Lessons on making hissing sounds for preschool children

The letter “Ш” is considered one of the most difficult to pronounce. To achieve clear speech in children, speech therapy classes are conducted - first on production and then on automation of hissing sounds. Working out is the final, but very important stage. It is needed for the formation of conditioned reflex connections in the cerebral cortex. When the process is completed, the child begins to speak correctly unconsciously, without any control or energy expenditure.

Exercises for making hissing sounds in children

Sound pronunciation is formed in children from the first months of life. The baby pronounces vowels first, and this is an involuntary process. For up to three years, it can distort the sound of certain sounds. And by the age of five or six, before going to preparatory class, the baby should have a fully formed phonetic range.

Speech therapy sessions with a child

On the sound “sh”, speech therapy classes are usually often carried out in the older group of kindergarten. It includes:

• Identifying the problem using speech therapy materials and tables,
• Articulation gymnastics, staging and automation,
• Homework for the child so that the working moment goes more successfully and efficiently. It usually includes various exercises.

When the child has mastered the sound “sh”, you can move on to “zh”. Then the process of differentiating these sounds will be easier, since their articulation is the same. The baby will learn to distinguish where he hisses with calm vocal cords, and where he needs to add vibration.

Important ! As a rule, many children cannot cope with hissing words due to their replacement with “s”. It turns out to be a whistle instead of a hiss. It is worth paying attention to speech when pronouncing sounds. Many children can be helped by comparisons with the movement of a train or the flight of a bumblebee.

Any exercises in speech therapy to produce sounds begin with articulatory gymnastics. This helps prepare the device for proper operation and at the same time relax it.

Articulation gymnastics

In speech therapy classes starting with the letter “w,” articulatory gymnastics occupies a special place. It should be done 2-3 times daily for 5-10 minutes. It is best to stand near a mirror - this way the baby can immediately see his shortcomings and repeat correctly after the adult.

Articulation gymnastics during staging

Exercises:

• "Smile-pipe." Be sure to close your teeth and hold them in this position. Stretch your lips in a smile and fix them for 5 seconds, then stretch them forward into a tube - also for 5 seconds. Repeat 5-7 times.
• "It's hot - it's cold." Open your mouth as if it were hot, and then close it as if it were cold.
• "Pancake." Open your mouth, smile. Then put your tongue on your lower lip, remove it, and put it back again. Keep your mouth smiling.
• "Chatterer." Quickly move your tongue along your upper lip and play “bl-bl-bl.”

Defectological assistance in educational institutions for preschool children

Article:

We present to your attention a presentation on the topic “Methods and techniques for producing hissing sounds.”
As already mentioned, one of the components of success in the correctional work of a speech therapist is a clear understanding of the position of the organs of articulation of the sounds being corrected. The group of hissing sounds includes sounds such as sh, zh, ch, shch. The slides show articulatory profiles of these sounds. The structure of the organs of articulation. When pronouncing the sound sh, the lips are rounded and slightly extended forward (before the subsequent vowel a, rounding is minimal; before s(i), there may be no rounding. The teeth are close together, but not touching, the distance between them is 2-5 mm, the upper and lower incisors are visible. The wide tip of the tongue is raised to the alveoli or the front part of the hard palate and forms a gap with them. The front part of the back of the tongue is wide, raised to the palate behind the alveoli (reminiscent of the shape of the front edge of a ladle), but does not touch the palate, but forms a gap with it. The middle part of the back the tongue is lowered, bends downwards (the depression in the middle forms, as it were, the bottom of a “bucket”).

part of the back of the tongue rises towards the soft palate and is pulled back. The lateral edges of the tongue are pressed against the upper molars and do not allow the escaping stream of air to pass through the sides. The soft palate is pressed against the back wall of the pharynx and closes the passage into the nasal cavity. The vocal cords are not tense, they are spread apart, the voice is not formed. The air stream is strong, wide, warm, and can be easily felt with the back of your hand brought to your mouth.

When the sound is formed, the articulation is the same as when the sound is formed; it is complemented by the work of closed and oscillating vocal folds that produce voice. The exhaled stream of air is somewhat weaker, and the gap between the tip of the tongue and the hard palate is smaller than when forming a w.

The sounds sh and z are always hard, z is voiced, sh is unvoiced.

