Pronunciation of individual sounds

Pronunciation of consonant sounds indicated by two identical letters

Unpronounceable consonants

When pronouncing words, some morphemes (usually roots) in certain combinations with other morphemes lose one or another sound. As a result, the spellings of words contain letters devoid of sound meaning, the so-called unpronounceable consonants. Unpronounceable consonants include:

1) t - in combinations stn (cf.: inert and bone), stl (happy), ntsk - ndsk (cf.: gigantic - intriguing, Dutch - hooligan), stsk (cf.: Marxist and Tunisian);

2) d - in combinations zdn (cf.: holiday and ugly), rdts (cf.: heart and door);

3) in - in combinations vstv (cf.: to feel and participate), lvstv (to remain silent);

4) l - in combination lnts (cf.: sun and window).

In Russian words, combinations of two identical consonants are usually found between vowels at the junction of the morphological parts of the word: prefix and root, root and suffix. In foreign words, double consonants are long and in the roots of words. Since the longitude of sounds is not characteristic of the phonemic system of the Russian language, foreign words, as they are mastered by the Russian language, lose the longitude of consonants and are pronounced with a single sound (cf. to[n]el, te[r]asa, a[p]arat, a[p]etit, co[r]ector, co[m]ertia, etc.).

A double consonant is usually pronounced in a position after a stressed vowel (cf.: in A[nn]a, m A[ss]a, gr at[pp]a, program A[mm]a, etc.). At the end of a word, double consonants, as a rule, are not pronounced (cf. krista[l], meta[l], gri[p], gram[m], etc.).

The pronunciation of double consonants both in Russian words and in foreign words is regulated in dictionary order (see: “Orthoepic Dictionary of the Russian Language”).

1. The sound [g] before vowels, voiced and sonorant consonants is pronounced as a voiced plosive consonant: mountain, where, hail; before voiceless consonants and at the end of a word - like [k]: burned, burned [Λzh "oks"ъ], [Λzhok]. The pronunciation of the fricative sound ([ã ]) is possible in limited cases, and with fluctuations: in the forms of the words God, Lord; in interjections aha, wow, ege, gop, goplya.

2. In place of the letters zh, sh, ts, hard sounds [zh], [sh], [ts] are pronounced in all positions: parachute, brochure - [paroshut], [broshur]; end, end, calico - [end], [end], [s"and ъм]. But in the word jury, the preferred pronunciation is [zh"ÿor"i].

3. In place of the letters ch, shch, soft consonants are always pronounced (ch), (uTj or (shch]: hour, choh, chur - [ch "as], [ch"oh], [ch"ur]; grove , Shchors, twitter, pike - [ro "b", ["ors", ["eb"t], ["uk".

4. In place of the letter and after zh, sh and c, the sound [s] is pronounced: lived, sewed, cycle - [zhyl], [shyl], [tsikl].

5. In place of the letter s in the affixes -sya - -s a soft sound [s] is pronounced: I’m afraid, I was afraid, I was afraid - [bΛjus"], [bΛjals"ъ], [bΛjals"].

6. In place of all consonant letters (except zh, sh, c) before [e], the corresponding soft consonants are pronounced (sel, sang, chalk, del, tel, etc.) [s "el", [p" ate], [m"el], [d"el], [t"el], etc. (for the pronunciation of these combinations in foreign words, see § 83).

Typical accent errors.

In the exercises, words embodying the main features of modern spelling and accentology. When completing practical tasks, refer to dictionaries and reference books. A list of recommendations is located at the end of the section.

Ex. 1. Read the words, paying attention to the difference in vowels in the 1st and 2nd pre-stressed syllables (in the 1st pre-stressed syllable the vowel is somewhat shorter than in the stressed one, in the 2nd pre-stressed syllable it is even shorter).

Milk, samovar, beauty, turn, pencil, loaf, disaster, hearse, ceiling, head, disperse, scatter, pick up, adjust, rather bad, scary, too late, not enough.

Ex. 2. Read the words, paying attention to the quality of the vowel in the unstressed position, where /i/ is pronounced in the 1st pre-stressed position (at the beginning of words - ji), and in the 2nd and post-stressed closed position - [b].

January, amber, Japan, phenomenon, announcement, statement, explanation, fearful, jaguar, belt, language, languages, linguistic, linguist, linguistics, nine, ten, memory, nine hundred, ninety, knight.

Ex. 3. Read the following words, paying attention to the need to pronounce them in an unstressed position after hard consonants in the place of the spelling e- /s/ corresponding degree of reduction.

Wife, wish, desire, wish, wish, price, prices, price, workshop, workshop, six, sixty, sixteen, sixties, six hundredth, iron, reinforced concrete, hardness, cruel, stomach, kiss, tin, tin, woolen, wool, in Poland, more.

Ex. 4. E or Yo? Read the words, paying attention to the accented vowel. Which words are acceptable variants?

Scam, being, life, grenadier, pharynx, guardianship, sedentary, successor, pronominal, bewildered, foreign, hopeless, faded, whitish, three-bucket, mockery, maneuvers, mercenary, sturgeon, gall, savvy, solvent, hairless, dead wood, gall, perch, bloomed, crossbill, named, tip, payment, worthless, clothed, encircled, eponymous, glider, predicted, unsaddled, ragpicker, black grouse, lattice, named.

Ex. 5. Combine words with a hard consonant before E into one group, and those with a soft consonant into another.

Indexation, computer, academy, integration, museum, thesis, business, cream, barter, producer, term, press, trend, coffee, pressing, sandwich, decade, test, jurisprudence, Odessa, manager, management, alternative, anesthesia, parcel post, pool, geyser, geodesy, hypothesis, grotesque, dean, demagogue, depot, depression, identical, index, clarinet, crepe de Chine, neurosurgeon, panel, pastel colors, parterre, polonaise, service, synthesis, strategy, express, delta, interview, credo , cruiser, net, orchid, patent, pence, session, sweater, awning, flannel, stamp, energy. Annexation, decadent, safe, sonnet, tenor, plywood, overcoat, highway, essence, lit, burned.

Ex. 6. Are there possible pronunciation options for these words?

Bakery, of course, dairy, boring, deliberately, trifling, creamy, scrambled eggs, barley, Ilyinichna, birdhouse, disorderly.

Candlestick, everyday, Felt, herring, bachelorette party, maid, buckwheat, dishonest, pepper shaker, match, to the head analysis.

Bosom, on-line, filming, Nikitichna, wheat, mustard plaster, exactly, scientific, milky, heartfelt, insignificant, something that, that, something, nothing, rain, rain, rainy, squeal, later, yeast.

Ex. 7. Form the comparative degree from the adjectives light, soft. Pronounce and explain the sound.

Explain why the word pairs below rhyme when the letter endings do not match exactly.

black-browed - such (Pushkin)

cool - again (Pushkin)

summer - unfriendly (Tvardovsky)

evil - words (Prokofiev)

another - to the word (Pushkin)

Ex. 8. Remember the spelling-correct pronunciation of the following words (if you have any difficulties, consult a dictionary):

Do not speak:

Ex. 9. Explain the cases of hard and soft pronunciation of consonants in the following words:

Read the text, indicate the consonants whose softness is not indicated by a soft sign.

The gift of speech is a person’s great happiness. To love your native language, to know it well, to be able to use it in all its richness is both the duty and the joy of a person.

Ex. 10. Explain the pronunciation of the combinations –ch- and -chn- in the words:

Ex. eleven. Read the words, paying attention to:

A) hardness of consonants Z and S:

capitalism, pluralism, monopolism, totalitarianism, sausages;

B) softness M:

seven, seventy, eight;

C) deafening of voiced words at the end:

dividend, fund, forecast, tax ( But: dividends, asphalt);

D) reading D:

Year, guarantor, tax, leasing, Lord, yeah, wow, God, easy, first, today, today, accountant.

Ex. 12. Get acquainted with the list of the most common errors found on the air, compiled by F. Ageenko, one of the authors of the “Dictionary of Stresses of the Russian Language” (1993). If you also make these mistakes in pronunciation, try to get rid of them.

Pronounce: Should be pronounced:

turn on/the receiver turn on/m the receiver (turn on/, turn on/sh, turn on/t, turn on/m, turn on/those, turn on/t)

age /, age / in plural. in / ages, -ov

back to square one / svoya return to kru / gi svoya

lie / chat order hand over / t order (hand over / , hand over / sh, hand over / t, hand over / m, hand over / those, hand over / t)

citizenship / nationality

(2.2% - two and two tenths %) two and two tenths %

(jury /) jury (not judging)

expired day expired day (but: bleeding)

competitively competitive

more beautiful / more beautiful / more beautiful

not / dug nedu / g

I’ll turn off / it’s turned off / electricity (turned off, turned off, turned off / , turned off / , turned off)

tore off / the dam torn off / lo the dam (torn off / l, tore off /, tore off / lo, tore off / whether)

resignation / resignation accepted resignation accepted / (with / accepted, with / accepted, with / accepted, with / accepted)

disrupted / negotiation process disrupted / lo negotiation process

rated / not considered / (regarded, rated, rated / , rated / , rated /)

taken off / you're taken off /

residence qualification qualification ose / length

Kiev-Pecherskaya la / vra Kiev-Pecherskaya / rskaya la / vra

Kizhi/, Kezhe/y (museum-reserve Ki/zhi, Ki/zhey

wooden architecture)

Ex. 13. Find and correct spelling errors that appear due to incorrect pronunciation of words.

Unprecedented, dermantine, porcupine, gelatin, slip, slap, precedent, meticulous, incident, compromise, competitive, future, thirsty.

But: conjuncture - conjuncture.

Ex. 14. Place stress in accordance with the norms of the literary language.

Option 1

Option 2

Option3

Option 4

Option 5

Option 6

Ex. 15. Mark the words that have variant stresses. Indicate normative stresses, acceptable (i.e. less desirable, but within the norm), obsolete, and having a stylistic overtone.

August, unrestrained, birch bark, girlish, dividing, denim, Cossacks, flounder, college, hunk, scanty, standardized, simultaneous, loop, handful, symmetry, cottage cheese, aggravate.

Ex. 16. Form verbs and participles from the given nouns. Place emphasis.

Ex. 17. From these qualitative adjectives, form all possible short forms and simple forms of degrees of comparison. Place emphasis.

(White - white, white, white, whiter).

Ex. 18. Place the emphasis.

Deepen, lighten, encourage.

Agreement, convocation, provision, concentration, intention, strengthening.

Unrestrained, jagged, kitchen, simultaneous, tiger, plum, hospital, armorial, ancient, sparkling, coal, scanty, Ukrainian, holy fool, exorbitantly, utterly, anciently, masterfully, baldly.

Take away - taken away - taken away - taken away; understand – understood – understood – understood; begin - started - started - started; begin - began - started - began; give - gave; create – created – created – created; put - put - put.

Taken - taken; busy - busy; started - started - started.

Ex. 19. Distribute the words into three groups: with stress on the first syllable; with stress on the second syllable; with stress on the third and subsequent syllables.

Offer, dispensary, agency, accepted, intention, sorrel, catalog, take. Parterre, engraver, Ukrainian, document, atlas, (fabric), dialogue, loan, hugged, more beautiful, willow, ringing, obituary, expert, chassis, occupied, interest, heretic, needles, supper, genesis, force, confessor, oil pipeline, garbage chute, ration, capacity, bonus, industry, community, leisure, spoiled, aggravate, phenomenon, provision.

Ex. 20. Pronounce the words with the correct stress. Mark the words in which the professional stress differs from the literary one.

Agent, alcohol, alphabet, arrest, turn on, gas pipeline, toast, dispensary, white-hot, contract document, leisure, regular, conspiracy, loan, clogged, seal, call, invention, tool, stroke, exhaust, rubber, quarter, kilometer, compass , obituary, beets, maneuver, condolences, carpenter, customs, strengthening, phenomenon, petition, cement, scoop, cleaner, sorrel, tongue (circle), tongue sausage.

In accordance with the Federal State Educational Standard, the work programs of individual academic subjects,

Kondratenko, I. Yu.

We pronounce sounds correctly. Speech therapy exercises / I. Yu. Kondratenko. - 2nd ed. - M.: Iris-press, 2009. - 64 p.: ill. + insert 16 pp. - (Popular speech therapy).

The material proposed in the book will help adults cope with some difficulties in pronunciation in children, independently organize classes with them on the formation of correct sound pronunciation, and provide answers to questions that parents have in the process of developing speech development in preschoolers. Techniques for producing various sounds that parents can use independently are outlined in an accessible form. Numerous tips on organizing this work within the family are also given.

Addressed to caring and responsible parents, as well as employees of preschool educational institutions.

