Speech therapy exercises for the sound g. Setting the sound “X” from the correct “K”. Game "Come up with a proposal"

You only give the child instructions without using your own pronunciation.
1. Let the child, without lifting his tongue from the palate, pronounce the sound [k] for a long time and clearly. The result is the sound combination [kh – x – x]. Point out to your child that after [k] another sound is heard, exactly the one you need. Let the child put his hand to his mouth and “blow” into it with the next sound after [k].
2. Next you need to pronounce the sound combination (actually the syllable [kh – x – ha] (using the appropriate picture), in the middle there should be a long-sounding [x], the sound [a] at the end should be pronounced briefly and abruptly - this will give the sound [x] greater intelligibility .
3. Then the child should pronounce the syllables [kh – h – ha – ha – ha] (tell him to repeat only the second sound after [k]
4. Tell your child what sound he is making.
5. In the future, you should pronounce the syllables [ha - ha - ha] and syllables with other vowel sounds. This can be done by imitation

This method can be used when the child either does not pronounce the sound “X” at all (exhalation may be heard instead), or replaces it with the sound [f]. While working on sounds, make sure that the child does not open his mouth wide; it is because of this that the pronunciation of back-lingual sounds is most often disrupted (the back of the back of the tongue does not reach the palate). The teeth must be in the shape of a proper bite. If there is a malocclusion, the mouth should be closed as much as possible.
1. The child should imitate laughter. This should be done after exhaling (shoulders should be lowered); you should “laugh” quietly and in a low voice. You should very emotionally (so that the child does not realize that you are actually pronouncing the sound [x]) pronounce the syllables [ha - ha - ha] (the sound [a] should sound like something between [a] and [e ]).
2. Let the child “laugh” by putting his palm to his mouth and “getting” into it with his “giggles” (the stream of air should feel hot). At first, you should not pronounce the sound [x] too clearly (especially if the child replaces it with [f]), let the pronunciation of these syllables sound more like laughter.
3. In the future, you invite the child to “laugh” more “clearly”, “with pressure” (he can “laugh” “mockingly”, even “mockingly”), “laughs” should be short and clearly “hit” the palm. You pronounce the sound [x] more clearly.
4 . After this, under the guise of laughter, the child should repeat after you the syllables [ho - ho - ho], then syllables with other vowels.
5 .When the child begins to pronounce the sound correctly, tell him what sound he is actually pronouncing.

Making the sound “X” by imitation.

The method is to imitate laughter.

You need to laugh after exhaling (shoulders down), quietly, in a low voice.

For control - a palm that feels “laughs” - shocks of hot air.

In the future, the child is invited to laugh, pronouncing HO-HO-HO, HE-HE-HE, HY-HY-HY and soft HI, HE, HYO.

Making the sound "G".

Using a frame probe or spatula, from the syllable “YES”, moving the tip of the tongue with the probe inside the mouth, at the beginning you hear “GY”, and then “GA”.

Setting the sound "K".
The “K” sound should be placed mechanically using a finger or spatula, based on the “T” sound. In this case, the sound “T” should be “pure” for the child, that is, pronounced without overtones.
The child is asked to pronounce the syllable “TA”. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable “TYA”. Then the teacher moves the finger a little deeper, resulting in the syllable “KY”.

Finally, third stage- even deeper pressure on the tongue - gives a hard sound - “KA”.
Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue into the depths of his mouth - hides his tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable “TA”, and he just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound “K”.
At first, the teacher uses only his finger for production, but as soon as the sound “K” is obtained correctly with his help, he teaches the child to use his own finger.
The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or the sound “K” with a guttural connotation.

Disadvantages of pronunciation of the sound “K”.
1. Instead of “K,” you hear simply a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.
Correction: reinstall the sound.