The sound shch in Russian is pronounced as a long soft fricative sibilant. When pronouncing it, the lips are rounded and slightly moved forward. The wide tip of the tongue is raised to the level of the upper teeth (lower than when pronouncing sh). The front part of the back of the tongue bends slightly, the middle part rises towards the hard palate, the back part is lowered and moved forward. The tongue is tense. The velum is raised, the vocal folds are open. A strong stream of air passes through two slits: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth or alveoli. A complex noise is formed, higher than with the sound sh. The sound is dull, always soft

When pronouncing the sound h, the lips, as when pronouncing all hissing sounds, are rounded and elongated. The sound has complex linguistic articulation: it begins with a stop element (as with the sound t). The tip of the tongue is lowered and touches the lower incisors. The front part of the back of the tongue is pressed against the upper incisors or alveoli, its middle part is curved towards the hard palate. The whole language moves forward somewhat. The sound ends with a short fricative element (as with the sound u). The boundary between the plosive and fricative (fricative) elements is not captured either aurally or articulatory, since the elements are fused together. The soft palate is raised and closes the passage to the nose, the vocal cords are open. The sound h is dull, always soft.

The articulation of hissing sounds has much in common with the articulation of whistling sounds. This similarity determines the similarity of pronunciation defects. Children exhibit the same types of distortion of hissing sounds; they are presented on the slide. Parasigmatism of sibilants manifests itself in such substitutions as:

w -s,t,f;

w-h,d,w:

sh – s, sh, t;

h – t, s.

The slide shows the order in which the sounds of a group of hissing sounds are produced.

There are several ways of producing sounds: by imitation, mechanical, mixed.

Techniques for making sounds [w], [zh], [sch], [h]

Preparatory stage.