Introduction........................................................ ........................................................ ....... 4

What parents need to know........................................................ ........................... 6

Speech formation in children................................................................. ........................... 6

Peculiarities of sound pronunciation in preschool children.................................... 7

Reasons for incorrect pronunciation................................................................... ..... 7

Types of sound pronunciation disorders................................................................. ......... 9

Correction of pronunciation deficiencies...................................................... ...... eleven

Organizing classes to improve the pronunciation of sounds.................................. 14

Techniques for making sounds.................................................................. ........................... 17

Sound setting [s]................................................... .................................... 17

Sound setting [s"]................................................... ...................................... 19

Sound setting [z]................................................... ...................................... 20

Setting the sound [z"]................................................... ........................................... 23

Setting the sound [ts]................................................... .................................... 24

Setting the sound [w]................................................... .................................... 26

Sound setting [z]................................................... .................................... 31

Sound setting [h]................................................... .................................... 32

Setting the sound [w"]................................................... .................................... 35

Sound setting [l]................................................... .................................... 36

Sound setting [l"]................................................... .................................... 48

Setting the sound [р]................................................... ..................................... 50

Setting the sound [р"]................................................... .................................... 54

Poems for automating various sounds.................................................... ..58

Poems for the automation of whistling sounds S, S, Z, Z, Ts....................... 58

Poems for the automation of hissing sounds Ш, Ж, Ш, Ш.................................... 66

Poems for the automation of sonorous sounds L, L", R, R".................................. 69

Introduction

Speech development is one of the most important tasks in raising preschool children. Solving this problem involves improving the sound side of the child’s speech, that is, pronunciation of sounds, increasing vocabulary and forming the grammatical structure of speech.

Research shows how much work a child does in mastering the phonological means of language. It takes a child different amounts of time to master individual speech sounds. Psychologists associate the number of correctly pronounced speech sounds with the expansion and activation of children’s vocabulary.

The intellectual education of a child is inextricably linked with his correctly delivered speech. A child’s speech is formed and developed based on the example of the speech of the people close and dear to him around him. A child who begins to understand the speech of adults addressed to him, from early childhood tries to reproduce sounds and words, learns to perceive the world around him, which entails the development of speech. Correct and clear pronunciation is necessary for a child to make his speech understandable to others, and incorrect pronunciation can interfere with the child’s understanding of the speech of others.

Some parents believe that a child’s sound pronunciation develops involuntarily, and he independently, gradually and naturally masters the correct pronunciation of sounds, words, etc. In fact, adults should be directly involved in the process of developing children’s speech, since speech deficiencies are rooted in childhood , are much more difficult to overcome in the future and do not allow the child to fully develop.

If a child pronounces individual speech sounds incorrectly, then, consequently, he pronounces words incorrectly and constructs sentences. This can lead to difficulties in the child’s communication with peers and adults: he will soon feel inferior, will increasingly remain silent, and self-doubt will gradually develop. Such children, upon entering school, very often write and read poorly.

The sooner the necessary measures are taken to improve the child’s speech development, the more complete his overall development will be. In addition, failure to take timely measures to form the correct sound pronunciation leads to the fact that the child will develop incorrect articulation (position of the speech organs) when pronouncing a number of sounds, and it will be quite difficult to correct this deficiency in the future.

The purpose of this book is to help parents timely and competently organize the process of developing sound pronunciation in their child. It talks about at what age and where to start correcting incorrect sound pronunciation, why it is necessary to eliminate pronunciation deficiencies in a child in preschool age, and in what sequence this work is carried out. Selected speech material will help to organize classes correctly.

What parents need to know

Speech formation in children

According to many scientists and speech therapy specialists, by the end of the first six months of the child’s life in his babble one can discern quite clear sounds [a], [b], [p], [m], [d]. By the beginning of the second year of life In the baby’s speech, vowel sounds [e], [u], [s], [o], [i] gradually appear, as well as consonants [v], [t], [d], [k], [x], [l"], [s], [f]. Most hard consonant sounds are formed only after the formation of the corresponding soft ones - [v"], [t"], [d"], [n"], [s"], [ p"], [l"]. In the third year of life(sometimes even later) the pronunciation of consonant sounds [w], [zh], [ch], [sh"], [z], [ts] is formed. Hard sounds [l] and [r], due to the special complexity of articulation, children often master only by the fifth or sixth year of life.

The formation of correct pronunciation with normal speech development is completed by 5-7 years. At this age, the child must correctly pronounce all the sounds of his native language and use them in his speech.

It must be said that when a child’s speech is formed, his individuality always manifests itself. Thus, in some children, speech is formed early and develops very quickly and intensively. In other children, speech appears delayed and develops slowly; Such children should be taught the correct pronunciation of sounds.

The formation of the pronunciation aspect of speech is often indicated by certain moments in the infant period of a child’s development. If a child does not latch onto the breast well and has difficulty sucking milk or formula, eats only liquid food for a long time, and then chews poorly, then this may indicate a pathology in the development of the child’s speech organs, which will undoubtedly subsequently affect the formation of pronunciation skills.

sides of the baby's speech. In such cases, parents should immediately contact a specialist for advice and help. In order to strengthen the muscles of the articulatory apparatus at home, you can invite the child to carefully lick the spoon; Give your baby solid food (apple, carrot, etc.).

Features of sound pronunciation in preschool children

Each age period has its own characteristics of sound pronunciation.

Children 3-4 years old Often the same sound can be pronounced either correctly or incorrectly (or even skipped). They often rearrange sounds and syllables in words, and when pronouncing a combination of consonants, one of the sounds is missed or pronounced incorrectly (while each sound individually is pronounced correctly). Some children experience shortening of words. Three-year-olds often replace the sounds [r] and [l] with softer sounds. Another disadvantage is pronouncing soft consonants instead of hard ones.

In children 4-5 years old, as a rule, a stable separate sound [r] appears, but it is not yet sufficiently automated in speech and is often replaced in words by other sounds. By this age, most children have mastered hissing sounds, although their pronunciation may be unstable.

By 5-7 years Children generally correctly pronounce all speech sounds of their native language, their pronunciation corresponds to the phonetic norm of the language. However, some groups of children still have speech impairments. At this age, incorrect pronunciation of hissing sounds [w], [zh], [h], [sh"], as well as sonorant sounds [l] and [r], may be observed.

Reasons for incorrect pronunciation

Speech sounds are special complex formations unique to humans. They are produced in a child for several years after birth. This process includes complex brain systems and the periphery (speech apparatus), which are controlled by the central nervous system. Unfavorable factors and influences that weaken this process negatively affect the development of pronunciation.

The most common defects of the peripheral speech apparatus are:

A shortened hyoid ligament prevents the tongue from rising high and makes it difficult to move;

A tongue that is too large or very small and narrow makes proper articulation difficult;

A narrow, too high (“Gothic”) or low, flat palate prevents the correct articulation of many sounds;

Thick lips, often with a drooping lower lip, or a shortened, inactive upper lip - make it difficult to clearly pronounce labial and labiodental sounds;

Defects in the structure of the jaws leading to malocclusions; A bite is considered normal when, when the jaws are closed, the upper teeth cover 1/3 of the lower teeth;

Incorrect structure of teeth, dentition - if the dentition is disturbed, sound pronunciation may be distorted.

In some cases, incorrect pronunciation is not associated with defects in the articulatory apparatus. It may be caused by other reasons, such as:

Physical weakness due to somatic diseases, especially during the period of active speech formation;

Sound setting [ts]

You can proceed to the production of the sound [ts] only after the sound [s] has been completely corrected and entered into the child’s speech. The sound [ts] is complex, it consists of the sounds [t] and [s], which are pronounced quickly, one after the other. Sometimes the child immediately produces the sound [ts], and sometimes only a combination of sounds: TES, thousand

It is necessary to show the child that both sounds [t] and [s] are pronounced without a break, together. An adult should bring the back of the child’s hand to his mouth so that when quickly pronouncing the sound [ts], the baby feels one blow of the air stream, and not two, as when pronouncing tes or thousand

The isolated sound [ts] is reinforced using onomatopoeia (the mother is sleeping, the girl asks not to make noise: “ts-ts-ts-ts-ts”). A well-learned sound should be automated in syllables: ats, ots, uts, yts; words: hare, father, well, well done, smart girl, hospital, street, stairs, fingers, hares, scissors, chicken, circus, figure etc. After this, you can move on to working with sentences, pure sayings, nursery rhymes, tongue twisters, proverbs, riddles.

♦ Offers

Maxim has a backpack. This is the index finger. A starling sits on a branch. Aunt Olya is a seller. We bought chintz. A shepherd tends sheep. The needles are in the needle bed. A cat laps milk from a saucer. Olya and Petya are dancing. A tit is jumping on the ground. Children are walking on the street. My brother has a colored towel. A boy and a girl are climbing the stairs. The seller handed over the buttons. The sheep want to drink some water. A blacksmith forges a chain.

♦ Pure sayings

Ets-ets-ets, a fairy-tale palace.

Whoops, we had a singer perform.

Tsa-tsa-tsa, there is pollen on the flower.

Tso-tso-tso, they gave me a ring.

Tsk-tsk-tsk, we’re planting cucumbers.

Tsa-tsa-tsa, the acacia tree has bloomed.

Tso-tso-tso, the chickens came out onto the porch.

Tsuk-tsik-ts, the winners are swimmers.

The heron's chick clung tenaciously to the chain. Water flows from a nearby well all day long. Chicken and chicken drink tea on the street. Starlings and tits are cheerful birds.

There are two chickens on the street

They are fighting with a rooster.

Two beautiful girls

They look and laugh.

Tsyntsy-bryntsy, start playing.

Tsyntsy-bryntsy, I don’t want to.

Guys, guys, I want to sleep!

Tsintsy-Brintsy, where are you going?

Tsintsy-Brintsy, to the town.

Tsintsy-Brintsy, what will you buy?

Tsintsy-brintsy, hammer.

♦ Riddles

It flutters from flower to flower,

If he gets tired, he rests.

(Butterfly)

The red maiden sits in prison,

And the braid is on the street.

(Carrots in the garden)

Frowns, frowns,

If you fall into tears, there will be nothing left.

(Cloud)

Sound setting [w]

When pronouncing the sound [ш], the lips are extended forward, the teeth are almost closed (the distance between them is approximately 1 mm), the wide tongue is raised upward. When pronouncing the sound [w], the exhaled stream should be warm.

Developing the correct sound [w] requires repeated repetition and the use of various images (a goose hisses, the wind rustles, etc.). Having fixed the pronunciation of the sound [sh] in isolation, you can move on to automating the sound in closed syllables: ash, osh, ush, ysh; words: ours, yours, mouse, reed, cat, bowl, porridge, midge; in open syllables: sha, sho, shu, shi; words: Masha, Misha, Dasha, porridge, wearing, writing, mice, reeds, hat, fur coat and so on.

After this, they move on to working with sentences, proverbs, proverbs, tongue twisters, and riddles.

♦ Offers

Grandma has a shawl. Dasha has a lily of the valley. Masha loves porridge. A schoolboy goes to school. There is wheat in the car. There are cones in the basket. Natasha hangs up her fur coat. There are books in the closet. Alyosha has a stick and a puck. The cat is sewing a shirt at the window. There is a fur coat and a hat on the hanger. The cat caught the mouse. Grandfather is sitting on the couch. Misha washes his neck and ears in the shower. Alyosha eats porridge with a large spoon. Grandfather bought Alyosha a chess set and a cannon.

♦ Pure sayings

Ash-ash-ash, we are building a hut.

Osh-osh-osh, we have a lot of galoshes.

Whoosh, whoosh, mommy is taking a shower.

Ish-ish-ish, the reeds are so noisy.

Shka-shka-shka, the cat has arrived.

Shi-shi-shi, the reeds are whispering something.

Shi-shi-shi, Masha and Misha are babies.

Sha-sha-sha, mother washes the baby.

Sha-sha-sha, our Sasha is good.

Sho-sho-sho, I sing well.

Shu-shu-shu, I'm writing a letter.

Shu-shu-shu, I'm wearing a fur coat.

♦ Tongue twisters

Sasha walked along the highway,

Carried drying in a bag:

Drying - Grisha,

Drying - Misha,

Two more dryers for Masha and Petrushka.

Squirrel from a branch to his little house

She was dragging a cone.

The squirrel dropped a pine cone

It hit Mishka straight.

Mishka groaned and groaned -

There's a bump on my nose!

The mouse whispers to the little mouse:

“You keep rustling, you’re not sleeping.”

The little mouse whispers to the mouse:

“I’ll rustle more quietly.”

Lyubashka has a hat,

Porlyushka has a bun,

Pavlushka has a boat,

Ilyushka has a hockey stick.

cuckoo cuckoo

I bought a hood

Put on the cuckoo's hood,

How funny he is in the hood.

Bake for Varyusha

Cheesecake's girlfriend.

Girlfriend pillow

Made by Varyushka.

Paramoshka poured

Peas for the path,

Leads now to the threshold

Path made of peas.

The sparrows are waiting

At the feeding trough,

Brought them Markushka

Cloudberries in my pocket.

Sixteen mice walked and six found pennies. I walked over the pebbles and found a silk fur coat. Sasha was given porridge, and Misha was given yogurt. Murder will out. Cockerel, cockerel, give Masha the comb! They gave Klasha our porridge along with the curdled milk - she ate, and Klasha ate the porridge along with the curdled milk. A hat and a fur coat - here he is, our Mishutka! Hush, mouse, hush, mouse, the cat came to our roof. The cat is sewing pants on the window, the mouse in boots is sweeping the hut.