2. "K" is replaced by the sound "X". Cause: the tongue is pressed loosely against the palate, leaving a gap through which air passes noisily.
Correction: a) enable the child, on the back of the hand, to feel the difference between a sharp push of air with “K” and a smooth stream with “X”; b) if this does not help, reinstall it mechanically.
3. Instead of the hard “K”, a soft one is heard (“ket” place “cat”). Cause: The tongue does not close with the back, but with the middle part of the palate. This articulation is correct for "KE", "KI", where the sound of "K" is softened by the influence of the following vowels.
Correction: show in front of the mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a solid “K”. Show the child how deep he should insert his finger into his mouth (two phalanges).
4. A deep, guttural “K” is heard, characteristic of some eastern languages. Cause: the tongue closes with its root part with the lower edge of the soft palate and with the posterior wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: start the sound again, starting from the syllable “TA” and pressing the tongue slightly less deeply than required for a hard “K” (so that the child does not again fall into the throaty pronunciation of the sound).
5. After the sound “K” in the reverse syllable and in combination with other consonants, the overtone “E” (“Y”) is heard. Usually this deficiency corresponds to a similar defect in the pronunciation of the sounds “P” and “T”.
Correction: a) check the pronunciation of the sounds “P” and “T”, if it suffers from a similar defect, first of all correct these sounds; b) eliminate the lack of pronunciation of the sound k by comparing it with the sound “P” or “T” (“ap-ak, at-ak”). Place the child’s hand on the larynx and show that after pronouncing the sound “K” it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).
6. Instead of "K" you get "G". Cause: The vocal cords are included in the work. Typically, such voicing of the sound “K” corresponds to a similar defect in the pronunciation of the sounds “P” and “T”.
Correction: a) check the pronunciation of the sounds “P” and “T”, if they are voiced, first of all correct these sounds; b) eliminate the voicing of k by comparing it with the sounds “P” and “T” (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child’s attention to the fact that at the moment of bowing and explosion, the larynx should not vibrate (put your hand to the larynx).
Temporarily exaggerate the force of exhalation after the explosion.
7. The pronunciation of "K", especially in the reverse syllable, resembles the sound heard when uncorking a bottle. Cause: is that, as with a similar lack of pronunciation of the sounds “P” and “T”, simultaneously with the closure of the tongue and palate, the vocal cords also close (without vibration). The explosion is produced by the air in the mouth and pharynx.
Correction: a) check the pronunciation of the sounds “P” and “T” and correct it (if necessary); b) compare the pronunciation of all three sounds (p - t - k; ap - at -ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.
Exercises

| | | | |
Difficult vowels: e;e;yu;i | 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 |

Corrective work must be comprehensive and systematic. There are a variety of fun exercises at your disposal. speech development(), Speech is the highest mental function of a person. It is provided by the brain, therefore, deviations in its work must be noticed and corrected in time. Children with severe speech impairments need systematic help from a speech therapist. 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. Here on the site you will find exercises for setting all the sounds of the Russian alphabet, and also teach your child to read. The more active you are with your kids, the faster he will learn to speak correctly.

Correction of violations of the pronunciation of the sound /X/.

If a child has impaired pronunciation of all hard back-lingual sounds, first give him the pronunciation of the sound /X/, then /K/, then /G/. If the child has acquired the sound /X/ earlier, I begin to produce the sound /K/, and then, based on the correct pronunciation of this sound, to produce the sounds /X/ and /G/.

Production of the sound /X/ by imitation..

A). The sound /X/ is easily evoked by imitation using a play technique: “Open your mouth wide and breathe on your hands, “warm them.” In this case, the speech therapist makes sure that the tip of the child’s tongue is at the bottom, and the back part rises steeply, but does not touch the palate. You can, for example, first invite your child to make a “low slide”, and only then “let the breeze”.

b). You can offer your child a funny picture or toy to make him laugh, laugh with him, and then draw his attention to the laughter: we laugh “ha ha ha.” We fix the sound /X/ in combination with other vowels (O, E, Y).