In the absence of the sound [sh ], work begins with the formation of correct articulation of sound: the ability to slightly push the rounded lips forward is developed; raising the wide anterior edge of the tongue to the tubercles behind the upper teeth; the ability to press the lateral edges of the tongue to the upper molars; a long-lasting air stream running down the middle of the tongue. Staging. The technique of imitation is used and attention is paid to the correct position of the organs of the articulatory apparatus (they are asked to pronounce SA several times and during pronouncing, gradually (smoothly) raise the tongue up, the lips are slightly extended like a tube). With the mechanical method, probe No. 5 is used from the syllable SA, the tongue rises upward. Interdental sigmatism . Preparatory stage: exercises are carried out to lift the tip and front part of the back of the tongue by the upper teeth; generation of a directed air stream; the sound [t] is practiced, which requires lifting the tip of the tongue by the upper teeth. Staging. The child is asked, with his mouth open, to pronounce aspirated [t] 4-5 times at a slow pace, hitting the tubercles behind the upper teeth with the tip of his tongue; Gradually lengthen the exhaled stream and do not hit the tubercles, but only raise the tip of the tongue towards them. Lateral sigmatism . Preparatory stage: exercises are carried out to strengthen the lateral edges of the tongue, uniformly lift both halves of the tip and the front part of the back of the tongue upward; producing an air stream running in the middle of the tongue; [t] and [s] are processed. Staging. Mechanical assistance is used (probe No. 5, a flat, narrow, slightly curved handle from a teaspoon), lift the wide tongue behind the upper teeth, move it back to the tubercles, ask the child to lightly clamp the spoon with his teeth and pronounce [s] for a long time (all front teeth time are visible). Nasal sigmatism. Preparatory stage: the ability to hold a wide, spread tongue on the upper lip is developed; direct the air stream to the tip of the tongue raised on the upper lip; to distinguish by ear the sound of [w] in nasal and oral pronunciation, [t] and [s] are practiced. Setting [w] from [s] with mechanical assistance. If there is [p], then when pronouncing RA, use a spatula or probe No. 5 to stop the vibration of the tongue - a hissing is heard. When RA is pronounced in a whisper, SHA is heard, when pronounced loudly, ZHA is heard. Labiodental sigmatism . Preparatory stage: the child is taught to compare and distinguish by ear [w] - [f], using pictures-symbols; exercises are carried out to practice the upward and downward movements of the lower lip; lifting the wide front edge of the tongue upward. Staging. They put [w] by imitation, using visual control. Make sure that the lower lip is motionless and exposes the lower incisors (the lips can be held with your finger). Mechanical reception from [s] is possible. Dental sigmatism . Preparatory stage: the ability to compare and distinguish by ear [w] - [t] is developed, using pictures-symbols; distinguish the sounds [w] - [t] based on tactile sensations of the air stream ([w] - long, [t] - jerky); exercises for long-term directed air stream; the position of the wide anterior edge of the tongue at the tubercles behind the upper incisors; processed [s]. Staging: by imitation (visual control and tactile sensations). Hissing sigmatism . Preparatory stage: compare and distinguish [w] - [sch], using pictures-symbols; the ability to raise the wide front edge of the tongue to the tubercles behind the upper incisors; alternate movements of the wide tip of the tongue from the base of the upper incisors to the front of the hard palate (forward - backward). Staging. From [with] a mechanical technique (pushing the tongue back). Whistling sigmatism . Preparatory stage: compare and distinguish [s] - [w], using pictures-symbols; difference in air flow ([s] - cold, [w] - warm); upward movements of the wide tongue; alternating movements of the wide tongue for the lower - upper teeth; alternating lip movements: stretching into a smile - closed forward (tube). Sound production imitation technique. The sound [zh] is made from [sh] by connecting the vibration of the vocal folds. Automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with confluence), words and phrasal speech. With sigmatisms, they end with the stage of automation, with parasigmatisms - differentiation of [w] with substitute sounds: with [f] with labial-dental, with [t] with dental, with [sch] with hissing, with [s] with whistling parasigmatisms. Among the disadvantages of pronunciation [ch], in addition to those that are common to all sibilants, it should be noted the replacement of [ch] with a soft whistling affricate [ts'], as well as the sounds [t'] or [sh']. The sound [h] is placed from [t]: with the tip of the tongue raised upward, it is moved further inland from the upper incisors. The child is asked to pronounce Тъ-Ть or Т'И (AT') with the tip of the tongue raised upward, while pushing the lips forward. You can use probe No. 5 to retract the tip of the tongue back. The correct pronunciation of [h] can also be achieved by pronouncing the sound combination ТШ simultaneously, first at a slow, then at a fast pace. Among the disadvantages of the pronunciation of [sch] there is a shortened pronunciation (as with [sh]), replacement of the sound [sch] with [s'], pronunciation of [sch] with an affricative element (like the combination Ш'Ч). The sound [š] often appears automatically after [š, zh, h] are placed. To evoke [sch], the child is asked to pronounce [sh] for a long time, stretch his lips into a smile, moving his tongue forward = [sch]. A mechanical method is possible: the child pronounces S'I or S'A several times, the speech therapist inserts a spatula or probe under the tongue and, at the moment of pronouncing the syllables, slightly lifts it, moving it back a little (or simply moving it away with the touch of a spatula).

The following exercises help develop the necessary movements of the tongue and air stream.

“Spatula”, “Pancake”,

"Swing"

“The tongue steps over the teeth” “Painter”.

"Fungus"

Goal: strengthen the muscles of the tongue, develop upward movement of the tongue, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue with its entire plane against the palate (the tongue is suctioned) and hold it in this position, counting from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its stem. Make sure that the lateral edges of the tongue are equally tightly pressed to the palate (neither half should sag), so that the lips do not stretch over the teeth. When repeating the exercise, you need to open your mouth wider.

"Harmonic".

Goal: strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.

The mouth is open. Lips in a smile. Press the wide tongue to the palate (the tongue is sucked) and, without lowering the tongue, open and close the mouth. When repeating the exercise, you should try to open your mouth wider and hold it in this position longer. Make sure that when you open your mouth, your lips are in a smile and remain motionless, and your tongue does not sag.

10."Delicious jam."

Goal: strengthen the muscles of the tongue, develop mobility of the tongue, develop the lifting of the wide front part of the tongue.

The mouth is open. Lips in a smile. Using the wide front edge of the tongue, lick the upper lip, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Be careful not to

tapered; when retracted, its lateral edges slid over the molars, and the tip of the tongue was raised. The lips do not stretch over the teeth, the lower jaw does not “pull” the tongue up - it should be motionless.

“Cup”, Purpose: to strengthen the muscles of the tongue, to develop the elevation of the lateral edges and tip of the tongue, the ability to hold the tongue in this position.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue is lowered, bending downwards. In this position, hold your tongue while counting from 1 to 5-10. Make sure that the lips do not stretch over the teeth and that the lower jaw is motionless.