Here they are boots:

This one is from the left leg,

This one is from the right leg.

If it rains,

Let's put on our boots:

This one is from the right leg,

This one is from the left leg.

That's so good.

♦ Riddles

In a big hut there is a hut,

And in the hut there is a chirping bird.

(Bird in a cage)

The more you take from it,

The bigger it gets.

(Pit)

Antoshka stands on one leg;

They are looking for him, but he does not respond.

(Mushroom)

White peas on a green stem.

(Lily of the valley)

Ice flakes are falling from the sky,

They fall straight into your palms.

There are ice cubes smaller than crumbs.

There are pieces of ice - more cones.

(hail)

Who stands on a strong leg

In the brown leaves by the path?

A hat made of grass stood up,

No head under the cap!

(Mushroom)

Sound production [w]

After automating the sound [w] in words, you can move on to creating the sound [zh]. The sound [zh] is pronounced in the same way as the sound [w], only with the participation of the voice.

The child is given the opportunity to feel the vibration of the adult’s larynx at the moment of pronouncing this sound. To do this, you need to put the back of his hand on the front of the adult’s neck. Next, the adult, together with the child, pronounces the sound [w] and adds a voice. The next moment, the child, placing his other hand on his neck, should feel the vibration of the vocal folds of the adult and himself.

The isolated sound [zh] is fixed using onomatopoeia (the buzzing of a beetle, bee, bumblebee, etc.). A well-learned sound needs to be automated into syllables (zha, zho, zhu, zhi) and in individual words where the sound [zh] is at the beginning and in the middle (beetle, toad, sting, acorn; knives, puddles, snakes, hedgehog, flag, snowflake). There are no words ending with the sound [zh] in the Russian language, since in this position it sounds like the sound [w].

With practiced words, the child can come up with sentences (it is advisable to offer him corresponding pictures). Speech material for automating the sound [zh] is given below.

♦ Offers

Zhenya has hedgehogs. It's raining outside. Dad bought knives. Zhanna has yellow pajamas. A skier runs along the track. Wild animals live in the forest. The artist paints landscapes. Toads jump in puddles. Beetles are buzzing in the grass. Zhanna is knitting a jacket. Mom fried fish for dinner. Zhenya is waiting for the rain to stop. Squeeze your fingers, then unclench. Little feet ran along the path. Mom bought Zhanna a fresh cake. There are magazines on the bottom shelf. Zhanna and Zhenya saw a bear cub and hedgehogs. You can find the book you need in a bookstore. Zhenya lives in a yellow house on the ground floor.

♦ Pure sayings

Zhi-zhi-zhi, there are floors in our house.

Zhi-zhi-zhi, we bought knives.

Jo-jo-jo, and it’s fresh outside.

Zhu-zhu-zhu, I'll show you the hedgehog.

Zhok-zhok-zhok, I'm eating a pie.

Zha-zha-zha, the hedgehog has hedgehogs.

I buzz, I buzz, I buzz on the lawn.

Zhu-zhu-zhu, circling over the jasmines.

♦ Nursery rhymes, tongue twisters, proverbs, sayings

The beetle buzzed to the beetle: “J-zhu-zhu, z-zhu-zhu.” I’ve been friends with the hedgehog for a long time...” Slothless, a red cat, lay his stomach down. There are fresh onions in the garden and a mustachioed beetle on the grass. The beetle has fallen and cannot get up, he is waiting for someone to help him. Living life is not a field to cross. People lived before us and will live after us. Waiting is bad, but catching up is even worse. The spruce looks like a hedgehog: the hedgehog is covered in needles, and so is the fir tree. The hedgehog gave the ducklings eight leather boots.

♦ Riddles

A hundred clothes and all without fasteners.

(Head of cabbage)

It's not fire, it burns.

(Nettle)

Sound setting [h]

After working on the sounds [w] and [zh], you can move on to creating the sound [h]. You can tell your child that this sound resembles the chirping of a grasshopper, and show how the grasshopper chirps: “ch-ch-ch-ch-ch.” Ask your child to repeat the sound. If you cannot make the sound [h] by imitation, invite the child to pronounce the sound combination [tsh] - first at a slow and then at an increasingly faster pace.

The delivered sound is automated in syllables: ach, och, uch, ich, then in words - first in those where it is at the end of the word: ball, key, beam, night, daughter; then in words where it is in the middle: glasses, hummock, bud, twig, butterfly, swing, donut, boy; and only after that in words starting with the sound [h]: tea, watch, kettle, stocking, check, Cipollino etc.

Detailed speech material for automating the sound [h] in sentences, sayings, nursery rhymes, tongue twisters, proverbs and riddles is presented below.

♦ Offers

Night has come. Vanechka on the river. The girl has a duck. A titmouse sits on a branch. Olechka has a black ball. Pupils study at school. The postman delivers mail. Ninochka is swinging on a swing. The hare and the little hares are sitting in a clearing. A check mark catches a butterfly with a net. The squirrel is looking for mushrooms and cones. A girl drinks tea with cookies. The boy eats a bun and drinks tea. The wild strawberry is not very tall.

♦ Pure sayings

Chok-chok-chok - the heel is knocking.

Ooch-och-och - night has come.

Ach-ach-ach - baked a kalach.

Cha-cha-cha - the cherry plum is ripe.

Cho-cho-cho - my shoulder hurts.

Chi-chi-chi - rooks are flying towards us.

Chu-chu-chu - I knock with a hammer.

♦ Nursery rhymes, tongue twisters, proverbs, sayings

The richer you are, the happier you are. The further into the forest, the more firewood. The cat smells it, whose meat it has eaten. The scarecrow is just scary in appearance. The longer the day, the shorter the night. The student was studying his lessons, his cheeks were stained with ink. The watchmaker, squinting his eye, is fixing the watch for us.

On Thursday the fourth

At four and a quarter o'clock

Four little little devils

A drawing was drawn in black ink.

♦ Riddles

Five boys, five closets.

The boys went into dark closets:

Each boy goes to his own closet.

(Gloved fingers)

I'm puffing, puffing, puffing,

I'm knocking, knocking, knocking

I'm flying, flying, flying,

I don't want to be late.

(Train)

What is it with Galochka?

A thread on a stick

Stick in hand

A thread in the river.

(Fishing rod)

Sound setting [w"]

Disadvantages of pronouncing the sound [w"] are often eliminated automatically after the sounds [w], [zh], [h] are introduced. If this does not happen, the child needs to explain: the sound [w"] is pronounced as sound [sh], only the tongue needs to be moved closer to the teeth. You can ask the child to pronounce the sound [w], while stretching his lips in a smile, then the tongue will involuntarily move forward.

The sound [w"] can be reinforced through onomatopoeia (for example, scrambled eggs sizzle in a frying pan, etc.). Having established the correct pronunciation of the sound [w"], you should move on to automating the sound in syllables: oshch, oshch, ushch, ysch, then in the words: raincoat, bream, tick, ivy, box, vegetables, things, Koschey, puppy, cheeks, brush, pike, sorrel. With practiced words, you need to help the child make sentences.

Additional speech material for automating the sound [sh"] is presented below.

♦ Offers

There is a raincoat hanging on a hanger. Vova caught a bream. Children are looking for mushrooms. Goldfinches live in the grove. Pike is a predatory fish. Petya has many friends. There are many squares in our city. Grandma cooks cabbage soup from sorrel. The vegetables were put in a box. Mom packed her things. Cabbage soup is made from vegetables. The puppy squeaks and asks for food. Vanya treats his friend. Wolves prowl, looking for food.

♦ Pure sayings

A. sh-yash-yash, I’ll put on a raincoat.

Yush-yush-yush, there is green ivy on the window.

I can't find you, I can't find you.

Now, now, we're bringing home the bream.

Cabbage soup, cabbage soup, kids love vegetables.

♦ Nursery rhymes, proverbs, sayings

Cabbage soup and porridge are our food. The pike cooked cabbage soup and treated two bream. The pike swallowed the brush, the brush tickled its throat.

♦ Riddles

Eyes, mustache, tail,

And he washes himself cleaner than everyone else.

(Cat)

I will visit everyone in a day,

I will destroy everything I know!

(Magpie)

Sound setting [l]

The sound [l] is difficult to pronounce, so children do not always master it on their own. To produce the sound [l], you can suggest the following technique. First, the child must pronounce the sound [s], then hold the tongue between the teeth and say the sound [s] again. With this position of the speech organs, a prolonged [l] can be obtained.

This long sound [l], it can be reinforced using a game form (the steamer is humming), and continue to practice the sound [l] in isolation (lips smile, tongue is between the teeth).

A well-learned sound should be automated in closed syllables: al, ol, st, yl, il, and then in words: ball, gave, floor, ox, table, chair, gave, fell, dug, slept, squirrel, stick, fork, tree, shelf. Having secured the automation of the sound [l] in closed syllables, at the end of words and in the middle of words with a combination of consonants, you can move on to working with open syllables: la, lo, lu, ly, and then in words, for example: saw, spinning top, small, led, Mila, sang, washed, saw, read, wore, soap, hollow, oar, warmth, blanket, bees, pitchfork, pencil cases, vacation and so on.

After fixing the sound in words, you should invite the child to compose sentences with these words, and then automate the sound in sentences, phrases, riddles, nursery rhymes, and tongue twisters. Detailed speech material is given below.

As a rule, after long and regular work on the sound [l], the tongue begins to occupy the correct position behind the upper incisors. If this does not happen, you need to invite the child to lift his tongue by the upper incisors and repeat the speech material in this position of the tongue.

♦ Offers

Mikhail sat down. Pavel sang. The woodpecker knocked. Petya was washing the floor. Neil caught the bees. Dad bought a Christmas tree. Mikhail bought a table. Pavel sat down on a chair. Neil went to football. The woodpecker was looking for spiders. Mikhail took the pencil case. Pavel scored a goal. Volodya hung up the shelf. Petya bought a bun. Pavel put on a T-shirt. Pavel and Mikhail left for the station. Uncle Mikhail watered the horse. Pavel tied his tie. Alla saw a squirrel on the Christmas tree. Mila put the plate on the shelf. The chair fell to the floor. Volodya was late for class. There are two oars in the boat. Klava baked some buns. The swallow made a nest. The ball fell to the floor. Katya irons her scarf. Mila was harvesting onions and beets. Alla put on a blue dress. Pavel puts the notebook on the shelf. Mom cooked milk soup. Lada sat the doll on a chair. Volodya and Nikolai are sailing on a boat. Slava wrote the words with white chalk. Alla spent a long time sweeping the floor with a broom. Volodya ate a bun and drank milk.

♦ Pure sayings

Lu-lu-lu, the table is in the corner.

Lu-lu-lu, I'm standing on the floor.

Ly-ly-ly, I score goals.

Ly-ly-ly, I'm sweeping the floors.

La-la-la, I have a broom.

La-la-la, that's what a saw is.

Lo-lo-lo, the dress is not enough for me.

Lo-lo-lo, how warm it is outside.

Al-al-al, my handkerchief fell off.

Ol-ol-ol, Vanya got an injection.

Ul-ul-ul, our chair is broken.

La-la-la, Lusha sang a song.

Lu-lu-lu, my cat loves flounder.

Ly-ly-ly, we washed the floors with soap.

Ula-ala-ula-ala, you showed me something.

Aly-aly-aly-aly, we have a lot of strength.

Olo-alo-olo-olo, the sun has already risen.

♦ Riddles

I swam in the water,

But it remained dry.

(Goose)

The golden head is large and heavy.

The golden head lay down to rest.

The head is large, only the neck is thin.

(Melon)

In the summer in the garden in any weather

The sun was shining, standing by the fence.

In the cheerful autumn the yellow faded.

Squeezed the sun's oil out of the sun.

(Sunflower)

A white blanket covered the ground.

The sun became hot, the blanket began to flow.

(Snow)

♦ Nursery rhymes, tongue twisters, proverbs, sayings

With a kind word you can melt a stone. The swallow begins the day, the nightingale ends. Breaking - don't do it. Onion - from seven ailments. It is better to live in cramped conditions than in resentment. He aimed at the basket and hit the window. Petya was sawing a stump with a saw. The Christmas tree has pins and needles. A woodpecker lived in an empty hollow; he was hammering away at the oak tree like a chisel. A woodpecker was hammering a tree and woke up my grandfather with his knock. Ivan is a fool, he shook the milk, but didn’t blurt it out.

Soroka, forty, where were you?

Far. She cooked porridge, fed the children...

Gave this one

Gave this one

Gave this one

Gave this one

But she didn’t give it to this.

You didn't cook porridge,

Didn't carry water

I didn’t chop wood - you have nothing!

Thumb-boy, where have you been?

I went to the forest with this brother,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I sang songs with this brother.