Staging the sound /X/ with mechanical assistance.

If it is not possible to produce a sound by imitation, it can be produced with mechanical assistance, that is, using a probe to move the tongue deeper into the tongue. We ask the child to pronounce the syllable “sa”, with the correct position of the tongue it will turn out “sa-sa-ha-ha”.

Setting the sound /X/ from the correct /K/..

The child is asked to pronounce the sound /K/ often and protractedly. At this time, the combination “kh” is obtained. It is necessary to draw the child’s attention to the fact that after the sound the sound /X/ is heard, after which we tear off /K/ from /X/. It turns out /X/.

Production of the sound /Х’/ by imitation:

The sound /Х/’ is called immediately in syllables. The speech therapist asks the child to smile and say the syllable “HI” repeatedly, imitating the laughter of a little girl.

Staging the sound /Х’/ with mechanical assistance:

The sound /Х’/ is placed from the reference sound /С/, the child is asked to pronounce the syllable “SA”, the speech therapist, using a probe, moves the tongue deeper into the mouth until the sound combination “hya” is heard: “sa-sya-hya”.

Production of sound [g], development of articulatory motor skills, diaphragmatic-costal type of breathing, forced exhalation, phonemic hearing.

Organizing time

The child is offered object pictures and a square. He must choose square-shaped pictures.

Development of phonemic hearing

The game “Guess the word” is played. The child is offered four pictures (cornflower, hoop, house, watermelon) and a card with four empty cells. Based on the first sounds of the words shown in the pictures, the child must create a new word by placing the letters in the empty cells.

Development of articulatory motor skills

Articulation gymnastics

1. For the lower jaw: open your mouth with resistance, randomly move the lower jaw from right to left.

2. For lips and cheeks: pull the cheeks into the oral cavity between the teeth; stretch your lips with clenched jaws simultaneously to the sides, up and down, exposing your teeth, then relax them; alternately pronounce [and] - [u], [and] - [o] (with voice).

3. For the tongue: perform the exercises “Swing”, “Brush your teeth”, “Feed the chick”, “Slide”, “Reel”.

4. For the soft palate: pronounce vowel sounds on a hard and soft attack.

Breathing exercises

1. Perform a complex of paradoxical breathing exercises according to Strelnikova.

2. On one exhalation, clearly, rhythmically pronounce chains of syllables:

“bird - bird - bird - bird - bird”; “tpka-tpko-tpku-tpky-tpke.”

Sound setting [g]

1. By imitation.

Draw the child’s attention to the fact that the articulation of the sounds [k] and [g] is distinguished by the vibration of the vocal folds (I put the child’s hand on the speech therapist’s larynx).

2. Mechanically.

Pronounce the syllable [da], press the tip of the tongue with a spatula and push it into the depths of the oral cavity.

Lesson summary

The child's achievements are celebrated.

Methods and effective techniques for producing different sounds

When starting work on correcting sounds, you first need to determine the reason for their incorrect pronunciation. As a rule, disorders can occur with dyslalia, dysarthria, and rhinolalia. Each diagnosis has its own characteristics. However, no matter what type of disorder is diagnosed, it is important to know how sounds are characterized, what articulation should be, and what exercises are best to use for certain sounds.

Features of sound production

Work on correcting sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are used: vibration, auditory, visual and tactile. In the first lessons, you should not create completely new models 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 acquire intermediate articulations. The articulation itself can be improved by performing exercises to lengthen the exhalation and the required air flow pressure. Therefore, production of sounds usually begins in a lying position, developing lower-diaphragmatic breathing. This is how the child learns to smoothly inhale air through his nose and exhale it steadily through his mouth.

