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How to pronounce sibilant letters correctly. How to teach a child to pronounce sounds at home? Exercises for training complex sounds

Sound [sh]

Preparatory stage

Lesson 1

Spatial orientation

Cross orientation.

Place your right hand on your left shoulder. Put left hand on the right knee. Touch your left ear with your right hand. With your left hand touch your right cheek.

“We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger.

“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.

Lip exercise

"Astonishment". Round your lips and pull them forward. Make the sound [o].

Tongue exercises

“The tongue is looking for a crack in the fence.” Insert a wide tongue into the gap between the teeth.

"Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on lower lip. Hold in this position for a count of 10.

Coordination of breathing, articulation and phonation

Game tasks

"The boat rocks on the waves." Drawing wavy lines in a box of millet cereals.

Isolating the sound [ш] from a number of distant acoustic and articulatory features sounds. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, would, gee. Words hat, lump, fur coat, jar, shirt, raspberry.

Lesson 2

Exercise to develop a long exhalation

"Football". Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.

“Let’s put out the candle.” Exhale evenly and slowly into the candle flame.

Pronouncing vowel sounds a-i, a-u, e-s-o on one exhalation with exaggerated articulation.

Lip exercises

"Wide tube" Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of 6.

Tongue exercises

« Delicious jam" Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times.

“The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6.

“Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue.

"Conversation between the Cuckoo and the Owl." Pronouncing syllables and sounds cuckoo, cuckoo, cuckoo; uh, uh, uh with a change in intonation.

Development of phonemic awareness

Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. Words cuckoo, owl, sparrow, fox, beetle, bumblebee etc. The child raises his hand or claps his hands if he hears the sound [w].

Lesson 3

Exercise to develop a long exhalation

Close the wide tongue on the upper lip, bring a strip of paper (just above the nose). Blow on a paper plume (the air stream should go obliquely upward).

"The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice.

Lip exercise

Alternating exercises “Smile” and “Pipe”.

Tongue exercises

“The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.

“Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones.

“Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth.

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

"We play the drum." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-you, you-you, you-you with movement index fingers both hands.

Development of phonemic awareness

Definition of the sound [ш] in words. Find toys that have the sound [sh] in their names. ( Matryoshka, rattle, Cheburashka, bear, car, ball.)

ball, bear, baby.

Lesson 4

Exercise to develop a long exhalation

"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and in the middle there was a "groove". Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.

Lip exercise

"Elephant's trunk". Round your lips and pull them forward. Hold your lips in this position for a count of 6.

Tongue exercises

"Swing". Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum.

Place the tip of your tongue under your upper lip, then tear it off with a click.

"Cup".

Prepare a “cup”, I will treat you with juice. What juice will you drink?

Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue.

"Conversation between the piglets Naf-Naf and Nuf-Nuf." Pronouncing syllables na-na-na, na-na-na, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).

Development of phonemic awareness

Find pictures on the topic “Clothing” whose titles contain the sound [w]. Determining the position of the sound [ш] in words hat, scarf, shirt, pants, shower.

Arrange the pictures on the typesetting canvas. Place objects in whose names the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.

Lesson 5

Exercise to develop a long exhalation

“A strong wind blows the leaves.” Place a wide tongue (“shovel”) on the lower lip. Blowing with the formation of a “groove” along the midline.

Lip exercise

"Trunk big elephant and a little elephant." Alternating wide and narrow “tubes”.

Tongue exercises

"We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click.

"Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.

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

"Conversation of Hippos." Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bda-bda; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation.

Development of phonemic awareness

Determining the position of the sound [ш] in words Shura, Masha, Natasha, stout, short, silly, naked.

Lesson 6

Exercise to develop a long exhalation

"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.

"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.

Lip exercises

Repetition of exercises from previous lessons.

Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth).

Tongue exercises

Repetition of exercises from previous lessons.

"Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.

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

Booby the Hippo learns to pronounce syllables watch, watch, watch, watch, watch, watch, watch, watch, watch, watch.

Development of phonemic awareness

Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].

Sound setting [w]

The position of the organs of the articulatory apparatus when pronouncing the sound [w] correctly

The lips are slightly rounded and extended forward like a tube. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. Soft sky raised, vocal cords open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth.

Techniques for sound production [w]

Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia

The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam.

Formation of a visual image of sound [w]

Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.

Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth.

еёё129 Drawings for tasks used at the sound automation stage [с]

Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue.

Plastic image of the shape of the tongue using the hands

With your right hand, draw a “cup” shape of the tongue, and with your left hand, the palate.

Setting the sound [w] according to R.I. Levina (1965)

Setting the sound [sh] by imitation

Raise your tongue to your upper lip and exhale air evenly and forcefully, controlling the air stream with the back of your hand.

Having achieved the release of a warm stream of air from the position of the tongue at upper lip, move the tongue behind the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w].

Arranging the sound [sh] based on the sound [t]

Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.

Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from sound [t] to sound [w]: t-t-t-shhhh. Subsequently, the noise lengthens and is freed from the previous sound [t].

Arranging the sound [w] based on the sound [r]

Make a drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r].

Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.

Arranging the sound [w] based on the sound [s]

Place your tongue behind your lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. With your fingers right hand lightly press on your cheeks and move your lips forward. Instead of a whistle, you should get a hiss. You can invite your child to repeat the syllables sa, so, sy, asa, asy, as, os with simultaneous lifting of the tongue with a probe or spatula.

Arranging the sound [w] based on the sound [h]

Make the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.

Hissing sounds [Ш], [Ф] are not always possible even for a six-year-old child. Instead of the word “bump” you can hear “detective”, “fifka”, “tyka”, and even... “hykhka”. Well, exactly like in Deniskin’s Stories by V. Dragunsky. In the first case, there is a replacement of hissing sounds with a whistling sound [C]. In the second case - labial-dental pronunciation of sibilants, in the third - pre-dental. All these defects are not normal. They, just like the defects of sounds [С], [С"], [З], [З"], [Ц], have names sigmatisms And parasigmatisms.

There is still debate: should the lower pronunciation of sibilants be considered defective? With this option of pronouncing the sounds [SH] and [Zh], the wide tip of the tongue is located below oral cavity, and the back of the tongue rises steeply up to the palate, forming a gap. Speech therapists of the old formation correct such pronunciation. Young professionals consider this state of affairs to be the norm and leave everything as it is.