Sound setting [l"]

After automating the hard sound [l], the sound [l" is easily added. To do this, the adult pronounces the syllables: whether, whether, whether and draws the child’s attention to the fact that the lips are smiling, the upper and lower teeth are visible, and the tip of the tongue knocks on the tubercles behind the upper teeth. The child repeats the syllables, imitating an adult.

As soon as the child has mastered the pronunciation of the syllable whether, you should gradually move on to other syllables: le, la, le, lyu. Having mastered the pronunciation of syllables, children learn to pronounce words: Kolya, Valya, Tolya, Fields, sang, ate, drove, slept, read, blizzards, salt, crack, dust, moth, jelly, medal, coal, coat, album, orange, swan, bream, ice, tape, ladder and so on.

To reinforce the sound [l "], speech material and plot pictures are used (sentences are made on their basis).

♦ Offers

Leva climbed the linden tree. Tolya and Kolya caught bream. Lena turns on the stove. Valya loves lemonade. Lenya gives Ulyana a sled ride. A lion and a lioness lie in a cage. They bought Lena a coat. The fox has little cubs. Olya has long ribbons. Lida waters lilies from a watering can. Lena and Valya went to the library. Strawberries have green leaves. Tolya and Polya were watering the raspberries. Ulyana and Elena were walking along the alley.

♦ Pure sayings

Ul-ul-ul, there is a heavy sack on the floor.

Ol-ol-ol, let's buy salt.

Al-al-al, I look into the distance.

Il-il-il, this is our car.

Li-li-li, there are ships at sea.

Lu-lu-lu, I'll feed the animals.

La-la-la, we plant poplars.

♦ Nursery rhymes, tongue twisters, sayings

An amazing thing: tears are falling from my grandson! People cherish their grain in the fields and spare no effort for their bread. If you love to ride, you also love to carry a sled. An extra mind is not a hindrance. To say too much is to harm yourself. The clatter of hooves sends dust flying across the field. Have you watered the lily, have you seen Lydia?

Lyuli, Lyuli, Lyuli,

The ghouls have arrived

The ghouls sat down on the bed,

The ghouls began to coo,

Quietly put Masha to sleep:

“Sleep, little one, rest,

Don’t open your eyes.”

♦ Counting books

The squirrels treated the hares,

They were served carrots

We ate all the nuts ourselves,

And now they told me to drive.

Like in our hayloft

Two frogs spent the night

In the morning we got up, ate cabbage soup,

And now they told me to drive.

♦ Riddles

He draws on glass

Palm trees, stars, skiffs.

They say he is a hundred years old

And he plays pranks like a little boy.

(Freezing)

Stands on one leg

He looks intently into the water.

Pokes his beak at random -

Looking for frogs in the river.

(Heron)

What they dug out of the ground,

Fried, boiled?

What we baked in the ashes

Did they praise you?

(Potato)

Sound setting [r]

The sound [r] is often absent in children, since it is the most difficult to form and requires more precise movements of the tongue. It is necessary to teach the child to hold a “wide” tongue behind the upper teeth. To do this you need to do the following:

“Glue” the index fingers to the far lower teeth;

Spread your elbows as wide as possible;

When pronouncing the sound [d], with the tense tip of your tongue, tap behind your upper teeth: first slowly, and then gradually speed up the pace.

Having mastered this exercise, you can move on to the next one: with the same position of the speech organs, when pronouncing the sound [d], with the index finger, make frequent movements from side to side under the tip of the tongue. The exercise should be repeated until the tip of the tongue begins to vibrate on its own (without the help of the index finger).

If independent vibration of the tip of the tongue is not developed for a very long time, you need to try to automate the sound [r] in syllables and words, achieving a roll with the help of your index finger. To automate the sound [p], closed syllables are used: ar, or, ir, ur, yr, er; words: cheese, peace, feast, var, gift, steam, heat, fence, boat, sugar, mosquito, axe, tomato, fly agaric, slide, mink, hole, Egorka, crust and etc. Then you should move on to practicing the pronunciation of the sound [p] in open syllables: ra, ro, ru, ry; words: bark, hole, hole, heat, kids, feather, bucket, good, thigh, chickens, mountains, holes, frame, fish, rose, hand etc. After this, the pronunciation of the sound [r] is practiced in sentences, proverbs, proverbs, sayings, riddles, counting rhymes.

♦ Offers

This is my yard. Sonya was bitten by a mosquito. Sveta loves cheese. This is a delicious tomato. Is the wind strong today. Egor drinks kefir. Makar sweeps the yard. Zakhar loves sugar. Yegor set the samovar. Fyodor took the ax. Katya has Murka. Murka has small kittens. The mouse lives in a hole. She likes dry crusts. There's a hole in my pocket. Tamara has red poppies. Raya received a telegram. Yegor has a beautiful ship. Cows and calves are nibbling grass. Roma has an old iron. Timur has a black pen. Marusya feeds the chickens. Marta plays with Murka. Raya and Tamara love peach compote. A red car is driving along the road. The fishermen pulled out their nets with fish. Mara has multi-colored cubes. Smoke is coming from the red chimney. Roma and Taras love fruits. Lara picked a red rose. The loaf has a golden brown crust. Marusya and Tamara saw a rainbow. Grapes and pears are fruits. A construction site needs a crane. Roma and Raya carry a bucket. The crow has little crows. There is a beautiful white rabbit in the zoo. Three trumpeters blew their trumpets.

♦ Pure sayings

Ar-ar-ar, here comes the steam.

Or-or-or, the choir is singing.

Ir-ir-ir, I love kefir.

Ar-ar-ar, I have a red ball.

Or-or-or, I start the engine.

Er-er-er, evening has come.

Ra-ra-ra, the kids are playing.

Ro-ro-ro, old bucket.

Ru-ru-ru I take the waffles.

Roar, roar, mosquitoes flew.

Wah-wa-wa, the grass has grown,

We-ve-ve, Roma is sitting on the grass.

♦ Nursery rhymes, tongue twisters, proverbs, sayings

The road to the city is uphill, from the city down the mountain. Three trumpeters blow their trumpets. Birds of a feather flock together. Two woodcutters, two wood splitters, two wood cutters. All beavers are kind to their own beavers. Tara-bars, rastabars - Varvara’s chickens are old. Grass in the yard, firewood on the grass; Don't cut wood on the grass in your yard!

In the meadow, under a hill, lies a cheese with a red rind. Forty forty ate the cheese in a short time.

Have you heard about the purchase?

Which purchase?

About buying, about buying,

About my purchase.

Prokop arrived, dill was boiling.

Prokop has left, the dill is boiling.

How dill boiled under Prokop,

Dill is still boiling without Prokop.

♦ Riddles

White doves sit around the ice hole.

(Mouth, teeth)

Above there is a hole, below there is a hole,

And between them are fire and water.

(Samovar)

No hands, no axe

A hut has been built.

(Nest)

Worth Egorka

In a red skullcap;

Whoever comes -

Everyone gives a bow.

(Strawberry)

There's a commotion in the yard -

Peas are falling from the sky!

(hail)

A mole got into our yard.

Digging the ground at the gate.

A ton of earth will enter your mouth,

If the mole opens his mouth.

(Excavator)

♦ Counting books

Egor took an ax in the corner,

I went into the yard with an ax,

Egor began to repair the fence,

Yegor lost his axe.

So he's still looking...

Look for an ax too!

Black night

Black cat

Jumped into the black chimney.

There's blackness in the chimney -

Find the cat there!

Sound setting [r"]

After automating the sound [r], using the technique of imitation, you can achieve the correct pronunciation of the sound [r "]. To do this, stretching your lips into a smile, a long, rolling [r] is sequentially connected with vowels and practice the syllables: ri, rya, re, ryo, ryu.

Having achieved the correct pronunciation of [r"] in syllables, you should move on to working with words in which it comes at the beginning: river, turnip, rowan, belt, radish, drawing, lattice; in the middle: doors, animals, bakers, bubbles, crackers, lanterns, bullfinches, Borya, Varya, storm, weight, sea, grief, tree, chicken, turtle, jam, sailor, cucumber, pepper, stool; at the end: anchor, bubble, cracker, lantern, door, primer.

Sentences are made with the practiced words, then the sound is fixed in pure tongue twisters, tongue twisters, riddles and counting rhymes.

♦ Offers

Grisha has nuts. The street lights are shining. These doors creak. Rita loves crackers. Irina eats a tangerine. Grisha brought mushrooms. Boris dives into the river. Arina cuts radishes. We found an anchor by the river. The old man carries a lantern. Andrey tries on trousers. The guys are hiding from Rita. Seryozha and Igor drew pictures. Marina solves examples. There is a pier on the river bank. Irina has Irina's earrings. Marina has Marinina's earrings. Marina has a Marinin comb. Birch broom - birch. Rowan jam - rowan. Rhubarb jam - rhubarb. Cherry jam - cherry. Mushroom soup - mushroom. Mushrooms are boiled, mushrooms are dried, mushrooms are fried. Rice porridge - rice porridge. Irina and Marina brought a flashlight. Bullfinches are sitting on a tree. Bullfinches are pecking at rowan trees. Rimma and Varya planted turnips. Lilacs are blooming in our village. Seryozha has a starling. The guys are doing exercises. A storm arose at sea. Andrey became a sailor. We found mushrooms under the birch tree. Grandmother Varya has a cow, Burenka. Erema and Seryozha bought gingerbread. Bori has a buckle with an anchor. Marina was given three nesting dolls. Borya draws four hawks. The village is located on the bank of a river. Grandma Rita has an old comb.

♦ Pure sayings

Ri-ri-ri, the bullfinches have arrived.

Rya-rya-rya, heavy weight.

Rice-rice-rice, barberry has grown.

Ryu-ri-rya, they raise the anchors.

Rya-ryu-ri, the goalkeepers came out.

Ryat-ryat-ryat, the lanterns are on.

Rik-rick-rick, here comes a mosquito.

River-river-river, Seryozha has an animal.

Rin-rin-rin, Marina has a tangerine.

♦ Tongue twisters

Beavers wander along a log. Like thirty-three Egorkas lived on a hillock. The fellow ate thirty-three pies, all with cottage cheese. Erema fell into a drowsiness, and Erema fell asleep from his drowsiness.

Gives Katerina pictures Karinka,

Katerina puts the pictures in the basket.

Greek rode across the river. He sees a Greek - there is a cancer in the river.

He put the Greek's hand in the river, and the crayfish grabbed the Greek's hand.

Margarita collected daisies on the grass.

Margarita lost her daisies in the yard.

A magpie was arguing with a crow.

She chattered and chattered and out-argued the crow.

♦ Riddles

Without wings, it flies faster than a bird from tree to tree.

(Squirrel)

They talk about me

It's like I'm backing away.

Not back, but forward -

Only backwards.

(Cancer)

♦ Counting books

Burn, burn clearly

So that it doesn't go out.

Look at the sky -

Birds are flying

The bells are ringing.

One, two, three - run!

There's a bird cherry tree across the river,

There are lilacs across the river,

Who was dozing there?

Speak quickly!

Poems for automating various sounds

After practicing the set sounds in words, sentences, sayings, counting rhymes, sayings and proverbs, it is proposed to automate them in a poetic text. The poems are selected for different groups of sounds: whistling, hissing and sonorant.

Poems for the automation of whistling sounds S, S, Z, Z, Ts

The mournful wind drives

I'm flocking clouds to the edge of heaven,

The broken spruce groans,

The dark forest is crying silently.

(N. Nekrasov)

Oh wild winds,

Hurry, hurry!

Rip us down quickly

From the annoying branches!

Rip off, run away,

We don't want to wait

Fly, fly!

We are flying with you.

(F. Tyutchev)

The storm covers the sky with darkness,

Whirling snow whirlwinds;

Then, like a beast, she will howl,

Then he will cry like a child,

Raising his beam to the sky, he

Touched the treasured heights -

And again with fire-colored dust

Condemned to fall to the ground.

(F. Tyutchev)

The sun is shining, the waters are sparkling,

Smile in everything, life in everything,

The trees tremble joyfully

Bathing in the blue sky.

(F. Tyutchev)

Sand flowing up to your knees...

We're driving - it's late - the day is fading,

And pine trees, along the road, shadows

The shadows have already merged into one.

(F. Tyutchev)

Sliding on the morning snow,

Dear friend, let's indulge in running

impatient horse

And we'll visit the empty fields,

The forests, recently so dense,

And the shore, dear to me;

(A. Pushkin)

In a pure field it turns silver

The snow is wavy and pockmarked,

The moon is shining, the troika is rushing

Along the highway.

(A. Pushkin)

Pussy, pussy,

Pussy, come on!

On the track

Don't sit down:

Our baby will go

Will fall through the pussy...

(Russian folk song)

A ringing echo screams into the blue:

Hey, answer who I'm calling!

(S. Yesenin)

Not cooled down by the heat,

The July night shone...

And above the dim earth

The sky is full of thunder

Everything was trembling in the lightning.

(F. Tyutchev)

Sing in the hours of road boredom,

On the road, in the darkness of the night

My native sounds are sweet,

The sounds of the song are daring.