When working on the formation of articulatory praxis (the ability to pronounce a series of sounds of native speech), you need to take into account how strong the relationship between the muscles of the articulation organs is. It is useful to use the following techniques, which should be based on visual control (the child should control the exercise in the mirror):

• to move the tongue a little deeper in the mouth, push the corners of the mouth forward mechanically (for example, with your 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 produced using the following methods:

1. By imitation: for example, invite your child to roar like a tiger (rrr) or make the sound of a drill (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 language gymnastics based on sound, but use the correct diction - T, D, N. If the child pronounces sounds interdentally, then they should be taught to pronounce them correctly, and then put in defective sounds.
4. Mechanical method (using a spatula, fingers, nipples, probes).

If you are working on correcting sound pronunciation, you should not forget about the following features:

1. Parallel work on correct breathing and articulation is mandatory.
2. The child must consciously control his own pronunciation by ear.
3. The sounds being studied must be designated with special symbols.
4. For older preschoolers, the letter designation of sounds is introduced, which promotes further literacy learning.
5. Automation of sounds and their use in different conditions - in syllables, words and phrases, sentences.
6. Prevention of dysgraphia.

Now that we've sorted out the theory a little, let's get down to practice.

We put the sounds [L], [L’]

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

If the sound [L] is absent in the child’s speech, it is placed in 2 stages:

1. Interdental production of sound, when the child is asked to say the combination of sounds “ya”. When pronouncing the sound “y”, you need to pronounce it briefly, straining the articulatory apparatus. Next, pronunciation is carried out by squeezing the tongue between clenched teeth. Repeat the exercise until the clarity of the sound is established - you need to establish the position of the jaw in which it was possible to reproduce the sound.
2. Dental production of sound - the tongue is moved to a position behind the teeth, it is pressed firmly to the alveoli, and they pronounce “ly-ly-ly.”

It is important to develop the correct direction of the air stream. If a child has several sounds in interdental pronunciation, it is worth developing 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 asked to place a round tube on the middle part of the side of the tongue, with his mouth open, and the tip of the tongue should be tucked behind the upper incisors. The main difficulty is that the child continues to hear the sound that he played earlier. Therefore, it is important to connect the baby’s auditory attention to the sound that he pronounces during its production.

We put the sounds [Р], [Р’]

The most common question encountered in practice is: “Why doesn’t he (she) say the sound “r”, are we worried?” And even though the baby is only 2 years old, parents begin to worry, having not understood the peculiarities of the formation of a range of sounds in children.

Getting the "R" sound right is a labor-intensive process. As practice shows, it is almost impossible to evoke it through 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 learning to distinguish between correct and incorrect sounds.

The most suitable set of exercises is “Fast Snake”, “Woodpecker”, “Balalaika”, “Turkey Poult”, “Drummer”, “Ladle”, “Needle”. There are other equally effective exercises:

"Paint brush"

"Harmonic"

You need to smile and open your mouth, press your tongue to the roof of your mouth, as if you are preparing to utter a drawn-out “n” sound. Holding your tongue in this position, open your mouth as wide as possible, then close it. Repeat the exercise 15-20 times.

"Komarik"

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

Such exercises perfectly develop articulation, stretch the frenulum, and strengthen the facial muscles. But to make the sound [P], they also use special exercises:

1. The child should open his mouth, press the tip of his tongue to the base of the front teeth near the roof of the mouth, while asking him to quickly pronounce the sound “d-d-d.” After a few seconds, ask your baby to blow strongly on the tip of his tongue, without stopping to pronounce the sound “d”. This exercise will help the child feel the desired vibration and remember it.
2. The child opens his mouth wide and pronounces the sound “zh-zh-zh”, moving the tongue closer to the growth line of the upper teeth. After a couple of seconds, insert a special spatula under the child’s tongue and move it rhythmically to the sides, creating vibration. In this case, the child must blow forcefully on the pronounced sound, feeling the vibration and vibrations that result.
3. Ask your child to make the sound "z-z-za" while pushing the tongue back as far as possible. Similar to the second exercise, insert the spatula under your tongue and move it left and right. If you do the training correctly, you will eventually hear a clear “R” sound.
4. Similar to exercise No. 3, ask your baby to pronounce the sounds “z-zi” without closing his mouth. Make similar movements with a spatula. This exercise will allow you to make the sound “r”, but softer.