In order to correctly pronounce the hissing [Ш], [Ш], the tongue must take a certain position in the oral cavity. It is certainly wide, the front edge of the tongue is raised up and forms a gap with the hard palate near the upper front incisors, the lateral edges of the tongue are pressed tightly against the upper molars. It is important that the tongue is absolutely symmetrical, otherwise it may result lateral pronunciation hissing. Of course, it’s good for us adults to reason and show how things should be. What is it like for a child? He still cannot perfectly control his articulatory organs, but they don’t listen to him! Here's how, pray tell, to make your tongue wide, if it stubbornly turns into something like an awl, and even tries to slide to the side! And raising it up is not possible at all, because... this “babybak” has settled in the mouth and lies there, lying there.

Special articulation exercises will help give the tongue the desired shape. To make it interesting for the child to perform them, we put it all in a fairy tale form. It's time to remember the gnome Tongue and listen to him funny stories. If you have forgotten, we remind you that stories from the life of this gnome are told only while sitting in front of a mirror. What is today's talk about? Everything is very prosaic... The gnome Tongue is having breakfast.

"Tongue's Breakfast"

“The gnome Tongue stands thoughtfully in the kitchen and can’t decide what to cook for breakfast. Finally, he takes the frying pan. ( Exercise "Frying pan" : the mouth is slightly open in a smile, the wide front edge of the tongue lies on the lower lip, the lateral edges are raised, a kind of roll is formed along the edge of the tongue. Hold in this position for at least 10 seconds.)“No, I won’t fry anything!” The gnome puts the frying pan in the closet. (Remove your tongue and close your mouth.)“But you can try!” The frying pan is taken out again and placed on the stove ( Exercise "Frying pan"). Then the Gnome’s gaze falls on the pink cup. “Better tea!” thinks Tongue and takes out a cup. ( Exercise "Cup": The mouth is open, a wide tongue with highly raised edges is located near the upper teeth. It is important that the lower lip does not “pull” the tongue, and it is held in this position on its own for at least 10 seconds.). At this time the doorbell rings. Friends came. For everyone, you need to get a cup from the cupboard. ( The “Cup” exercise is performed as many times as the number of friends who come to the gnome.)»

It’s simply wonderful if the baby performed both of these exercises correctly the first time. What if there are problems? For example, it is not possible to make the language broad. You’ll have to simplify the exercise and punish the naughty tongue by spanking it with your lips: “five-five-five-...”. Finally, the tongue spread out and obediently lay on the lower lip. Now is the time to bake the pancakes. ( “Pancake” exercises: hold the wide tongue on the lower lip in a calm state for at least 10 seconds.) We bake pancakes in sufficient quantity: there should be enough for everyone! Make sure that they are of the correct rounded shape with smooth edges. Oh, how delicious! Let's lick our upper lip with pleasure. But not from side to side, but with a wide tongue from top to bottom. Once again. And further…

Let's hope that we have dealt with one problem: the tongue has learned to be wide . Let's move on to the next stage: teach the tongue to hold behind the upper teeth. But this is the next story:

“The brave rider is going mushroom picking”

“The gnome Tongue loves to ride a horse. He takes the reins in his hands and skillfully controls his horse. (Exercise “Horse”: click your tongue loudly.) At first the horse gallops slowly, then faster and faster. Where is our brave rider heading? In the forest. How many mushrooms are there! Here is a strong little boletus hiding under the tree. (Exercise “Mushroom”: a wide tongue sticks its surface to the palate. Top part tongue - mushroom cap, hyoid frenulum - stalk. Stretch it as far as possible, while opening your mouth wide. Make sure that the child doesn’t just lift his tongue up, but rather sucks it to the roof of his mouth! Hold in this position for at least 5 seconds.) The gnome cut off the fungus (lower the tongue to the bottom of the mouth) and immediately saw a pink wave (do the “Mushroom” again, holding the tongue in this position for at least 8 seconds).

In a clearing near a young aspen tree there grew two bright red fly agarics. Their hats were so big! The fly agarics swayed on their thin legs, and it seemed that they were about to fall. (The child and the adult make a “Mushroom” and hold their tongue as long as possible. There is a kind of competition going on: whose fungus will last longer.)

The gnome did not take fly agarics: they are poisonous! But he collected a full basket of other mushrooms: porcini, boletus, aspen, saffron milk caps (perform the “Mushroom” exercise several more times).”

I must say that the “Mushroom” exercise is quite difficult, and not every child will be able to complete it the first time. Surely, the shape of the “hat” will not be round; the tongue will not stick to the palate with its entire surface, but only with the tip. You will have to return to the “Horse” exercise and ask the child not to “snap” the tongue during the “clatter”, but to hold it (get stuck) on the palate as long as possible. It should work! Each time the “stuck” time is extended.

What kids like most is exercise "Focus" . This is not only spectacular, but also very effective exercise. It has been used by speech therapists in the production of hissing sounds for a long time. Pull a wide (cup-shaped) tongue out of your mouth, lift its front edge towards your nose, but under no circumstances press it against your upper lip! There is a gap between the tongue and the upper lip. The lips are stretched in a smile, the lateral edges of the tongue touch the corners of the mouth. While the child is building this complex structure, you place a piece of cotton wool on the tip of his nose. And now the baby must blow on the cotton wool without losing the shape of his tongue. The fleece flies upward. If this does not happen, it means that the air stream went in the wrong direction, for example, to the corners of the mouth, or to the cheeks. Or maybe the baby couldn’t hold his tongue, and it “crawled” into his mouth... We need to give the tongue the correct shape again. This may take more than one lesson. Patience, and again patience. The air stream is very important when staging hissing ones. But the path it takes is no less important. Normally, on the sounds Ш, Ж, the air flows strictly in the middle of the tongue. You should also pay attention to the lower lip. She sometimes gets in the way: she tucks herself in behind her lower teeth, strains too much, and “pushes” her tongue. Such “disservices” will have to be abandoned.

Another exercise for mastering hissing words: “Chatterbox-babbler” (“Turkey”): a wide tongue is thrown out of the mouth and hits the upper lip, making characteristic sounds.