(A. Pushkin)

Golden leaves swirled

In the pinkish water of the pond,

Like a light flock of butterflies

Freezingly he flies towards a star...

(S. Yesenin)

Two-horned sickle with a rocker

Smoothly glides across the sky.

There, behind the grove, along the road

The sound of hooves rings.

(S. Yesenin)

Not a breeze, not a bird's cry.

Above the grove is the red disk of the moon,

And the reaper's song fades away

Among the evening silence.

(A. Blok)

Like heavy eyelashes

Rising above the ground

And through the fugitive lightning

Someone's menacing eyes

Sometimes they caught fire...

(F. Tyutchev)

The bird cherry tree is pouring snow,

Greenery in bloom and dew.

In the field, leaning towards escape,

Rooks walk in the strip.

(S. Yesenin)

The fields are compressed, the groves are bare,

There is fog and dampness from the water,

Wheel behind the blue mountains

The sun went down quietly.

(S. Yesenin)

The azure of heaven laughs,

Washed by the night thunderstorm,

And it winds dewy between the mountains

The valley is a light stripe.

(F. Tyutchev)

Spring, spring! How clean the air is!

How clear is the sky!

Your living lazuria -

He blinds my eyes.

Spring, spring! how high

On the wings of the breeze,

Caressing the sun's rays,

Clouds are flying!

(E. Baratynsky)

A gray thunderstorm passed by,

Scattered across the azure,

Only the swell of the sea breathes,

Will not recover from the storm.

The wretched boat sleeps, tosses and turns,

Like someone sick from a terrible thought,

Only forgotten by anxiety

The folds of the sail drooped.

(A. Fet)

Looking arrogantly, as before,

To the victims of cold and sleep,

I haven’t changed myself in anything

Invincible pine.

(A. Fet)

The forest has crumbled its peaks,

The garden has revealed its brow,

September has died, and dahlias

The breath of the night burned.

(A. Fet)

Leaning towards the anvil,

The blacksmith's hands are waving,

Scattering like a red network,

Sparks fly from the face.

(S. Yesenin)

A rooster crows across the river.

There was a shepherd guarding the flock,

And they glowed from the water

Three distant stars.

A rooster crows across the river.

(S. Yesenin)

Where the cheerful sickle walked and the ear fell,

Now everything is empty - space is everywhere, -

Only a web of thin hair

Glistens on the idle furrow.

The air is empty, the birds are no longer heard,

But the first winter storms are still far away -

And pure and warm azure flows

To the resting field...

(F. Tyutchev)

The leaf turns green young.

Look how the leaves are young

There are birch trees covered with flowers,

Through airy greenery,

Translucent, like smoke...

For a long time they dreamed of spring,

Golden spring and summer, -

And these dreams are alive,

Under the first blue sky,

Suddenly they made their way into the daylight.

(F. Tyutchev)

The clouds are melting in the sky,

And, radiant in the heat,

The river rolls in sparks,

Like a steel mirror...

(F. Tyutchev)

Again in the ungrazed groves

Inexorable herds,

And flows from the green mountains

Golden jet water...

(S. Yesenin)

Poems for the automation of hissing sounds Ш, Ж, Х, Ш

Nice and warm

Like by the stove in winter.

And the birches stand

Like big candles.

(S. Yesenin)

Our Masha is small,

She is wearing a scarlet fur coat.

beaver edge,

Masha is black-browed.

(Folk song)

Last rays of sunset

They lie on a field of compressed rye.

Embraced by pink drowsiness

Uncut grass.

(A. Blok)

Blacker and more often deep boron -

What sad places!

The night is gloomy, like a persistent beast,

Looks out from every bush!

(F. Tyutchev)

The grass is already shining from the thawed hummocks,

The whiny lapwing shouted,

Chain of snow clouds retarded

Today the first thunder struck.

(A. Fet)

It's time, beauty, wake up:

Open your closed eyes

Towards northern Aurora,

Be the star of the north!

(A. Pushkin)

The night is coming. The sun is setting.

The night stream does not sparkle.

And in the forest, on an oak branch,

The nightingale sounded a song.

(A. Blok)

Already a hot ball of the sun

The earth rolled off its head,

And peaceful evening fire

The sea wave swallowed me up.

(F. Tyutchev)

Farewell, farewell, heavenly light!

Farewell, farewell, beauty of nature!

The forest is full of magical whispers,

Golden-scaled waters!

(E. Baratynsky)

More more! Ah, the heart hears

Her dear call has long been

And everything that moves and breathes

Breathe with the new spring.

(A. Fet)

There in the distance, behind a black cloud,

Beyond the threshold of gloomy days,

The sun's mighty brilliance flies

Over the plains of the fields.

(S. Yesenin)

Water, water,

Wash my face

To make your eyes sparkle

To make your cheeks blush,

To make your mouth laugh,

So that the tooth bites.

(Russian folk song)

I’ll bake Tanya a pie,

I’m already blushing for my granddaughter.

It has a wheat crust,

And the filling is egg,

And the honey shaving brush,

My granddaughter is in trouble!

(Russian folk song)

In the forest, a goblin shouts at an owl.

Midges hide from birds in the grass.

(S. Yesenin)

Knitting lace over the forest

In the yellow foam of the clouds.

In a quiet slumber under the canopy

I hear the whisper of the pine forest.

(S. Yesenin)

Poems for the automation of sonorous sounds L, L", R, R"

“Everything is mine,” said the gold;

“Everything is mine,” said the damask steel.

“I’ll buy everything,” said the gold;

“I’ll take everything,” said the damask steel.

(A. Pushkin)

Once upon a time there was a little kitten,

And still quite a child.

Well, this cat is cute

He was constantly sad.

Why? No one knew.

Kotya didn't say that.

(A. Blok)

The light of the moon, mysterious and long,

The willows are crying, the poplars are whispering.

But no one listens to the crane's cry

He will not stop loving his father's fields.

(S. Yesenin)

Smoke floods

The mud is licked up.

Yellow reins

The month dropped...

(S. Yesenin)

Through the meadow with a creak

The convoy is stretching -

Dry linden

The wheels smell.

(S. Yesenin)

The hazy afternoon lazily breathes,

The river rolls lazily

And in the fiery and pure firmament

The clouds are lazily melting.

(F. Tyutchev)

The raven flies to the raven,

The raven shouts to the raven:

Crow! where should we have lunch?

How can we find out about this?

Raven to crow in response:

I know we'll have lunch...

(A. Pushkin)

Fields without herds, forests dull,

No scanty leaves, no grass.

I don't recognize the growing strength

In the diamond ghosts of foliage.

(A. Fet)

Fuck-fuck-fuck! -

And only echo

Responsible in homes...

Only a blizzard of long laughter

Covered in snow...

(A. Blok)

Twilight falls over everything;

Hitting from all sides,

Spinning in the air screaming

A flock of jackdaws and crows.

(N. Nekrasov)

There is in the initial autumn

A short but wonderful time -

The whole day is like crystal,

And the evenings are radiant...

(F. Tyutchev)

And all of nature, like fog,

A hot drowsiness envelops,

And now the great Pan himself

In the cave the nymphs are sleeping peacefully.

(F. Tyutchev)

The cat sings, eyes narrowed,

The boy is dozing on the carpet,

There's a storm playing outside,

The wind whistles in the yard.

(A. Fet)

There is silence in the stuffy air,

Like a premonition of a thunderstorm,

(F. Tyutchev)

Dear Zaya,

Zaya gray,

I love you.

For you, in the garden

I'm a carrot

(A. Blok)

Let's go in and sit over the roots

Trees fed by a spring -

Where, surrounded by their darkness,

He whispers in the mute darkness.

Their peaks loom above us,

Immersed in the midday heat,

And only sometimes the cry of an eagle

It reaches us from above...

(F. Tyutchev)

The soul will become younger again,

Again the native will see the land,

Where storms fly by

Where the passionate thought is pure, -

And only visibly to the initiates

Spring and beauty are blooming.

(A. Fet)

The storm covers the sky with darkness,

Whirling snow whirlwinds;

Then, like a beast, she will howl,

Then he will cry like a child,

Then on the dilapidated roof

Suddenly the straw will rustle,

The way a belated traveler

There will be a knock on our window.

(A. Pushkin)

Frost and sun; wonderful day!

You are still dozing, dear friend -

It's time, beauty, wake up:

Open your closed eyes

Towards northern Aurora,

Be the star of the north!

(A. Pushkin)

In the land where the yellow nettles

And dry wattle fence,

Lonely sheltered among the willows

Village huts.

(S. Yesenin)

Roosters recently

They sang for the third time,

Smoothly from the bell tower

The sounds flew by.

(A. Fet)

There is not a shred of azure in the sky,

In the steppe everything is smooth, everything is white,

Only one raven against the storm

It flaps its wings heavily.

(A. Fet)

We are an easy tribe,

We bloom and shine

And for a short time

We are visiting on the branches.

All red summer

We were in glory

Played with rays

Bathed in dew!..

(F. Tyutchev)

As if under an invisible heel,

Forest giants bend;

Their peaks grumble anxiously,

Like conferring with each other, -

And through sudden anxiety

The bird whistle is continuously heard,

And here and there the first yellow leaf,

Spinning, it flies onto the road...

(F. Tyutchev)

Quiet night, late summer,

How the stars glow in the sky,

As if under their gloomy light

The dormant fields are ripening...

Soporificly silent

How they sparkle in the silence of the night

Their golden waves

Whitened by the moon...

(F. Tyutchev)

Grow, braid, to the waist,

Don't lose a hair.

Grow, braid, to your toes -

All the hairs are in a row.

Grow up, braid, don't get confused,

Mom, daughter, listen!

(Russian folk song)

Among the celestial bodies

The face of the moon is foggy:

How round he is and how white he is!

Just like a pancake with sour cream...

Every night she's in the rays

The milky way goes...

Apparently, there in heaven,

Maslenitsa forever!

(M. Lermontov)

Rose

At the purple cradle

The trills of May rang out,

That spring has come again.

The birch tree bends in the greenery,

And to you, Queen Rose,

The bee sings the mating hymn.

See see! happiness is the power

I opened your bright scroll

And moistened with dew.

Vast, incomprehensible,

Fragrant, blessed

The world of love is before me.

(A. Fet)

Sea horse

O zealous horse, O sea horse,

With a pale green mane,

That is quiet, affectionately tame,

That's wildly playful!

In God's wide field;

He taught you to spin,

Play, jump at will!

I love you when I'm headlong

In your arrogant strength,

Thick mane tousled

And all covered in steam and soap,

Directing a stormy run towards the shores,

You rush with a cheerful neigh,

Throw your hooves into the ringing shore

And - you will fly apart into splashes!..

(F. Tyutchev)

I look with tender sympathy,

When, breaking through from behind the clouds,

Suddenly through the dotted trees,

With their old and weary leaves,

A lightning beam will spray out.

How fadingly cute!

What a delight it is for us,

When, what bloomed and lived like this,

Now, so weak and frail,

Smile for the last time!..

(F. Tyutchev)

Spring thunderstorm

I love the storm in early May,

When spring, the first thunder,

As if frolicking and playing,

Rumbling in the blue sky.

Young peals thunder,

The rain is splashing, the dust is flying,

Rain pearls hung,

And the sun gilds the threads.

A swift stream runs down the mountain,

The noise of birds is never silent in the forest,

And the din of the forest and the noise of the mountains -

Everything cheerfully echoes the thunder.

(F. Tyutchev)

Evening

How quietly it blows over the valley

Distant bell ringing

Like the rustle of a flock of cranes, -

And he froze in the noise of the leaves.

Like the spring sea in flood,

Brightening, the day does not waver, -

And more quickly, more silently

A shadow lies across the valley.

(F. Tyutchev)

There in the distance, behind a black cloud,

Beyond the threshold of gloomy days,

The sun's mighty brilliance flies

Over the plains of the fields.

(S. Yesenin)

And there's a snowstorm in the yard

It spreads like a wide carpet,

But it's painfully cold.

Sparrows are playful,

Like lonely children,

Huddled by the window.

(S. Yesenin)

Playfully disperses

Suddenly a riding wind:

The alder bushes will shake,

Will raise flower dust,

Like a cloud, everything is green:

Both air and water!

(N. Nekrasov)

Tempered your impulses

Turn impulses into steel

And fly with a playful dream

You are in the sky-high distance.

(S. Yesenin)

On a stream, pockmarked and motley

A leaf flies after a leaf,

And a dry and sharp stream

It's getting cold.

(N. Nekrasov)

Reluctantly and timidly

The sun looks over the fields.

Chu, it thundered behind the cloud,

The earth frowned.

Warm gusts of wind,

Distant thunder and rain at times.

Green fields

Greener under the storm.

Here I broke through from behind the clouds

Blue lightning jet -

The flame is white and volatile

He bordered its edges.

More often than raindrops,

Dust flies like a whirlwind from the fields,

And thunderclaps

Getting angrier and bolder.

The sun looked again

From under your brows to the fields,

And drowned in the radiance

The whole earth is in turmoil.

(F. Tyutchev)

The lonely sail turns white

In the fog there is a blue sea!..

