllables, words and sentences.

We put the sound [З]

Articulation when playing the sound "З" is similar to "С", only the sound "З" is more sonorous, therefore, when pronouncing it, you need to use your voice. The sound "Z" is put after the successful automation of "C".

Setting "Z" is similar to working with the sound "C", only you need to make sure that the child connects his voice, feels the vibration of the ligaments. It is very important to be able to convey to the child that these sounds differ in their sound. To do this, invite the baby to put a pen on his throat and say both sounds in turn. By vibration, the child will understand this difference. When the sound "Z" is heard clearly, invite the child to pronounce it louder and clearer. After that, automate the sound through exercises for pronouncing syllables, words, sentences.

How to properly set sounds in a child: general recommendations

The efforts of the child should be natural - this is very important in staging sounds. The sequence of setting is determined by the physiological course of the formation of the pronunciation of sounds. Changes and adjustments to this sequence can be made if the individual characteristics of the child are taken into account and there is confidence in their effectiveness.

The standard sequence for working on sounds looks like this:

1. First they put the whistling "C" and "CL", "C", "Z" and "Zb".
2. They put "Sh" - a hissing sound.
3. Sonor "L".
4. Disassemble "Zh" - hissing.
5. Sonora "P" and "Pb".
6. They finish with the staging of hissing "H" and "Sch".

The optimal age for correcting sound pronunciation is considered to be 4-5 years old, for the sound "P" - 6 years old. Work usually begins on hissing sounds, since they do not require a clear focusing of the air stream.

To put hard sounds, the vowel "A" is used for the syllable (for "L" - "Y"), for soft ones - "I". Automation of the sound that has been corrected begins with the pronunciation of direct and reverse syllables, only then with a confluence of consonants.

In general, work on the production of sounds should be carried out by a speech therapist. He will also determine if the child has deviations in sound pronunciation, what methods to use for setting sounds, how often to practice, he will draw up a lesson plan that will include various, most effective in this case, techniques. Remember that self-activity in correcting violations of sound pronunciation in children can be harmful. Only a speech therapist knows how to properly and effectively organize work.

Preparatory stage:

- Learn to perform articulation exercises for the sound [s] in full.

- Form a long directional air jet.

- Exercise in distinguishing words that are similar in sound.

- Learn to determine the presence of sound [s] in a series of sounds.

- Fix the names of vegetables, fruits and the corresponding generalizing concepts.

- Develop facial expressiveness, memory, attention, holistic perception, fine motor skills.

EQUIPMENT:

The book with the fairy tale "Teremok" with illustrations; cards with inserts for the Lunch exercise: saucepan (soup) - peas; salad bowl (salad) - carrots; plate (mashed potatoes) - potatoes; cup (compote) - pear; pies - apple; subject pictures (bone, pan, sausage); cut picture with the image of vegetables.

1. Organizational moment.

Speech therapist. Sit comfortably in front of the mirror, today in class we will tell a fairy tale. (Brings in a book with the fairy tale "Teremok".) Did you recognize this tale? What is it called? The child answers. Stands in the field Teremok (opens page 1 of book) he stands behind the fence (exercise "Fence"). A mouse runs past. She knocked and no one answered her. Then the mouse tried to open the door (exercise "Gate"). Door opened. The mouse was first frightened, then surprised, and then delighted. The child, following the speech therapist, performs the appropriate facial movements. She entered the teremok and began to live there.
I put things in order in the tower (exercises “Bite the tongue, “Slap the tongue”) and sat down to rest (exercise "Shovel").

2. A frog jumped past. I saw the tower, stopped on the porch (exercise "Shovel"), asks: “Who lives in the little house?” (The child helps pronounce the phrase.) The mouse let the frog in, they began to live together. Melted the stove (child blows on the tip of a wide tongue), began to cook dinner. Let's see what they have for lunch today. Pea soup, what is it? (Pea.) What kind of mashed potatoes? (Potato.) Carrot salad, what? (Carrot.) Pear compote, what kind? (Pear.) What are apple pies? (Apple.)

3. A hare jumped past He stopped and said: "Let me into the teremok." And he has a full basket of fruits with him.

Finger game "Fruits"

Here is the hare

Dimochki Fruits in a basket:

Apples and pears.

Eat up, eat up!

Peaches and plums

Ripe, beautiful!

Look at the runet!

There is no tastier fruit than this!