Lips play an important role when pronouncing hissing words. They should stretch forward with their proboscis. But it is not possible to give such a shape to the lips right away. Will have to resort to articulation exercises again (“Tube”, “Proboscis”, “Funnel”)

The most difficult case to correct is lateral sigmatism of hissing . With it, one of the lateral edges of the tongue constantly drops and does not want to stay in the upper position. The sounds take on a squelching sound, and the cheek vibrates. This may be a consequence of hypotonicity of the tongue muscles. In this case, you will have to resort to massage and sound production using special probes. Speech therapists have these probes, but families are unlikely to have them. But I think everyone has teaspoons. They will help align the tongue when pronouncing the sounds [Ш], [Х]. When doing the exercises " Cup», « Focus“An adult helps the child form the desired shape of the tongue using the handle of a spoon, lifting the tongue from bottom to top.

After the above exercises are performed by the child easily and naturally, it is worth taking up the production of the hissing ones themselves. It’s unlikely to do without a game here.

Hissing is the privilege of a snake. Therefore, it is worth depicting it using... a hand. She will be the snake: the hand is the head, everything else is the flexible body. Here is a “snake” crawling across the table. Then he raises his head and makes a stance ( elbow support), pulls his head forward, and, opening his mouth, hisses: “Sh-sh-sh-...”. In this case, it is worth drawing the child’s attention to the fact that the tongue – the “cup” – is raised up, and the lips are pulled forward in a tube. If this is a problem, big and index fingers lightly press on the cheeks in the area of the corners of the mouth, giving the lips a “tube” shape. Let the baby pretend to be a snake again and hiss. Is it really a failure again? Do not despair. The handle of a teaspoon will come to the rescue again. If the child clearly pronounces the sound [C], let him reproduce it, and at this time you bring the handle of the spoon under the tongue, lift it up to the palate and move it back a little. Be careful not to press too hard on your tongue. Happened? Enjoy the clear sound of [Ш_______] with your child. Together with your child, remember where else you can hear this sound?

The hiss of air coming out of a deflated tire;

The forest rustles in the wind;

A mouse scratches under the floor;

The hiss of an angry cat;

The rustling of autumn leaves underfoot, etc.

The child must depict all this using his voice and sound [Ш].

Work is progressing similarly on [F]. We just set it from the sound [Z]. Everything is very simple. Is it true? It's time to pretend to be a good beetle and buzz: “J-J-J-...”. In addition to the beetle, this sound is made by:

Working electric motors

Sounds are consolidated first in isolated pronunciation, then on the material of syllables, then words, phrases, nursery rhymes, tongue twisters and texts.

SHA: hat, step, jackal, puck, scarf, mine, miner, checker, checkers, chess

SHO-SHYO: seam, went, silk, whisper, ramrod, shock, chocolate, silk

SHU: fur coat, fur coat, noise, jester, joke, rustles, joker, nimble

SHI: tire, spikes, sew, rosehip, width, wide, hello

SHE: six, wool, silk, whisper, rustle, six, etc.

ZHA: heat, toad, brazier, frill, jasmine, jacket, hot, blinds

JO-JO: Zhora, zhor, yellow, acorns, perch, millstone

ZHU: beetle, bug, crane, murmurs, buzzes, creepy, zhupan

LI: fat, belly, vein, live, animals, Zhytomyr honeysuckle

SAME: Zhenya, iron, rod, yellow, wife, tin, etc.

It would not be amiss to remember that the sounds [Ш], [Ф] appear in “affectionate” words. Let the child not only practice pronouncing hissing words, but also in forming words. Invite him to begin by forming diminutive forms of names: Nastya - Nastyusha, NastasyaShka; Ilya - IlyaSha, Ilyushenka, Olya - OlyaShka, etc. And now these words (with the sound [Ш]): head - headShka (side, hut, beard, crow, stone, grief, feather, grain, wing, sun, bottom, spot, field, coat, coward, hare, wolf, sparrow, village, etc.);

(with sound [F]): boot - boot (friend, pie, circle, debt, shore, duty, cottage cheese, iron, haystack, flag, step, leg, threshold, etc.)

Here you can remember the animals and their young:

bear – bearJon

walrus - walrus

haircut

oriole - orioleJonok

already - uJonk

camel - camel

uZhitsa - uZhonok

octopus - octopus

The child will very quickly become involved in such word creation, and you will have to come up with new games and select for him more complex speech material based on the sounds [Ш], [Х]. For example, the game “The Most Excellent Words” (sound Ш):

How to say about the very best?

The strongest, the weakest?

Strong is the strongest,

Weak – weaker

fresh - …

(tasty, simple, healthy, bright, honest, new, kind, clean, etc.)

We cannot ignore the adverbs: close - closer, expensive - more expensive (young, low, late, bad, rare, hard, tight, narrow, deep, etc.)

And, of course, invaluable help in automating hissing sounds will be provided by the so-called subject pictures, the names of which contain hissing sounds.

SHA-SHA-SHA, SHA-SHA-SHA: Mom loves (washes, feeds) the baby.

SHO-SHO-SHO, SHO-SHO-SHO: It’s good for a walk (in OUR house).

SHU-SHU-SHU, SHU-SHU-SHU: Let's knit a scarf (let's knit a hat) for the baby.

SHE-SHE-SHE, SHE-SHE-SHE: FUR COAT, SCARF (HAT, SCARF) for the baby.

SHI-SHI-SHI, SHI-SHI-SHI: Kids love games (Checkers). etc.

ZHA-ZHA-ZHA, ZHA-ZHA-ZHA: The hedgehog has a hedgehog (The walrus has a walrus).

ZHU-ZHU-ZHU, ZHU-ZHU-ZHU: Let's give him some milk. Listen, I'll tell you.

ZHI-ZHI-ZHI, ZHI-ZHI-ZHI: Very glorious hedgehogs! And now you say it too.

SAME-SAME, SAME-SAME: Let's see a film about a HEDGEHOG (about a walrus). etc.

Bunny

The cowardly bunny ran across the field,

He ran into the garden.

I found a carrot, I found a cabbage

He came to visit us.

Pavushka

Pavushka was flying,

She dropped her feathers.

- Who are these feathers for?

- Dear Vova.

- What does he need feathers for?