If the baby cannot keep his tongue up, and the sound itself turns out to be dull, ask him to lengthen the sound - drn-drn (for example, start the car).

We put the sounds [Ш], [Х], [Ч]

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, we ask the child to pronounce the long sound “C” or the syllable “SA”. At this time, you need to carefully lift the tip of the tongue by the upper row of teeth onto the alveoli using a spatula or spoon. Thanks to such manipulations, the child will be able to pronounce the sound “SH”. But it’s too early to end this exercise: it is important to draw the child’s attention to his pronunciation of this sound. The adult’s task is to help the baby understand and remember this position of the articulatory organs.

When the child manages to pronounce the sound “Ш”, its automation begins. To do this, they practice the sound, combining it with vowels: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO, etc. Then they practice the sound in words, first of all using those where the sound “SH” is at the beginning, and only then those in which he occupies a place in the middle or end.

Next, the sound is practiced in sentences. To do this, tongue twisters or quatrains can be used, most words of which contain the sound “Ш”. At the last stage of sound production, you can invite the child to independently compose a story using reference words.

To form the sound “Ш” the following techniques are used:

1. Imitation performance. Ask your child to lift his tongue towards his upper lip, forcefully but evenly, and let him exhale, controlling the flow of air with the back of his hand. As soon as warm air is felt, offer to move the tongue behind the upper teeth, touching the palate. The mouth should be slightly open, the lips should be slightly extended, the teeth should be a couple of millimeters apart. Invite your baby to exhale a stream of air - you will get the sound “SH”.
2. Setting the sound “T” to the base. Ask your baby to pronounce the sound “T” every 2 seconds. Then ask him to make his tongue hit the alveoli rather than the teeth. Gradually, the sonorous “T” will turn into a more hissing sound. Next, ask the child to round his lips and pull them forward, and lift his tongue up towards the palate (towards 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 pronouncing the sound “SH”.
3. Based on the sound "S". Offer to move the tongue behind the lower teeth and pronounce the sound “C”. At the same time, use a spatula to lift the tongue up, let the child continue to pronounce the sound “C”. Using your fingers, lightly press on the cheeks so that the lips move forward. You should hear a hissing sound. To consolidate the result, ask your child to pronounce the syllables “SA”, “SI”, “SO”, “SY”, “SU”, “AS”, etc.

During classes, do not forget to use exercises that contribute to the general strengthening and development of the articulatory apparatus.

Making the sound “Zh”

The sound “Zh” is placed by analogy with the sound “Sh”. The only difference is that in this case we add voice sound. Articulation during production should be as follows:

• the lips are rounded and slightly moved forward;
• the teeth are 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, pressing its edges to the side teeth; lift the back of the tongue and pull it 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 lifted, pressing it to the pharynx, to its back wall, closing the passage into the nasopharynx, a stream of air exits through the mouth;
• The vocal folds need to be tensed and a voice must be produced.

As exercises, you can use imitation games (“Say what a bee says,” “...how a plane flies,” “...how a beetle buzzes,” etc.), tongue twisters, identifying sounds in words, and others.

Setting the sound "Ch"

When pronouncing the sound “Ch,” the child is asked to slightly round his lips, making a tube, and move them a little forward. There is no need to close your teeth, but they should be close to each other. The back and tip of the tongue should connect to 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 raised and pressed to the back of the pharynx. The vocal cords should not strain.

The sound “Ch” is made on the basis of “Ть” and “Ш”. Therefore, speech therapists use 2 methods of setting “H”:

1. Ask your baby to pronounce the sound “TH” often and quickly (the tip of the tongue should touch the base of the upper teeth). Then the baby should gradually move his tongue back, touching the upper alveoli with it. In the process, the lips should stretch into 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 TSH. Make sure that the child has a wide smile during the pronunciation process.