What is he looking for in a distant land?

What did he throw in his native land?..

(M. Lermontov)

Winter road

Through the wavy mists

The moon creeps in

To the sad meadows

She sheds a sad light.

On the winter, boring road

Three greyhounds are running,

Single bell

It rattles tiresomely.

Something sounds familiar

In the coachman's long songs:

That reckless revelry

That's heartbreak...

(A. Pushkin)

The sound [w"] in writing is conveyed by the letter sch.

There are special terms for each type of violation. If a pronunciation defect occurs, then we are talking about sigmatism, rhotacism, etc.; When replacing a sound, the prefix “para-” is added to the name of the defect.

1. Whistling sigmatism- pronunciation deficiencies [s-s"], [z-z"], [ts] (see Fig. 1, 2). Further explanations.

When pronouncing the sound [s], the lips are stretched into a smile, the front teeth are visible. The tip of the tongue rests on the front incisors, the front part of the back of the tongue is curved. The lateral edges of the tongue are adjacent to the molars, and a round gap is formed between the tip of the tongue and the upper front teeth. A groove is formed along the midline of the tongue, through which a strong stream of exhaled air passes, creating a whistling noise. The narrower the gap, the higher the sound. The soft palate is raised and closes the passage into the nasal cavity, g
The hair folds do not produce voice.

When pronouncing [s"], the lips stretch more and tense. The anterior-middle part of the back of the tongue rises higher, moves slightly forward, and the noise becomes even higher.

When pronouncing [ts], the lips take the position of the next vowel. The sound begins with a stop element (as with [t]). The tip of the tongue is lowered, touching the lower teeth, and the front part of the back of the tongue is raised to the alveoli or upper teeth, forming a bridge with them. The lateral edges of the tongue are pressed against the molars. The sound ends with a fricative sound, as with [s], which sounds short. The exhaled stream is strong and cold. The articulation of the sound [ts] is shown in Fig. 2.

There are several types of whistling sigmatism.

Interdental sigmatism- the most common type of sigmatism. The tongue is stuck between the teeth, there is no characteristic whistle, instead of a round gap there is a flat gap. The same defect extends to [z] and [ts].

Labial-dental sigmatism. In addition to the tongue, the lower lip is involved in the formation of the gap; the sound becomes similar to [f].

Lateral sigmatism characterized by the fact that the lateral edges of the tongue are not adjacent to the molars and the exhaled air stream does not pass through the middle of the tongue, but along the sides. The tip of the tongue and the front part of the back form a connection with the alveoli, and a noise is heard instead of [s]. The defect extends to [z], [ts] and paired soft

Dental parasigmatism. Instead of a slit, the tongue forms a bow; a sound like [t] or [d] is heard. The sound [ts] loses one of the elements ([t] or [s]).

Hissing parasigmatism- the tongue takes the position as when pronouncing [w] or shortened [sch].

Techniques for producing whistling sounds

Corrective work is carried out depending on what type of disorder the child has.

With labiodental sigmatism, the child is shown correct articulation in front of a mirror and the lower lip is pulled away from the teeth.

With interdental sigmatism, the child is asked to pronounce the syllable “sa” with clenched teeth.

For lateral sigmatism, special preparatory work is carried out to activate the muscles of the tongue.

When making whistling sounds, articulatory gymnastics exercises such as “Smile”, “Let’s brush the bottom teeth”, “Groovet”, etc. are used. The child’s ability to strongly blow air through the mouth and control the exhalation using the palm of the hand, cotton wool or a strip of paper is practiced. The air stream should be cold and strong. You can use speech therapy probes or sticks. You need to ask the child to smile and press his tongue against his lower teeth. Place a stick along the tongue so that it presses only the front of it. Part. Close your teeth and blow forcefully. Reinforce sound pronunciation [With] You can first with a stick, and then without it.

The sound [ts] can be made by imitation, provided that [t] and [s] are pronounced well. With the tip of the tongue lowered, the child is asked to pronounce [t] with a strong exhalation. The front part of the back of the tongue is pressed against the upper incisors. Usually [ts] is placed in reverse position, and consolidation begins with reverse syllables.

When setting up voiced pairs, the voice is additionally turned on.

2
.Sigmatism of the sibilants- violation of pronunciation [w], [zh], [h], [sch]. In Fig. 3, 4 show the articulation of these sounds.

When pronouncing the sound [sh], the lips are extended forward and rounded, and there is a distance of 4-5 mm between the teeth. The tip of the tongue is raised to the alveoli, the lateral edges are pressed against the molars, the middle part of the back of the tongue bends, the velum is raised and closes the passage into the nasal cavity. The air is warm, passing through the middle of the tongue. The sound [zh] has the same articulation, but with the addition of a voice. There are several types with
igmatism hissing.

"Buccal" pronunciation[and], and [w]. Articulation occurs without the participation of the tongue, the teeth are very close together or compressed, the corners of the mouth are pressed against the teeth. A “dull” noise is produced. When pronouncing [zh], a voice is added to it. This type of disorder usually causes the cheeks to swell.

"Bottom" pronunciation[g] and [w]. hissing ones acquire a soft shade, as with [ш].

Back-lingual pronunciation[g] and [w]. In this case, the gap is formed by the convergence of the hard palate with the back of the back of the tongue. A noise occurs that resembles the noise produced by the sounds [x] or [g].

Sometimes there may be cases of replacing hissing sounds with others, for example, whistling sounds.

Sound production techniques[w] and [f]. First put [w], and then - [g].

Lip exercises are used: “Donut” - round the lips, as if pronouncing [o]. Exercises for the tongue: “Cup”, “Delicious jam”, “Focus”, etc.

The sound [w] can be placed from the sound [s]. The child is asked to pronounce the syllable “sa” several times. At this time, the speech therapist smoothly, using a probe, spatula or spoon, lifts the tip of the tongue towards the alveoli. As you rise, the noise changes and acquires a character corresponding to [w]. The speech therapist fixes the child's attention on this position. Later, the child tries to independently take the correct articulatory position.

If the child’s pronunciation of the sound [r] is not impaired, then the sound [w] can also be added from it. The child is asked to pronounce the syllable “ra”. At the moment of pronouncing it, the speech therapist touches the lower part of the tongue with a spatula and slows down its vibration. If a child speaks in a whisper, then “sha” is heard; when pronounced loudly, “zha” is heard. The sound [zh] can be made from the sound [sh] with the inclusion of voice or from [z], like [sh] from [s].

Disadvantages of pronunciation of the sound [ш].

The articulation of this sound is similar to the articulation of the sound [sh]: the lips are positioned in the same way, the tip of the tongue is raised up, but slightly lower than with [sh]. The front part of the back of the tongue bends, and its middle part rises to the hard palate. The rear is lowered and pushed forward. The velum is raised. The exhaled air passes through the middle of the tongue into the resulting gap. The air stream is long and warm.

The sound u can be derived from the preserved sound [sh] by imitation.

Another way of setting is from the sound [s"]. The child is asked to pronounce the syllable “si” or “sya” several times with a drawn-out whistling sound. Using a spatula, the tongue is moved back slightly until the desired sound is obtained.

If the sound [ch"] is pronounced correctly, then it is easy to put [sch] from it. The child pronounces the sound [ch" in an extended manner, resulting in [sch]. This sound must be immediately introduced into syllables and then into words.

Disadvantages of pronunciation of the sound [h].

Articulation of the sound [h"]: the lips are pushed forward and rounded, the teeth are close together or closed, the tip of the tongue is lowered and touches the lower teeth. The sound begins with the stop element and ends with the plosive element, which sounds briefly. The soft palate is raised and closes the passage to the nose, the sound dull and soft.

Pronunciation deficiencies are usually the same as those of other sibilants. Sometimes, instead of the sound [h"], a soft affricate [ts"], [t"] or [w"] is pronounced.

The sound [h"] is placed from [t"]. The child is asked to pronounce the syllable “at” several times, and at this time the speech therapist, using a probe or spatula, moves the tip of the tongue back slightly. The sound [ch"] is easier to place in reverse syllables.

3
. Disadvantages of pronunciation of sounds [l] and [l"] - lambdacism and paralambdacism. For the articulation of these sounds, see Fig. 5.

When articulating the sound [l], the lips are neutral and take the position of the next vowel. The tip of the tongue is raised and can come into contact with the alveoli. A gap is formed on the sides of the tongue through which air passes. The air stream is weak and warm. The soft palate is raised and closes the passage to the nose. The anterior-middle part of the back of the tongue is lowered, and its root part is raised and pulled back, forming a spoon-shaped depression.

When articulating the soft [l "], the lips are slightly pulled to the sides, and the anteromedial part of the back of the tongue rises to the hard palate and moves forward, the back of the back of the tongue is significantly moved forward and lowered.

Among the violations of the pronunciation of [l], there is a distortion of sound: a bilabial sonorant sound is pronounced, reminiscent of a short [u] or English [w].

Much more common are cases of paralambdacism, when [l] is replaced by short [s] or [l"] and [j] .

When making the sound [l], use the exercises “Chatterer” and “Cup”.

The child is asked to pronounce the combination “ыа” with a short pronunciation [ы]. As soon as the child has mastered the desired pronunciation, he is asked to pronounce these sounds again, but at the same time the tongue must be clamped between the teeth. Then the combination “la” is clearly heard.

It happens that, having already been able to pronounce a sound correctly, a child continues to hear his previous sound. Therefore, it is necessary to attract his auditory attention to the sound that is produced during production.

4
. Disadvantages of pronunciation r and [r"] - rhotacism and pararotacism. Articulation is shown in Fig. 6.

When pronouncing [r], the lips are open and take the position of the next vowel, the distance between the teeth is 4-5 mm. The tip of the tongue is raised and vibrates at the alveoli with a hard [r] or at the upper incisors with a soft [r"]. The root part of the tongue is lowered, the lateral edges of the tongue are pressed against the upper molars, the air stream is strong and passes through the middle.

There are several types of rotacism:

♦ [r] is not pronounced at all;

♦ velar [p] - vibration occurs not at the tip of the tongue, but at the velum palatine, to which the root of the tongue is close;

♦ uvular [p] - vibration of a small tongue occurs;

♦ lateral rhotacism - one of the lateral edges of the tongue vibrates, as a result of which a combination of “rl” sounds is heard;

♦ coachman [p] - closed lips vibrate, and it turns out “prr”;

♦ single-impact [r] - instead of vibration, a single blow of the tip of the tongue occurs on the alveoli, and an apparent sound [r] is formed, similar to the sound [d];

♦ buccal [p] - one or both cheeks vibrate due to the fact that a gap for the exhaled stream is formed between the lateral edge of the tongue and the upper molars.

There are several types of pararotacism:

♦ [p] is replaced by the sound [v], pronounced without vibration, with the lips;

♦ [p] is replaced by the sound [d];

♦ [p] is replaced by the sound [s];

♦ [p] is replaced by the sounds [l], [g] or [th].

When setting the sound [p], the exercises “Mushroom”, “Horses”, “Coachman”, etc. are used.

Usually the sound [r] is placed mechanically using a speech therapy probe. The child is asked to raise the tongue to the alveoli, the lateral edges should be pressed against the molars. Repeatedly say “tdd”, “ddd” at a fast pace.

When the child has mastered the pronunciation of these combinations well, he is asked to blow strongly on his tongue, and at this moment a vibration should occur.

Another way to make this sound is to pronounce “tzh” with an extended second element. When the child pronounces these sounds, the speech therapist inserts a probe with a ball at the end under the tongue, touching the lower surface, and quickly moves the probe left and right.

The technique of setting the sound [p] from the combination “zzz-a” turns out to be effective. The child moves his tongue upward, continuing to pronounce this combination of sounds. At this moment, the speech therapist, using a probe, vibrates the tongue from right to left, achieving vibration of the tongue. The sound [r"] is placed similarly to the syllable "zi".

5. Disadvantages of pronunciation of sounds k, g, x, [k"], [g"], [x"] - kappacism, gammacism, chitism. The articulation of these sounds is shown in Fig. 7, 8.

When pronouncing the sound [k], the lips take the position of the next vowel, the distance between the teeth is about 5 mm. The tip of the tongue is lowered and distant from the lower teeth, the back of the back of the tongue closes with the palate. At the moment the sound is pronounced, the bow between the palate and the tongue explodes, and air flows through the resulting passage, forming a characteristic noise.

When articulating the sound [x], the back of the tongue does not completely close with the palate: a gap is formed in its middle part through which air escapes, producing noise.

When pronouncing soft pairs of these sounds, the tongue moves slightly forward, towards the middle part of the hard palate.

With kappacism, instead of the sound [k], a guttural click is heard; with gammacism, a voice is added to it. With chitism, a weak guttural noise is heard.

Paracappacism includes substitutions such as replacing [k] with [t] or with [x].

The sound [k] can be produced by imitation or mechanically. With mechanical stimulation, the child is asked to pronounce the syllable “ta” repeatedly. At this time, the speech therapist uses a spatula to push the child's tongue back, pressing on the front of the tongue. First, the syllable “ta” is transformed into the syllable “cha”, then into the syllable “kya”, and then the syllable “ka” is heard.