- Push the cap.

- What's the cap for?

- To give to Grandfather.

Let's give Vova porridge

In a red bowl,

Bread KraiShku,

Honey pot,

Donuts, flatbreads,

Chicken legs.

Maria the sun

Maria - sunshko,

Fly to Olyshko,

Bring it from the sky

Honey and bread,

Plush, fresh,

Sweet cheesecakes.

Kitty

KotiShko-murlyShko,

Gray tail.

Don't get into trouble

Don't hurt AntoShka.

Our Antoshka baby Shock,

He is tall.

Stompers

Top-top! Stompers!

A bunny is dancing on the edge of the forest,

A hedgehog is dancing on a tree stump,

The little siskin is dancing on a branch,

A bug is dancing on the porch,

The cat is dancing near the stove,

A mouse is dancing near the mink,

Teddy bear is dancing on the slide

And the horse is on the path,

Cockroaches are on the doorstep.

Top-top! Stompers!

Our ditties are good!

Snail

Snail, snail,

Stick your horns out

Let's give you flatbreads,

Pork feet,

Porridge pot,

A heap of bread.

d) tongue twisters

Murder will out.

He was joking, yes he was joking.

Lusha washed her neck and ears in the shower.

He aimed at the basket and hit the window.

Our Filat is not to blame, and your Nata is not to blame.

I can't find our frog's ears.

Puffy Mishka puffs like a plump one.

I walked over the pebbles and found a silk fur coat.

Timoshka's mongrel barked at Pashka. Pashka hits Timoshka's mongrel with his hat.

Your Parashka, and she’s wearing our shirt.

Times are precarious, take care of your hats.

Makar and a cat, a mosquito and a midge.

Our Grishka doesn’t take too much.

Work until you sweat - you'll eat in the hunt!

Timoshka Troshke crumbles crumbs into okroshka.

The cat on the window is sewing a shirt for Ermoshka.

I’ll walk the filly sideways along the strap, along the log.

On the window, a cat deftly catches a tiny midge with its paw.

Our river is wide, like the Oka, just like the Oka, our river is wide.

Cuckoo bought a hood. Put on the cuckoo's hood. How funny he is in the hood.

Live and don't worry.

Snakes don’t live where hedgehogs live.

The hedgehog has a hedgehog, the snake has a squeeze.

Already in a puddle.

The hedgehog is lying by the Christmas tree, the hedgehog has needles.

Do good and expect good.

The leather reins fit into the collar.

A beetle is buzzing over the honeysuckle. The casing is heavy on the beetle.

It's terrible for a beetle to live on a bitch.

the fly buzzed, the spider buzzed.

Speech therapy club "Talk"

Yakutsk, Lermontov str., 60, 2nd porch

8 914 226 0012, 8 924 763 1144

The article uses materials from publications by E. G. Karelskaya, speech therapist highest category

(Poems, fairy tales and articulatory tales from the books “Raising Talkers”, “Speech Therapy ABC for Talkers and Readers” M. ed. "Bustard" 2007)

1. How does a child pronounce the sounds [SH], [Zh]?

Hissing sounds [Ш], [Ф] are not always possible even for a six-year-old child. Instead of the word “bump” you can hear “detective”, “fifka”, “tyka”, and even... “hykhka”. Well, exactly like in Deniskin’s Stories by V. Dragunsky. In the first case, there is a replacement of hissing sounds with a whistling sound [C]. In the second case - labial-dental pronunciation of sibilants, in the third - pre-dental. In the latter case, we observe a posterior lingual version of the pronunciation of sibilants. All these defects are not normal. They, just like the defects of sounds [С], [С"], [З], [З"], [Ц], have names sigmatisms And parasigmatisms.

There is still debate: should the lower pronunciation of sibilants be considered defective? With this option of pronouncing the sounds [SH] and [Zh], the wide tip of the tongue is located at the bottom of the oral cavity, and the back of the tongue rises steeply upward, towards the palate, forming a gap. Speech therapists of the old formation correct such pronunciation. Young professionals consider this state of affairs to be the norm and leave everything as it is.

2. The pronunciation of hissing words is normal

In order to correctly pronounce the hissing [Ш], [Ш], the tongue must take a certain position in the oral cavity. It is certainly wide, the front edge of the tongue is raised up and forms a gap with the hard palate near the upper front incisors, the lateral edges of the tongue are pressed tightly against the upper molars. It is important that the tongue is absolutely symmetrical, otherwise you may end up with a lateral pronunciation of sibilants. Of course, it’s good for us adults to reason and show how things should be. What is it like for a child? After all, he still cannot perfectly control his articulatory organs, and they don’t listen to him! Here's how, pray tell, to make your tongue wide, if it stubbornly turns into something like an awl, and even tries to slide to the side! And raising it up is not possible at all, because... this “babybak” has settled in the mouth and lies there, lying there.

3. Exercises to help make hissing sounds

a) Exercises for the tongue

Special articulation exercises will help give the tongue the desired shape. To make it interesting for the child to perform them, we put it all in a fairy tale form. It's time to remember the gnome Tongue and listen to his funny stories. If you have forgotten, we remind you that stories from the life of this gnome are told only while sitting in front of a mirror. What is today's talk about? Everything is very prosaic... The gnome Tongue is having breakfast.

"Tongue's Breakfast"

Let's hope that we have dealt with one problem: the tongue has learned to be wide . Let's move on to the next stage: teach the tongue to hold behind the upper teeth. But this is the next story:

“The brave rider is going mushroom picking”

“The gnome Tongue loves to ride a horse. He takes the reins in his hands and skillfully controls his horse. (Exercise “Horse”: click your tongue loudly.) At first the horse gallops slowly, then faster and faster. Where is our brave rider heading? In the forest. How many mushrooms are there! Here is a strong little boletus hiding under the tree. (Exercise “Mushroom”: a wide tongue is sucked with its surface to the palate. The upper part of the tongue is a mushroom cap, the hyoid frenulum is a leg. Stretch it as much as possible, while opening the mouth wide. Make sure that the child does not just raise the tongue up, but sucked it to the palate! Hold in this position for at least 5 seconds.) The gnome cut off the fungus (lower the tongue to the bottom of the mouth) and immediately saw a pink wave (do the “Mushroom” again, holding the tongue in this position for at least 8 seconds) .