Automation of sound is performed in a playful way that is interesting for the child. Be sure to take into account the age of the baby when choosing activities and exercises. Don't neglect bright visual material.

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

The sound “K” is made mechanically using a spatula. The articulation looks like this:

• the lips should take the position of the next vowel sound;
• You can’t keep your teeth closed;
• the tip of the tongue needs to be lowered and touched with it to the incisors of the lower dentition;
• the lateral parts of the tongue are adjacent to the upper lateral teeth;
• the back of the tongue should form a bow with the palate;
• the soft palate rises at this time, blocking the passage to the nasopharynx;
• there is no need to strain the vocal cords, they are open;
• During exhalation, the resulting stream of air should explode the bow, causing 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 your baby to play the sound “TA”. At the same time, press the spatula on the front part of the back of the tongue, as a result of which the sound “TY” will be heard. Next, you need to move the spatula a little further into the depth, which will provoke the pronunciation of the sound “KY”. 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 articulatory organs for pronunciation of the sound being studied.

The sound “K” can be made while inhaling. This exercise is reminiscent of imitation snoring - silent or whispering. Encourage your child to snore for fun. After the exercise, you can hear a sound reminiscent of “K”. Invite your child to say “KA” while inhaling and exhaling. After this, automate the sound traditionally: “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 must close and vibrate during exercise.

The sound "G" can be placed from "Y". To do this, invite the child to throw his head back and, while exhaling strongly, say “YYYYY”, simultaneously pushing his lower jaw forward, raising it and lowering it. By analogy with the production of the sound “K” from “TA”, you can place the sound “G” from “DA”.

The articulation of the sound “X” differs from “K” in that the back of the back of the tongue should form not a bow with the palate, but a gap along the midline. The sound “X” can be made like this: invite the child to open his mouth the width of two fingers and blow warm air on his palms. If the sound does not work, you can try throwing your head up in the process. The sound “X” can be placed from “S” and “Sh”. They use a mechanical method: when the child pronounces these sounds, you need to use a spatula to move the tongue deeper into the mouth.

Set the sound [Y]

Most often, the sound “Y” can be produced by imitation, supplementing the exercises with showing correct articulation and the tactile sensation of the expiratory stream when pronouncing “YYYY” in a drawn-out manner.

They make a sound from pronouncing the sounds “AIA” or “IA”. The exhalation must be intensified when the sound “I” is pronounced, and the short “A” must be pronounced without interruption. Sometimes placing the “Y” sound in words where it comes first is effective.

From the syllable “ЗЯ” the sound is made mechanically: the child pronounces the syllable, and the adult, using a spatula, presses on the front part of the back of the tongue, gradually moving it back until the desired sound is obtained.

Set 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 curved, forming a bow with the incisors, then its front part quickly moves to the position of the “C” sound, forming a groove in the middle;
• the air stream should be strong and uneven.

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

There are 3 ways to make the sound “C”:

1. Method of imitation using play techniques (“The locomotive, stopping, says - tss-ts-ts”, “The mouse is sleeping, don’t make noise - tss-ts-ts!”).
2. Reception of reference sounds (in this case these are “T” and “S”).
3. Acceptance of the features of articulatory structure. 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 palate. In this position, the back of the tongue should touch the upper incisors. Without turning on your voice, invite your baby to pronounce the sound “T”, lifting the tip of the tongue with the pressure of a stream of air from the front teeth of the lower row. The lips should be tense and in a smiling position. This 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 into a weak smile;
• bring your teeth closer, but do not close them;
• lean the tip of the tongue against the front teeth of the lower row, arch the tongue, resting its sides on the molars;
• create a strong and narrow air stream.