When correcting paracapacism, you need to draw the child’s attention to the difference in sounds, i.e. on their differentiation, along with the production of the sound [k].

The disadvantages of pronunciation of the sounds [g] and [x] are generally similar to the described varieties of cappacism and paracappacism.

The techniques for correcting and setting these sounds are the same as when setting the sound [k]. The sound [g] is placed from the syllables “da - dya - gya - gah”; the sound [x] from the syllables “sa - sya - hya - ha”.

This is followed by exercises for consolidation, automation and differentiation of sounds if sound substitutions were observed.

6. Disadvantages of pronunciation of the sound ([th]) Usually the child replaces this sound with a soft [l"].

When pronouncing the sound [th "], the lips are stretched, but less than with [i]. The tip of the tongue lies at the lower teeth, the middle part of the back of the tongue is strongly raised towards the hard palate, and the back part is moved forward. The edges of the tongue rest against the upper lateral teeth. The vocal folds vibrate and create a voice; the exhaled stream of air is weak.

There are two ways to fix the sound. With the first method, the sound can be placed from the vowel [i]. The child is asked to pronounce combinations of vowels “ai”, “aia”, “oi”, “io”, intensifying the exhalation at the moment of pronouncing [i]. Gradually, the child is asked to pronounce [i] more briefly, achieving the desired sound [th].

Another way to set the sound [i] is to set it from soft [z"] with mechanical assistance. The child pronounces the syllable “zya” several times, and at this time the speech therapist uses a spatula or probe to move the tongue back until the desired sound is obtained.

Dysgraphia- a specific disorder of writing processes. Children with dysgraphia are characterized by disturbances in visual analysis and synthesis, spatial representations, phonemic, syllabic analysis and synthesis, dividing sentences into words, disorders of mental processes, and the emotional-volitional sphere.

It is customary to distinguish several types of dysgraphia.

1. Articulatory-acoustic dysgraphia. With it, the child both pronounces words and writes them. It manifests itself in substitutions and omissions of letters, similar to omissions of sounds in oral speech. Occurs with dysarthria, rhinolalia.

2. Acoustic dysgraphia - dysgraphia that occurs as a result of disturbances in the differentiation of phonemes. The child replaces letters that sound similar. Most often, whistling - hissing, voiced - voiceless, affricates and their components are replaced. Sometimes children incorrectly indicate softness in writing as a result of a violation of the differentiation of hard and soft consonants.

This type of dysgraphia is most clearly manifested in sensory alalia, when letters that are distant in articulation and acoustics can be mixed.

3. Dysgraphia as a result of a violation of language analysis and synthesis. Manifests itself in distortions in the structure of words and sentences. Due to violations of phonemic analysis, the sound-letter structure of words especially suffers. The following errors may be observed: omissions of consonants when they are combined; vowel omissions; rearranging or adding letters; omissions, rearrangements and additions of syllables. Violations at the sentence level are manifested in the continuous spelling of words, especially words with prepositions, and the separate spelling of words, for example, separating a root from a prefix.

4. Agrammatic dysgraphia is associated with underdevelopment of the grammatical structure of speech. Manifests itself at the level of words, phrases, sentences and text. The child breaks the sequence of sentences that do not correspond to the sequence of events. In sentences, the morphological structure of the word is violated, prefixes, suffixes, case endings, prepositions and the number of nouns are replaced. In addition, the child has difficulty constructing complex sentences.

5. Optical dysgraphia. It manifests itself as a result of underdevelopment of visual gnosis, analysis, synthesis and spatial representations. When writing, letters are distorted and replaced. Most often, letters that are similar in spelling are interchanged; they consist of the same elements, but are positioned differently when written (“v” and “y”); letters that have the same elements, but differ in some additional elements (“l” and “m”). Mirror writing of letters is observed; omissions of elements, especially when connecting letters that may contain identical, redundant or incorrectly located elements.

Dysgraphia may also be accompanied by non-speech symptoms.

7. Dyslexia is a partial specific disorder of the reading process. Dyslexia occurs as a result of immaturity of higher mental functions and manifests itself in persistent errors. The causes of dyslexia can be organic or functional. Most often, dyslexia manifests itself in speech and neuropsychiatric disorders. Children with dyslexia have difficulties in spatial orientation, in determining the right and left side, up and down. In the psychological aspect of the study of dyslexia, it is considered as a violation of the operations of the reading process, namely, visual perception and distinguishing letters, choosing a phoneme, merging sounds into syllables, synthesizing syllables into words, and words into sentences.

There are several types of dyslexia.

Phonemic dyslexia associated with underdevelopment of the phonemic system of the language. The following functions of the phonemic system are distinguished: meaning-distinguishing function, when a change in one phoneme or one feature can lead to a change in meaning; auditory-pronunciation differentiation of phonemes - one phoneme differs from another articulatory and acoustically; phonemic analysis or decomposition of a word into phonemes. Phonemic dyslexia is divided into two forms. The first is associated with underdevelopment of phonemic perception, manifested in difficulties in learning letters and replacing letters that are similar in articulation and acoustics (“k-g”, “sh-s”, etc.). The second form of reading impairment is associated with a violation of phonemic analysis. In this case, disturbances in the sound-syllable structure and letter-by-letter reading are observed. A child may skip letters when consonants are combined, insert extra vowels between consonants, and rearrange letters and syllables in words.

Semantic dyslexia manifests itself in the fact that the child does not understand the meaning of what he read when reading the text intact. These difficulties arise in the child as a result of a violation of sound-syllable synthesis and unclear ideas about syntactic connections in a sentence. During the reading process, the child divides words into syllables and, as a result, does not understand the meaning of what he read. Children are not able to combine sequentially pronounced syllables into a single whole. They read mechanically, without understanding the meaning. Children with this disorder cannot pronounce a word together, which is pronounced separately by sounds with short pauses between them (v, o, d, a); reproduce the word divided by voice into syllables (ma-shi-na po-e-ha-la). During the reading process, words are perceived without connection with the rest of the sentence.

Agrammatic dyslexia arises as a result of underdevelopment of the grammatical structure of speech, syntactic, morphological generalizations. With this type of dyslexia, changes in case endings and number of nouns are observed, nouns incorrectly agree in gender, number and case with adjectives; gender endings of pronouns are used incorrectly; verb forms change.

Mnestic dyslexia manifests itself in the fact that it is difficult for the child to learn letters and difficult to differentiate them. It is caused by a disrupted process of establishing a connection between a sound and a letter and a violation of speech memory. It is difficult for children to reproduce a chain of 4-5 sounds or words. Even if they reproduce them, there are omissions of sounds, their replacements, and a violation of the sequence of sounds.

Optical dyslexia manifests itself in difficulties in assimilating and mixing letters that are graphically similar. This type of dyslexia is similar to optical dysgraphia in its manifestations, but here the letters are not capitalized, but printed. Children mix [l] and [d], which differ from each other in additional elements; They mix [n] and [n], which differ from each other in that the same elements of these letters are located differently in space. This happens because the child has underdeveloped optical-spatial perception, visual gnosis, analysis and synthesis are impaired, and there is no differentiation of ideas about similar forms.

Non-verbal manifestations may also be observed: when drawing complex objects, the child misses and distorts some details of the drawing. It is difficult for children to construct a letter from its elements, complete one or more elements and make another letter, because all these operations require some analysis and synthesis. In literal optical dyslexia, impairments occur in isolated letter recognition, while in verbal optical dyslexia, impairments occur in reading.

Tactile dyslexia observed in blind children. It is based on difficulties in tactile differentiation of Braille letters. When reading, there is a mixture of letters that have the same number of dots or dots that are mirrored; points located below or above, or those that differ by one point.

When examining children, the state of vision, hearing, nervous system, and cognitive activity is taken into account. The examination is carried out comprehensively, with the involvement of various specialists.

The types of disorders associated with dysgraphia and dyslexia are largely similar, so the methods of correctional work have much in common and are considered together.

Firstly, work is being done on the development of phonemic awareness, which is especially impaired in phonemic dyslexia, articulatory-acoustic dysgraphia and dysgraphia based on impaired phoneme recognition. The work is carried out in two stages. At the first stage, the pronunciation and auditory image of sounds that are mixed is clarified. The work is carried out based on visual, auditory, tactile analyzers: the sound is highlighted in syllables, its place in the word is determined, its place in relation to other sounds is isolated from the text and sentence. At the second stage, a comparison is made of sounds that were mixed by ear and pronunciation. Differentiation occurs in the same way as at the first stage, but the speech material should not contain an isolated sound, but mixed sounds. During the work, each sound being practiced is correlated with a specific letter, and written exercises are carried out that help differentiate sounds. Before starting work to eliminate articulatory-acoustic dysgraphia, sound pronunciation is corrected.

When correcting phonemic dyslexia and dysgraphia due to a violation of language analysis, the development of language analysis and synthesis is carried out. To do this, the following types of exercises are offered: come up with a sentence based on a plot picture and count how many words there are in it. A number is called and the child must make a sentence with that number of words. Then it is proposed to increase or decrease the number of words in the sentence. Draw up a sentence diagram, indicate the place in the sentence of the named word, etc.

Work on developing analysis and synthesis in syllables should begin with non-speech techniques: ask the child to tap or clap the number of syllables in a word. Gradually, the child is taught to identify vowels in words and they explain to him that there are as many syllables in a word as there are vowels. First, the child must be able to distinguish vowels from consonants. For this, various techniques and methods are used. Work begins with monosyllabic words, gradually becoming more complex.

Various exercises are performed to strengthen it. For example:

♦ the speech therapist names the word, the child must raise a number corresponding to the number of syllables in the word;

♦ name the first syllables in the names of the objects depicted in the proposed pictures, write them down. Read the word or sentence that came out;

♦ find out the missing syllable using a picture;

♦ select words with a certain number of syllables from the text.

When forming phonemic analysis and synthesis, it is necessary to first use only vowel sounds, and then gradually introduce consonants to them. Initially, this work is carried out with the help of auxiliary tools - chips and graphic diagrams. The child learns to identify sounds and fill in graphic diagrams using chips.

At the next stage, phonemic analysis is carried out on speech material, the child determines the number of sounds in words, names the first and subsequent sounds in words.

At the third stage, the child no longer pronounces syllables, but performs all actions mentally, i.e. the work takes place at the level of representations.

The principle of complexity applies here: from easy to complex. Written works are widely used: insert a letter into a word; write down words with a certain number of syllables; transform words by adding sound, rearranging sound, changing sound; make graphical diagrams of sentences.

At the initial stages of work, pronunciation occurs, which is gradually reduced. All subsequent work occurs on the mental plane, according to the idea.

When eliminating agrammatic dysgraphia and dyslexia, the task is to form in the child morphological and syntactic generalizations and ideas about the structure of sentences.

Work begins to clarify the structure of sentences. First, simple two-part sentences are taken, consisting of a noun and a third-person verb of the present tense (The boy is walking). Then the sentences are supplemented with a direct object (Mom washes the frame. Daughter writes a letter to dad). It is useful to add words to sentences that denote the attribute of an object.

When constructing a proposal, you must rely on graphic diagrams. First, instead of a sentence, the child makes a graphic diagram, and then writes it under the sentence.

Additionally, such types of tasks as answering questions, making proposals orally and in writing are used.

The inflection function is formed, i.e. the child is explained the change of nouns by cases, numbers, genders; agreement of nouns with adjectives and verbs, etc. This involves written and oral work.

The same work is carried out to eliminate semantic dyslexia, which is caused by underdevelopment of the grammatical structure of speech. Semantic dyslexia manifests itself in inaccurate comprehension of sentences read. If semantic dyslexia manifests itself at the word level during syllabic reading, then it is necessary to develop sound-syllable synthesis. You can use the following exercises:

♦ name a word pronounced separately by sounds;

♦ name a word pronounced syllable by syllable;

♦ make a word from syllables given in disorder.

At the same time, you need to carry out reading comprehension exercises: read a word and find a picture for it; choose a sentence from the text that matches the picture; read the sentences and be able to answer questions based on them.

When eliminating optical dysgraphia and dyslexia, work takes place in several directions. Firstly, it is necessary to develop visual perception, recognition of shape, size, color. First, the work is based on various images of the outline of an object, and then the transition is gradually made to recognizing letters (for example, finding a letter among others, correlating a printed and a written letter, adding or removing elements of letters, etc.).

Children's ideas about size, shape and color are clarified and developed. To complete these tasks you need to have geometric shapes of different colors and shapes. Tasks are selected to clarify any of the characteristics.

With this form of dyslexia and dysgraphia, it is necessary to develop visual memory. To do this, use the games “What has changed?”, “What has disappeared?” and others that require memory development.

Work on the formation of spatial representations and designation of these relations in speech is also considered necessary. First, the child is taught to navigate in his own body, and then in the surrounding space.