What kids like most is exercise "Focus" . This is not only spectacular, but also a very effective exercise. It has been used by speech therapists in the production of hissing sounds for a long time. Pull a wide (cup-shaped) tongue out of your mouth, lift its front edge towards your nose, but under no circumstances press it against your upper lip! There is a gap between the tongue and the upper lip. The lips are stretched in a smile, the lateral edges of the tongue touch the corners of the mouth. While the child is building this complex structure, you place a piece of cotton wool on the tip of his nose. And now the baby must blow on the cotton wool without losing the shape of his tongue. The fleece flies upward. If this does not happen, it means that the air stream went in the wrong direction, for example, to the corners of the mouth, or to the cheeks. Or maybe the baby couldn’t hold his tongue, and it “crawled” into his mouth... We need to give the tongue the correct shape again. This may take more than one lesson. Patience, and again patience. The air stream is very important when staging hissing ones. But the path it takes is no less important. Normally, on the sounds Ш, Ж, the air flows strictly in the middle of the tongue. You should also pay attention to the lower lip. She sometimes gets in the way: she tucks herself in behind her lower teeth, strains too much, and “pushes” her tongue. Such “disservices” will have to be abandoned.

Another exercise for mastering hissing words: “Chatterbox-babbler” (“Turkey”): a wide tongue is thrown out of the mouth and hits the upper lip, making characteristic sounds.

b) Lip exercises

All these exercises, as well as stories about the Tongue, can be found on our website in the sections “ Classical articulation gymnastics" And "Fairy tales from the life of Tongue."

4. How to correct lateral pronunciation of sibilants

5. Setting sounds [Ш], [Ф]

After the above exercises are performed by the child easily and naturally, it is worth taking up the production of the hissing ones themselves. It’s unlikely to do without a game here.

Hissing is the privilege of a snake. Therefore, it is worth depicting it using... a hand. She will be the snake: the hand is the head, everything else is the flexible body. Here is a “snake” crawling across the table. Then he raises his head and makes a stance ( elbow support), pulls his head forward, and, opening his mouth, hisses: “Sh-sh-sh-...”. In this case, it is worth drawing the child’s attention to the fact that the tongue – the “cup” – is raised up, and the lips are pulled forward in a tube. If this is a problem, use your thumb and forefinger to lightly press on your cheeks at the corners of your mouth, giving your lips a “tube” shape. Let the baby pretend to be a snake again and hiss. Is it really a failure again? Do not despair. The handle of a teaspoon will come to the rescue again. If the child clearly pronounces the sound [C], let him reproduce it, and at this time you bring the handle of the spoon under the tongue, lift it up to the palate and move it back a little. Be careful not to press too hard on your tongue. Happened? Enjoy the clear sound of [Ш_______] with your child. Together with your child, remember where else you can hear this sound?

The hiss of air coming out of a deflated tire;

The forest rustles in the wind;

A mouse scratches under the floor;

The hiss of an angry cat;

The rustling of autumn leaves underfoot, etc.

The child must depict all this using his voice and sound [Ш].

Working electric motors

6. Automation of hissing sounds in a child’s speech

Sounds are consolidated first in isolated pronunciation, then on the material of syllables, then words, phrases, nursery rhymes, tongue twisters and texts.

a) Fixing hissing sounds on the material of syllables and words

SHA: hat, step, jackal, puck, scarf, mine, miner, checker, checkers, chess

SHO-SHYO: seam, went, silk, whisper, ramrod, shock, chocolate, silk

SHU: fur coat, fur coat, noise, jester, joke, rustles, joker, nimble

SHI: tire, spikes, sew, rosehip, width, wide, hello

SHE: six, wool, silk, whisper, rustle, six, etc.

ZHA: heat, toad, brazier, frill, jasmine, jacket, hot, blinds

JO-JO: Zhora, zhor, yellow, acorns, perch, millstone

ZHU: beetle, bug, crane, murmurs, buzzes, creepy, zhupan

LI: fat, belly, vein, live, animals, Zhytomyr honeysuckle

SAME: Zhenya, iron, rod, yellow, wife, tin, etc.

It would not be amiss to remember that the sounds [Ш], [Ф] appear in “affectionate” words. Let the child not only practice pronouncing hissing words, but also in forming words. Invite him to begin by forming diminutive forms of names: Nastya - Nastyusha, NastasyaShka; Ilya - IlyaSha, Ilyushenka, Olya - Olyushka, etc. And now these words (with the sound [Ш]): head - headShka (side, hut, beard, crow, stone, grief, feather, grain, wing, sun, bottom, spot, field, coat, coward, hare, wolf, sparrow, village, etc.);

(with sound [F]): boot - boot (friend, pie, circle, debt, shore, debt, cottage cheese, iron, haystack, flag, step, leg, threshold, etc.)

Here you can remember the animals and their young:

How to say about the very best?

The strongest, the weakest?

Strong is the strongest,

Weak - weakest

fresh - …

(tasty, simple, healthy, bright, honest, new, kind, clean, etc.)

We cannot ignore the adverbs: close - closer, expensive - more expensive (young, low, late, bad, rare, hard, tight, narrow, deep, etc.)

And, of course, invaluable help in automating hissing sounds will be provided by the so-called subject pictures, the names of which contain hissing sounds.

b) Reinforcing hissing sounds using pure tongues:

SHA-SHA-SHA, SHA-SHA-SHA: Mom loves (washes, feeds) the baby.

SHO-SHO-SHO, SHO-SHO-SHO: It’s good for a walk (in OUR house).

SHU-SHU-SHU, SHU-SHU-SHU: Let's knit a scarf (let's knit a hat) for the baby.

SHE-SHE-SHE, SHE-SHE-SHE: FUR COAT, SCARF (HAT, SCARF) for the baby.

SHI-SHI-SHI, SHI-SHI-SHI: Kids love games (Checkers). etc.

ZHA-ZHA-ZHA, ZHA-ZHA-ZHA: The hedgehog has a hedgehog (The walrus has a walrus).

ZHU-ZHU-ZHU, ZHU-ZHU-ZHU: Let's give him some milk. Listen, I'll tell you.