The child repeats the movements of the fingers after the speech therapist.) The basket is heavy, it was not easy for a hare to carry it (the child blows on the tip of a wide tongue). They let the hare into the teremok and began to live all together.

4. A fox-sister runs past (next page opens). Runs, sweeps his tracks with his tail (Exercise "Let's brush the lower teeth"). She dreams of a delicious dinner. Show what the fox dreams of when you hear correct word.

Jacket - toast - kosht - bone.

Chupchik - tupchik - suptik - soup.

Shoshishka - sausage - fosifka - sausage.

The fox saw the teremok, knocked (child says the right phrase) and asked to live in a teremochka. They began to live together.

5. A spinning top runs past - a gray barrel, carries some kind of bag with it. I didn’t hold it, dropped the bag, scattered everything from it. Help the wolf collect everything (the child collects a split picture "Vegetables"). What did the wolf drop? How to call it in one word? (calling.) The top knocked (says the correct sentence). They let him into the dungeon.

6. Goes past the big one (next page opens) bear. Stopped near the tower (exercise "Shovel") and knocked loudly. (Pronounces the desired phrase in a loud, angry voice.) All the animals hid in the tower, they are afraid of the bear (holds the tip of the tongue behind the lower teeth). They did not let the bear into the teremok. Then he climbed onto the teremok. The tower creaked: s-s-s. As soon as you hear that the tower creaks, shout loudly to the animals: “Run away!” Listen carefully: f, s, w, t, s, s ... The bear broke the tower (blows on the tip of a wide tongue), but you helped the beasts, you warned them. No harm done! Here is the end of the story (book closes) and who listened - well done! And whoever helped to tell her is a clever one!

Sound setting C

- To fix the correct performance of articulation exercises.

- Continue the formation of a long directional air jet.

- Learn to pronounce the sound [s] correctly with mechanical help and by imitation.

- Continue to learn to distinguish the sound [s] from a number of sounds.

Continue to learn how to form relative adjectives.

- Exercise in the correct use of the accusative and genitive singular nouns.

- Develop attention, spatial orientation, fine motor skills.

EQUIPMENT: Toy-teaser "Baby"; a long thin stick for setting the sound [s]; subject pictures depicting utensils (teapot, cup, spoon, fork, plate); pies (models or planar images); set of fish.

1. Organizational moment.

Speech therapist. Today I want to introduce you to the Kid. He is still small and does not know anything at all. So he wants to learn from you.

2. The kid smiles at you, and you smile at him (exercise "Smile"). Baby has no teeth, show him what kind of fence you have (exercise "Fence"). Let's teach the Kid to show the shovel with the tongue, but first we pat the tongue: py-py-py (exercise "We will punish the naughty tongue"). Now put a flat tongue on the bottom sponge. Here is the blade! (Exercise "Shovel", accompanied by work with a teaser toy.) Tired Kid, decided to rest. And the tongue is tired. Place it on your lower lip and blow on it to let your tongue rest. (exercise "Wind"). From the breeze, the tongue became cold. Hide it behind your lower teeth (exercise "The tongue is sleeping"). Well done!

3. The kid is hungry. Let's give him some tea. Pour water into the kettle: ssss. Teach your baby how to whistle like tap water whistles (setting the sound [s] with mechanical help).

4. The kettle is already boiling. He should whistle: ssss. As soon as you hear that the kettle is boiling, tell the Kid "Boiling!". Listen carefully: t, s, v, z, s, w, s, p, f, s. Let's show how the kettle whistled: s-s-s (setting the sound [s] with mechanical help, then by imitation).

5. The kid will drink tea with pies. Look how many pies are here. This raspberry pie, it's raspberry. And this apple pie, what is it? This cherry pie, what is it? (Cherry.) What is this strawberry pie? (Strawberry.) This pie with different berries, what is it? (Berry.) This pie with different fruits, what is it? (Fruit.)

6. The Kid ate, went to wash the dishes. Water from the tap whistles: s-s-s (sound production with mechanical assistance, then by imitation). And what dishes did the Kid wash? What did he wash? (Shows a picture of a cup.) Now what is not on the table? (Similar work with other pictures.) The Kid put the dishes in the cabinet, creaked the door: s-s-s

7. The Kid went to the river, and we will go with him. He looked into the water, and fish swim there. Show him the fish swimming to the right. And now those that swim to the left. The kid wants to feed the fish, pours crumbs into the water: s-s-s (sound production by imitation, in case of difficulty with mechanical assistance).

8. Before leaving the river, the Kid wants to play with the fish.