To develop orientation in the surrounding space, the child first determines the location of objects relative to himself, then relative to objects located on the side, then the spatial relationships between 2-3 objects or their images are determined. Then the speech therapist offers the child instructions on how to place the object in space. The child must follow these instructions and then say how the objects are located relative to each other and relative to him.

Gradually, a transition is made to the spatial arrangement of letters and numbers. Sample tasks:

♦ draw a circle, below - a dot, and on the left - a square;

♦ write letters to the right or left of the line, etc.

At the same time, work is being done to develop visual analysis of letters and images, decompose letters into individual elements, and determine similarities and differences between letters and their elements.

When eliminating optical dyslexia and dysgraphia, a large place is occupied by work on differentiating the optical images of letters that are mixed. For better memorization of images, these letters are correlated with the image of some objects or animals (for example: O - donut, Zh - beetle, F - eagle owl). Techniques for constructing letters from their elements and various riddles about letters are used.

First, children learn to distinguish letters in isolation, then - in syllables, words, sentences and texts.

These types of work involve as many different analyzers as possible.

8. Stuttering is a violation of the tempo-rhythmic organization of speech, which is caused by the convulsive state of the muscles of the speech apparatus. There are predisposing and producing causes leading to stuttering. Predisposing reasons may be:

♦ neuropathic burden of parents;

♦ neuropathic characteristics of a child who stutters;

♦ constitutional predisposition of the child;

♦ hereditary burden plus adverse environmental influences, which include physical weakness of children, accelerated development of speech, lack of positive emotions and development of motor skills, sense of rhythm;

♦ brain damage in fetal development or in the postnatal period of development due to infectious diseases.

The group of producing causes consists of numerous anatomical and physiological causes: injuries, concussions, organic brain disorders, consequences of childhood diseases, diseases of the nose, pharynx and larynx, etc.; mental and social causes: immediate or short-term trauma, most often fright or fear, improper upbringing in the family as long-term mental trauma, acute mental trauma, improper speech formation in childhood, excessive speech overload, age inconsistency with the requirements, polyglossia (simultaneous acquisition of several languages ), imitation of people who stutter, retraining left-handedness.

There are two groups of symptoms for stuttering. Physiological symptoms include speech cramps, disorders of the nervous system, speech and gross motor skills. Psychological symptoms include speech hesitations and various expressive language impairments; the child fixes attention on his defect, logophobia and various speech tricks may develop.

The main symptom of stuttering is speech spasms. They are tonic - short jerky or prolonged muscle contraction - tone (p-finger); clonic - rhythmic repetition of the same convulsive muscle movements - clonus (pa-pa-finger). Depending on where the spasms predominate, they can be respiratory, vocal or articulatory.

When stuttering, three forms of breathing disturbance are observed: convulsive exhalation, convulsive inhalation, convulsive inhalation and exhalation, sometimes with a break in the word.

Convulsions in the speech apparatus are also different; they can be closing, opening, vocal. In the articulatory apparatus, convulsions can be labial, lingual, or convulsions of the soft palate.

Stuttering is characterized by violations of general and speech motor skills, manifested in a variety of tics, violent movements and speech tricks.

When children stutter, based on the degree of fixation on their defect, they can be divided into 3 groups.

1. Zero degree of painful fixation: children do not experience discomfort from the awareness of their defect or do not notice it at all. They are not shy, not touchy, and do not try to correct their speech.

2. Moderate degree of painful fixation. Older children are aware of their defect, are embarrassed, hide it, and avoid communication.

3. Severe degree of painful fixation. Children, most often teenagers, have constant worries about the defect and a feeling of inferiority. They have a fear of communication and retreat into a painful state.

There are three degrees of stuttering: mild, when stuttering occurs only in an excited state or when trying to quickly speak, and is overcome quickly; average, in which in a calm and familiar environment they stutter little and speak easily, but in emotional situations severe stuttering appears; severe degree, when they stutter constantly throughout the entire speech.

Stuttering can be permanent; wavy, i.e. sometimes intensify, sometimes weaken, but do not disappear completely, and recurrent - it can disappear and then appear again.

The examination of children is carried out comprehensively, together with a psychologist, neurologist, and, if necessary, specialists from various medical fields are involved.

Treatment is also comprehensive and includes medication, physiotherapy and psychotherapeutic influence.

Drug treatment aims to normalize the activity of the nervous system, eliminate seizures and improve the health of the body as a whole.

Psychotherapeutic influence is carried out directly and indirectly. Direct influence involves verbal influence in the form of clarification, persuasion and training. Indirect influence is influence through the team, the surrounding world, nature, regime, etc. All types of psychotherapy are aimed at eradicating fear of speech and situations, feelings of inferiority and fixation on their defect in people who stutter.

Speech therapy work is the pedagogical part of an integrated approach and includes a system of various speech therapy classes, work with teachers and parents. This work can also involve direct and indirect impacts. Direct influence is carried out during speech therapy sessions, individual or group. Indirect influence involves a system of speech therapy for all routine moments in the child’s life and the attitude of his environment towards him. Particular importance is attached in this work to the child’s speech regime.

Speech therapy classes are carried out sequentially, step by step, taking into account the degree and type of stuttering, the personal and psychological characteristics of the child, and are based on the activity and consciousness of the child. Various teaching methods are used, including visual and technical means.

An important section of this work is the use of speech therapy rhythms, which is a set of musical and motor exercises for speech therapy correction.

When organizing all types of work, it is important to take into account the age of the child and know that for preschoolers the main place is occupied by play and educational activities, and to a lesser extent - drug treatment; in adolescents and adults, on the contrary, greater importance is attached to medical influence and psychotherapy, and less importance to pedagogical techniques.

Speech therapy classes use technical and visual teaching aids. Visual materials include textbooks, board games, filmstrips, records, etc. Special technical means include devices that help in working with children who stutter: for example, the Derazhne corrective recorder, the Echo apparatus, and tape recorders.

Derazhne's device operates on a dampening effect. Noises of varying intensity are fed through special tubes ending in olives directly into the ear canal, and drown out one’s own speech. This makes it easier to carry out various auditory exercises, because... auditory control is turned off. Gradually, the jamming force decreases, and children learn to speak without the device.

This type of correction is not suitable for everyone, because... some react painfully to extraneous noise.

Tape recordings are widely used in speech therapy work. First, the stutterer listens to samples of correct speech on a tape recorder, then his own speech is recorded. After this, the child, together with a speech therapist, listens to the recording and analyzes it. Sometimes the performances of artists are auditioned, and the child imitates them in his performance. Lessons with a tape recorder are usually carried out in cases where the child has a fixation on his defect and awareness of his incorrect speech.

All methods of speech therapy work with people who stutter are divided depending on age: work with preschoolers, work with schoolchildren, teenagers and adults.

By the age of 4-5, a child must pronounce all sounds correctly - this is necessary for his further development, correct writing and reading. Some of our tips may help you:

1. You need to find out exactly which sounds are broken. To do this, ask your child to name the pictures or repeat after you words that contain the sound you are interested in, for example [C]: sled, scales, bus; [Z]: hare, goat; [C]: chicken, cucumber, chicken; [W]: hat, mice, reeds; [F]: giraffe, skis; [SH]: brush, lizard, cloak; [H]: teapot, cloud, ball; [L]: shovel, saw, woodpecker; [R]: fish, cow, ball.

2. Each sound needs to be worked separately. Start with the “easiest” sound, then take on others in order of increasing difficulty: k, g, x, s, z, c, w, w, sch, h, j, l, r.

3. Start working on each sound with gymnastics for the lips and tongue. They do it in front of a mirror so that the child can not only feel the work of his organs of articulation, but also see it - this will have a positive effect on the development of his phonemic hearing, and therefore on sound pronunciation. Perform each exercise 10 times, but make sure that the child does not get overtired and does it with desire.

Exercises can be found in any book on speech therapy. Here are some of them.

“Proboscis – smile”: the lips either stretch out with a proboscis, like an elephant’s, or smile, like a frog.
“Spatula – needle”: the tongue is sometimes wide, sometimes long and narrow.

“Swing”: the tip of the tongue either rises behind the upper teeth or falls behind the lower teeth. The mouth is wide open.
“Clock”: the tip of the tongue, like a clock pendulum, moves from the right corner of the lips to the left and back at different speeds.
“Painter”: “paint the sky” with the “tip” of the tongue (drive only along the front part of the palate).

4. First you need to achieve the pronunciation of one sound, and not whole words. It is best to get sound by explaining to the child where and how to place the tongue and what kind of lips to “make”. K, g, x: raise the tongue in a “lump” to the back of the palate, the tip of the tongue is lowered, the lips are slightly open; s, h: the tongue “grooves” at the bottom of the mouth, the lips smile, the air flows in the middle of the tongue along the groove; ts: the sound consists of the rapid pronunciation of two sounds - [t] and [s], at the first moment the tip of the tongue rests on the “tubercles” behind the upper teeth, as with the sound [t], then bounces back to the position [s]; w, g: stick out your tongue, make a cup (“so that the water doesn’t spill out”), remove the cup behind your upper teeth, lips are rounded, stretched forward like a “horn”; l: the tongue rests on the bases of the upper teeth or on the teeth, stands firmly, like a “soldier on duty”, does not allow the air that flows along the sides of the tongue to pass through; p: the tongue is raised to the alveoli, trembles slightly under the pressure of a strong stream of air, the lips make a “grin like a dog’s”, hard, tense.

5. To achieve a strong, directed exhalation, come up with all sorts of games: soap bubbles, blowing bubbles through a cocktail straw into the water, just blowing hard on the water in a deep plate, spinners, whistles, chasing a “boat” through the water, a sliver of wood, driving the ball into the goal. , a cotton ball between two pencils. All games have one condition: the cheeks must be thin (not swollen).

R is the most difficult sound. It is often pronounced in French: the tip of the tongue is at the bottom, and its root or uvula, a small tongue, trembles. It is difficult to fix this, but it is possible. Try the exercises: 1) hit the alveoli with the tip of your tongue, saying “d-d-d...” (like on a drum); the lips are tense, the mouth is open. Then exhale forcefully onto the tip of your tongue “d-d-d-d-d-r”; 2) place small pieces of paper on the tip of the tongue, quickly lift them behind the upper teeth and blow them off with a strong exhalation; 3) pronounce “zh-zh-zh” and move the tip of the tongue.

That is, when performing all these exercises, you need to ensure that the tip of the tongue is raised to the bases of the upper teeth and “trembles.” Your child has a new sound!

6. In the next lesson (and you need to practice for 15-20 minutes every day), consolidate sounds in syllables, for example SHO, SHU, SHA, ShB, SHI, OSH, USH, ASH, ESH, ISH or TRA-TRO, DRO-DRY, ATR -ADR, OTR-ODR. When it becomes easy, start repeating words and naming pictures with these sounds.

7. Now make sure that the child pronounces the mastered sound in his free speech. This stage of automation can last a long time, even a year. Be patient.

8. As you consolidate one sound in everyday speech, simultaneously begin working on the next one.

9. It happens that a child perfectly pronounces similar sounds, for example “z” and “zh”, or “s” and “sh”, or “ch” and “sch”, and replaces them in his speech. This is dangerous for future writing. The same errors may occur when writing. Moreover, the child will confuse not only these letters, but also other paired consonants (b - p, d - t, d -d, t - t), since with such a violation not only the sounds mixed in speech are affected, but also the sounds the letter system as a whole. To avoid future mistakes, you need to consider with your child what the difference is in the position of the organs of articulation when pronouncing these sounds, listen to their sound with your eyes closed, compare, think with your child what you hear in the sound - the squeak of a mosquito or the buzz of a beetle.

Then - this game: you name the child syllables with mixed sounds, and he determines what sound is in this syllable. Then do the same with words. And then select and teach how to correctly pronounce simple sayings like “Drying on the table, cones on the pine” or:

Chick-chick-chickalochki,
The bear rides on a stick!
Squirrel on a cart
He cracks nuts.

Or A. Barto’s poem “We didn’t notice the beetle.”

What else, besides correct sound pronunciation, should be in the speech of a six-year-old child? He not only summarizes “vegetables” in one word - cabbage, potatoes, beets - but also independently lists what applies to, say, fruits. When listing “planes, cars, trains, tractors,” he singles out the plane and explains: “It flies, it has wings”; a six-year-old is already able to explain the differences between, say, the same airplane and a bird: “She is alive, and he is iron, he has a motor” (singling out the most essential must be tirelessly taught). In a book, picture, or film, the child highlights the main thing, is able to retell the content, understands who the hero of the work is, who acts correctly and why, and condemns negative characters.

A child at this age composes fairy tales, stories, understands fiction, fantasy and distinguishes them not only from reality, but also from the lies that he condemns. He is able to perform a poem in front of adults, reading it expressively, conveying the mood. He studies the alphabet, composes syllables and remembers the spelling of several words, highlighting them in the text; writes some words of three or four letters and his name in block letters - of course, making monstrous mistakes; understands the plot connection between three pictures, composes a story or fairy tale based on them.

If your preschooler has not achieved something yet, help him patiently and joyfully. And your efforts will be rewarded handsomely. Your child's receptive age will also help with this.