ZHI-ZHI-ZHI, ZHI-ZHI-ZHI: Very nice hedgehogs! And now you say it too.

SAME-SAME, SAME-SAME: Let's see a film about a HEDGEHOG (about a walrus). etc.

c) Reinforcing hissing sounds with nursery rhymes:

Bunny

The cowardly bunny ran across the field,

He ran into the garden.

I found a carrot, I found a cabbage

He came to visit us.

Pavushka

Pavushka was flying,

She dropped her feathers.

- Who are these feathers for?

- Dear Vova.

- What does he need feathers for?

- Push the cap.

- What's the cap for?

- To give to Grandfather.

Let's give Vova porridge

In a red bowl,

Bread edges,

Honey pot,

Donuts, flatbreads,

Chicken legs.

Maria the sun

Maria - sunshko,

Fly to Olyshko,

Bring it from the sky

Honey and bread,

Plush, fresh,

Sweet cheesecakes.

Kitty

KotiShko-murlyShko,

Gray tail.

Don't get into trouble

Don't hurt AntoShka.

Our Antoshka baby Shock,

He is tall.

Stompers

Top-top! Stompers!

A bunny is dancing on the edge of the forest,

A hedgehog is dancing on a tree stump,

The little siskin is dancing on a branch,

A bug is dancing on the porch,

The cat is dancing near the stove,

A mouse is dancing near the mink,

Teddy bear is dancing on the slide

And the horse is on the path,

Cockroaches are on the doorstep.

Top-top! Stompers!

Our ditties are good!

Snail

Snail, snail,

Stick your horns out

Let's give you flatbreads,

Pork feet,

Porridge pot,

A heap of bread.

d) tongue twisters

Sh

Murder will out.

He was joking, yes he was joking.

Lusha washed her neck and ears in the shower.

He aimed at the basket and hit the window.

Our Filat is not to blame, and your Nata is not to blame.

I can't find our frog's ears.

Puffy Mishka puffs like a plump one.

I walked over the pebbles and found a silk fur coat.

Timoshka's mongrel barked at Pashka. Pashka hits Timoshka's mongrel with his hat.

Your Parashka, and she’s wearing our shirt.

Times are precarious, take care of your hats.

Makar and a cat, a mosquito and a midge.

Our Grishka doesn’t take too much.

Work until you sweat - you'll eat in the hunt!

Timoshka Troshke crumbles crumbs into okroshka.

The cat on the window is sewing a shirt for Ermoshka.

I’ll walk the filly sideways along the strap, along the log.

On the window, a cat deftly catches a tiny midge with its paw.

Our river is wide, like the Oka, just like the Oka, our river is wide.

Cuckoo bought a hood. Put on the cuckoo's hood. How funny he is in the hood.

AND

Live and don't worry.

Snakes don’t live where hedgehogs live.

The hedgehog has a hedgehog, the snake has a squeeze.

Already in a puddle.

The hedgehog is lying by the Christmas tree, the hedgehog has needles.

Do good and expect good.

The leather reins fit into the collar.

A beetle is buzzing over the honeysuckle. The casing is heavy on the beetle.

It's terrible for a beetle to live on a bitch.

the fly buzzed, the spider buzzed.

e) Attaching hissing sounds to text material (including poetry)

There it hisses, there it rustles.

The cat hisses after having a fight with the cat: Sh-sh-sh-...

Goose - chasing Antoshka: Sh-sh-sh-...

And the snake - seeing the mouse: Sh-sh-sh-...

Steam - lifting the lid of the pan: Shhhh...

The leaf rustles, falling under your feet: Sh-sh-sh-...

Hedgehog - with a newspaper on the road: Sh-sh-sh-...

Now hissing, now rustling...

Let's repeat this sound: Sh-sh-sh-...

(E.G. Karelskaya)

Karelskaya Elena Germanovna, teacher-speech therapist of the highest category

(The article contains poems, fairy tales and articulatory tales of the author from the books “Raising Talkers”, “Speech Therapy Alphabet for Talkers and Readers” M. Publishing House “Bustard” 2007.)

Making hissing sounds such as [w], [f], [sch], [h] is perhaps the most difficult for a speech therapist. And all because the articulatory structure [ w] and [f] very complex, but it’s also impossible without the hissing ones. Speech takes on a whistling tone, and most importantly, the child will make many mistakes in writing. Impaired pronunciation of hissing sounds is called sibilant sigmatism, and it is this that is the cause of most speech therapy errors in writing: "detective" instead of cone, « fun" instead of toad and so on. I’ll tell you in more detail how to correct this speech defect.

Causes

First you need to understand how the organs of articulation work when producing the sound [w]. The lips are pulled out into a tube and resemble a house in shape; the rows of upper and lower teeth stand exactly above each other, forming a gap through which a stream of air passes freely through the center of the tongue. The tip of the tongue rises behind the upper teeth, its lateral edges are pressed upward, the tongue located in the oral cavity is shaped like a cup. The problem for many children is that the muscles of the tongue are not strengthened enough, and the tongue, instead of rising to the top, lies at the bottom of the mouth, even if we hold our lips and teeth correctly. A passing stream of air produces the sound [s] instead of [w]. Another problem is that the child, trying to lift his tongue up, exhales air into his rounded lips and pronounces the sound [w], but the air stream does not pass through the gap between the upper and lower teeth, but from the side, forming the sound [f]. Also, often the tongue does not obey and simply falls out of the mouth.

Since the tongue is located in the depths of the mouth with almost closed teeth and lips extended forward, we cannot see whether it is positioned correctly there, which is why it is very difficult to control the articulatory pattern and produce sound.

Types of hissing sigmatism

To choose the right way staging hissing, you first need to determine what type of disorder this particular child has. The main thing for us is to put on sound [w], and it makes it easier to bet [zh], [sch] and [h]. Here are the types of this disorder found in nature.

Interdental sigmatism - a phenomenon when the tip of the tongue protrudes between the lower and upper teeth, creating a cracking sound.

Labiodental sigmatism - When producing hissing sounds, the upper lip lifts up high towards the teeth, and the tongue most often lies at the bottom of the mouth. Incorrect articulation causes a mixed sound fs or vz - when pronounced [and].