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

The sound “C” is placed in several ways:

1. By imitation. Sitting with your child in front of the mirror, show how to pronounce the sound “C”.
2. By imitation with game moments. For this method, visual aids and bright objects are used, with which you can imitate the sound “C”. For example, the balloon deflates - “SSSS”.
3. Based on reference sounds. To learn to pronounce the sound “S”, a child must be able to pronounce the sounds “I” and “F”, which are the reference sounds for him.
4. Mechanical setting. Using a spatula, the speech therapist sets the child’s tongue in the desired position and asks to gently but forcefully blow out the air.

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 can it be automated in syllables, words and sentences.

Set the sound to [Z]

The articulation when producing the sound “Z” is similar to “S”, only the sound “Z” is more sonorous, so you need to use your voice when pronouncing it. The sound “Z” is placed after successful automation of “S”.

Setting “Z” is similar to working with the sound “S”, only you need to make sure that the child connects his voice and 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 your baby to put his hand on his throat and pronounce both sounds alternately. The child will understand this difference by vibration. When the sound “Z” is heard clearly, invite the child to pronounce it louder and clearer. After this, automate the sound through exercises on pronouncing syllables, words, and sentences.

How to correctly produce sounds in a child: general recommendations

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

The standard sequence of working on sounds looks like this:

1. First they put the whistling “S” and “Сь”, “Ц”, “З” and “Зь”.
2. They put “SH” - a hissing sound.
3. Sonor "L".
4. They sort out “F” - hissing.
5. Sonoras "P" and "Pb".
6. They end with the production of hissing “Ch” and “Shch”.

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

To place hard sounds, use the vowel “A” for the syllable (for “L” - “Y”), for soft sounds - “I”. Automation of the sound that has been corrected begins with the pronunciation of forward and backward syllables, only then with a combination of consonants.

In general, work on sound production should be carried out by a speech therapist. He will determine whether the child has deviations in sound pronunciation, what methods to use to produce sounds, how often to practice, he will draw up a lesson plan that will include various, most effective in this case, techniques. Remember that amateur efforts to correct problems with sound pronunciation in children can be harmful. Only a speech therapist knows how to organize work correctly and effectively.

The position of the lips depends on the following vowel. The tip of the tongue is lowered, moved away from the lower incisors deep into the oral cavity, the back of the back of the tongue is steeply arched upward and forms a bridge with the surface at the border of the hard and soft palate. The soft palate is raised. The vocal folds are open (K – dull sound).

The tongue is advanced, the tip of the tongue touches the lower incisors. The middle and back parts of the back of the tongue are raised up and close with the back and middle parts of the hard palate. Defects in the pronunciation of the sounds K and Kb are called kappacism. Read about setting the sound K.

Exactly the same as when pronouncing the sound K. The only difference is that the vocal folds are closed (G is a voiced sound).

Exactly the same as when pronouncing the sound Kb. The only difference is that the vocal folds close (Гь - voiced sound). Defects in the pronunciation of the sounds Г and Гь are called gammacism.

Exactly the same as when pronouncing the sound K. The only difference is that the back of the back of the tongue does not form a bow, but a gap with the area on the border of the hard and soft palate.

Exactly the same as when pronouncing the sound Kb. The only difference is that the middle part of the back of the tongue is raised up and forms a gap with the middle part of the hard palate. Defects in the pronunciation of the sounds X and XL are called chitism.

Disturbances in the pronunciation of back-lingual sounds

1. Lack of sounds in speech.

2. Replacement with anterior lingual T, D.

3. Interchanges K-G, H-K, more often stunning.

4. Replacing G or X with an aspirated (Ukrainian) sound.

5. Lateral pronunciation of the sounds Кь, Гь Хь with dysarthria.

Read about the production of back-lingual sounds.

If you found this information useful, share it with your friends on social networks. If you have questions about this topic, write in the comments, I will definitely answer. Your online speech therapist Natalya Vladimirovna Perfilova.