Whistling sigmatism - in this situation, the tongue does not rise up, it remains below, as when producing the sound [s], so we hear a whistle instead of the expected sound. In such cases they also say that the child has [w] - lower .

Dental sigmatism - the tip of the tongue rests on the upper teeth when sound is produced [w] p produces a sound similar to [T], in education [g] - [d].

Lateral sigmatism - a phenomenon when the tongue rises in the oral cavity unevenly, but as if with an edge, a stream of exhaled air goes into the cheeks, which noticeably inflate, and instead of the expected [w] we hear [f].

Nasal sigmatism - in this case, the root of the tongue lifts up excessively, preventing the stream of air from passing through the mouth and into the nose.

Articulation gymnastics for hissing sounds

To produce any sound, articulatory gymnastics are simply irreplaceable and extremely necessary. To establish hissing sounds in speech, you need the same set of exercises as for [w], so for [zh], [sch] and [h]. First of all, we need to work on the lips and tongue. It is best to perform the exercises in front of a mirror so that the child visually catches the correct pose, and if something happens, he can correct the incorrect position of the organs of articulation.

"Smile" - stretch our lips into a smile.

"Tube" - rounded lips stretch forward.

"Smile-pipe" - alternating poses

"House" - the teeth stand evenly on top of each other, close together, the lips are slightly extended forward, resembling a rectangle, the mouth is open.

"Spatula" - We stick a wide flat tongue out of the mouth and hold it on the lower lip in a static state for 5 seconds.

"Delicious jam" - We work on the upper rise of the tongue, lick the upper lip.

"Swing" - the tongue smoothly rises behind the upper lip and falls to the lower.

"Let's brush our teeth" - slowly raise our tongue and lick the upper row of teeth from the outside and then from the inside.

"Horse" - tongue clicking.

"Sail"- a good exercise to strengthen the muscles of the tongue, allows the child for a long time keep your tongue up. In this case, the mouth is necessarily wide open, the tip of the tongue rises and stands behind the upper teeth, touching the alveoli. So we hold our tongue for a count of ten, gradually increasing it, if possible, to forty.

"Cup" - With your mouth wide open, stick out your tongue, lift the tip up, and bend the side edges. The tongue resembles the shape of a cup. The exercise is very difficult even for an adult and requires systematic training. To begin, have the child curl the tip of his tongue behind his upper lip, then open his mouth wider, lifting off his upper lip and holding the tip-up position for a few seconds. Having secured this position, we work on lifting the lateral parts of the tongue. This exercise is mandatory for producing hissing sounds, since the tongue must learn to take the shape of a cup in the oral cavity.

Breathing exercises

In addition to gymnastics, when setting hissing ones, exercises are needed to produce an air stream. The exercises are carried out in a fun, playful way, which arouses a keen interest in the child in the activity.

1. We blow on candles, matches, various pinwheels, feathers.
2. With the tongue spread wide and motionless on the lower lip (“Spatula”), we ask the child to blow on the protruding tip, ensuring that the stream of air passes not from the side, but exactly through the center of the tongue.
3. “Football” - we try to blow a light foam ball or a ball of cotton wool into the intended goal while sitting in front of the table.
4. “Focus” - place a small piece of cotton wool on the tip of the nose, slightly push the lower lip forward and blow on it, trying to direct the air stream upward. The purpose of the exercise is to blow the cotton wool off your nose.

Sound setting [w]

Breathing and articulation exercises are a preparatory stage for direct sound production. First, let's ask the child to establish the correct articulatory pattern for the sound [w] and pronounce the sound. If we hear [s], then we have to work primarily on the upper elevation of the tongue, we will have to resort to mechanical methods. Speech therapists are very inventive people and have come up with some of their own methods. For example, with labiodental sigmatism, to fix the desired position of the lips and tongue, we give the child to bite between the teeth a pencil holding the tip of the tongue behind the upper teeth and ask the child to pronounce the sound [w]. If it works, then we train with a pencil for a while.

If a stream of air goes into the cheeks, which indicates that the lateral edges of the tongue do not rise to the upper lateral teeth, when pronouncing a sound, lightly press two fingers simultaneously on the cheeks. So the air stream is directed through the center of the tongue, and the side edges rise upward with mechanical assistance. If it works, we ask the child to hold himself by the cheeks until the desired position of the tongue in the mouth is established and the correct air stream is developed.

If the child has lower [w], then we resort to using a spatula or probe, mechanically lifting the tip of the tongue by the upper teeth. If you need to correct the position of your lips, then press on the corners, helping them to stretch out and acquire the desired shape. Making the sound [w] takes a lot of time, from two weeks to a month, provided that you practice twice a week. But until the desired structure of the organs of articulation is established, and we hear an isolated pure sound, we cannot move further.

You can control the correct sound production by placing the back of your hand to your lips; the air stream should be hot. Once the isolated sound has appeared, we proceed to automate it. First in syllables: sha, shi, she. Since subsequent vowels in these combinations allow you to keep your lips in the same position. Later we will take the syllables: shu and sho, since the subsequent o and u “force” the lips to extend more forward when switching, which disrupts the articulation of the lips necessary for [sh]. Then we smoothly move on to closed syllables: ash, osh, ush, ish, eat, then we automate them in words, phrases, sentences, coherent speech.

Staging and automation [g]

The sound [zh] is similar in articulation to [sh], the difference is that the voice is involved in the production of [zh]. Usually, if a child has a sound [w] in his speech, then [zh] can be placed by imitation. But if the sound does not appear, then we again resort to the mechanical assistance of a spatula or probe, raising the tip of the tongue to the upper alveoli, asking to pronounce [g]. Producing a sound is not difficult if the sequence is followed - first [w], then [g]. Automating sound in the classic way: in open, then closed syllables, words, phrases, sentences, in the text.

Staging and automation [u]

After [sh] and [zh], we proceed to the production of the sound [sch], the articulation of which differs from [sh] by subtle changes in the tongue: the side edges are pressed even more tightly against the upper teeth, and the tip of the tongue moves forward a little more. Again we resort to mechanical assistance, and when producing sound we press a little harder on the cheeks so that the lateral edges of the tongue rise higher. When making the sound [š], it is very important to draw the child’s attention to the position of the tongue and compare it with the articulation with [š], the child should feel the difference in the position of the tongue. Because later in writing, schoolchildren begin to confuse these two sounds, translating them into a graphic symbol. We continue automation [u] in syllables, words, phrases, sentences, text.

Staging [h]

This sound is an affricate, that is, it consists of two sounds [t"] and [sch]. Therefore, if there are no sounds [t"] and [sch] in speech, we do not start setting [ch], which consists of quickly repeating the combination tysch. If the above sounds are in speech, then setting [h] will not take much time. Articulation during production [h] is as follows: the tip of the tongue first rises to the upper alveolos, then lowers slightly, the lips are pulled forward and rounded, the tongue in the mouth takes the shape of a cup, the root of the tongue rises up, not allowing the air stream to go into the nose, but directing it along center of the tongue. Control - with the back of your hand: the stream of passing air should be warm. If this method sound production does not work, we ask the child to quickly pronounce it, while using a probe or spatula we lift the tip of the tongue up behind the teeth, we hear - ach. Sound automation is done in a classic way.

After producing hissing sounds, it is necessary to move on to their differentiation. A speech therapist will be happy to help you in this matter. I wish you success!

| e;u;e;y;a;o;e;ya;i;yu |
Setting consonant sounds and letters: | | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | z;s | g;k | s;ts | v;f | r;l | p;l | r;p;l | z;s;c | h;f;sh;sch;ts;x |

It is better to study often and in short portions than to arrange long lessons, but with long breaks. It is best if the classes take place simultaneously. For example, you go to kindergarten and learn to say a certain word. Or learn a song. Thanks to the site (), the child will learn to overcome speech disorders and build confidence in their abilities. In this section of the site, you will find classes on speech development intended for classes with children from 1 to 7 years old. In individual lessons with a speech therapist, work is carried out on the production of sounds and the development of phonemic perception.

Setting the sound Ш

Goal: teach the child to pronounce a standardized sound w.

Equipment: diagram of the structure of the articulatory apparatus during sound pronunciation w; probe, spatula; pictures-symbols, subject pictures.

Staging the sound w in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with play images (the wind makes noise, a snake hisses, air comes out of a burst balloon, etc.); At the same time, visual control of correct articulation and tactile (tactile) sensations are used.

2. From the articulatory structure:

The child is asked to reproduce the articulatory pattern of sound, apply the correct air stream, and determine the presence/absence of a voice; the result should be a normalized sound.

3. From reference sound:

The child is asked to open his mouth slightly, pronounce the sound t with aspiration at a slow pace 4-6 times, hitting the tubercles (alvioles) behind the upper teeth with the tip of his tongue; We gradually teach the child to smoothly lengthen the exhaled stream and not to hit the tubercles with the tip of the tongue, but only to raise the wide tip of the tongue towards them.

4. From reference sound with mechanical assistance:

The child is asked to pronounce the sound for a long time (the front teeth are always visible) with a spatula, carefully lift the wide tongue by the upper teeth and slightly move it back - towards the alveoli (the edges of the spatula are approximately at the level of the fourth incisors); then they achieve this skill from a speech pathologist without mechanical assistance;

We invite the child to open his mouth slightly, for a long time, without a voice, the child pronounces the sound r and with the tip of a spatula brought to the hyoid frenulum, the speech therapist stops the vibration of the front part of the tongue - we hear a hissing; after several repetitions, you can cause a hiss by barely bringing the spatula to the hyoid frenulum; then remove it and, bringing the teeth closer together, achieve the correct sound of w.

Techniques for producing the sound of Sh.

· First you need to learn how to make a “cup” with your wide tongue. Then suggest an exercise: carefully bring a “cup” of tea. To do this, we move the wide tongue behind the upper teeth; here you need to be careful so that the wide edges of the tongue are pressed against the molars from above, without allowing air to pass through the edges. The tip of the tongue, on the contrary, forms a small gap between the palate. Ask your baby to exhale warm air with some effort. Remember that when practicing this letter the neck is “silent”. If the baby did everything correctly, you will receive the sound Sh.

· The baby's tongue should be at the top, but not rest against the teeth. Let the teeth open a little, the lips are accordingly slightly open, they need to be tensed. The baby exhales forcefully and pronounces the sound T soft, as if imitating the movements of a steam locomotive. You can try repeating as you exhale: at-at-at.

Correction of the sound /Ш/ based on the sound /Р/.

The child pronounces the sound /P/ without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound /Ш/ is obtained without the previous pronunciation of the sound /Р/. Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.

Correction of the sound /Ш/ from the syllable “ksh”.

We invite the child to open his mouth slightly. The speech therapist inserts a spatula horizontally into the child's mouth and asks to place a wide tongue on the spatula. It is suggested to pronounce the syllable “ksh”. The spatula can be replaced with the child's clean index finger. If the sound /Ш/ comes out clearly, carefully remove the spatula (finger), continuing to pronounce “ksh”, then “sh”.

Correction of violations of the pronunciation of the sound / Ш/

Set of exercises: “Spatula”, “Delicious jam”, “Cup”, “Mushroom”, “Let’s warm our hands”, “Brushing our teeth”.

Production of the sound /Ш/ by imitation.

The child raises his tongue into the cup. At the same time, the lips are extended forward, the mouth is slightly open. The speech therapist suggests blowing on the tongue. The sound is /Sh/. If this method does not help, we resort to mechanical production of the sound /Ш/.

Setting the sound /Ш/ from the sound /С/.

The child pronounces the syllable “sa” several times, and while pronouncing it, gradually (smoothly) raises the tip of the tongue towards the alveoli. The syllable “sa” is obtained with the tongue in the upper position. We ask the child to listen to what sound is produced. If necessary, the speech therapist, using a probe (spatula), holds the tip of the tongue in the upper position and adjusts the degree of its elevation until the normal-sounding syllable “sha” appears.

Correction of the buccal pronunciation of the sound /Ш/.

I believe that this is one of the most difficult defects, requiring long-term preparation of the tongue (massage in the mouth, physical therapy and a set of exercises). Only when the lateral edges of the tongue stop sagging can you begin to make the sound /Ш/. The child is asked to perform a “cup” while simultaneously supporting the side edges with the thumb and forefinger. Next, we invite the child to blow on the tongue, pronouncing the sound /Ш/.

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