"Focus". Goal: to develop the ability to hold the side edges and tip of the tongue in a raised state, to learn to direct the air stream along the middle of the tongue.

The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue bends downwards. Holding your tongue in this position, blow the cotton wool from the tip of your nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, and the cotton wool flies straight up.

"Speaker"

“Fence” - “Speaker” - “Tube”

Goal: strengthen the orbicularis oris muscle, develop the ability to quickly change the position of the lips.

The teeth are closed. The lips imitate the pronunciation of the sounds i-o-u.

"Slide"

Goal: to develop the lifting of the anterior-middle part of the back of the tongue, the ability to quickly change the position of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the lower incisors, and the anterior-middle part of its back first rises until it comes into contact with the upper incisors, then lowers. Make sure that the lips do not stretch over the teeth and the lower jaw does not move

Lessons on making the sound “sh”

Staging the sound sh during speech therapy exercises can be done using different methods:

• From "s".
• From "t".
• From "r".
• And even from “a, uh, s”

Staging according to the method of Balova O.I.

Proper production of sounds

The most common way to correctly produce the “sh” sound is the “s” method. It is used when there are no defects or problems with the speech apparatus. It is also important that the whistling sound is not pronounced. The baby first begins to pronounce “s”, releases air, and then tenses his tummy a little more when exhaling. This produces hissing. You can also try pressing lightly on the baby's diaphragm (stomach) as you exhale to help the process. Facial expressions should not change, there can be no tension!

Note ! Difficulties in pronouncing sibilants can arise due to improper speech breathing, problems in speech hearing and the individual structure of the frenulum. Therefore, you should first identify the presence of these issues and visit specialists. If they are absent, proceed with sound production with a speech therapist.

From “t” in speech therapy, a diagnosis is made for interdental sigmatism of a child. First, the baby is taught to touch the upper teeth, and then very slowly pronounce the correct sound from “t”.

From “r” the setting is performed only if there is a confident “r”. “R” is pronounced quietly, almost in a whisper, the exhalation pressure decreases - it turns out “sh”.

For vowels, the production of “sh” can be done at home, since it does not require the presence of a speech therapist. The baby pronounces vowels and raises his tongue to the sky with a special tool.

Sound Automation

Automation of “sh” occurs when working with syllables, words and sentences. For a more enjoyable pastime, you can buy special coloring books, pictures, cards or a drawing album, where you can draw illustrations with your child. The baby will draw and speak at the same time, thereby strengthening the skills.

Tasks starting with "sh", coloring book

The following activities are held in the form of a game:

• First, individual syllables are pronounced: sho-sha-shu-she-shi,
• Then the words are added: checker, highway, cones,
• And then you can move on to sentences, tongue twisters: Sasha walked along the highway and sucked on a dryer.

Automation of sound C

What you need to know about sound automation?

The peculiarities of speech development are such that the child first begins to pronounce an isolated sound. Correct pronunciation of words and sentences is more difficult for children and requires some effort. For example, you can often encounter a situation where a baby hisses “Shhh” clearly and clearly, but instead of “hat” he continues to say “sapka”. Or, in a calm state, he pronounces words correctly, but when he is emotionally excited, he begins to “swallow” or replace sounds. This means that conditioned reflex connections in the cerebral cortex are not fully formed. To complete the process and bring correct pronunciation to automaticity, training is needed.

Automation of hissing sounds is carried out in stages in a certain sequence. First, the [w] is staged, the details of which can be found here. After the child pronounces a separate sound correctly, it is practiced:

• in syllables;
• in words;
• in sentences;
• in verse;
• in stories;
• in independent speech.

It is important to follow this sequence. You cannot move to the next difficulty level if the sound on the previous one has not yet been mastered. The child will make mistakes, and this can lead to the formation of incorrect conditioned reflex connections.

Speech therapy games

Speech therapy games for the sound “sh”, like any entertaining activities when practicing difficult sounds, are liked by the baby. They help not only to have fun, but also to develop in preschoolers correct sound pronunciation and the ability to correctly use a given sound in speech. Also, speech therapy games interest children in further work, which helps to significantly accelerate learning progress.

Speech therapy game for automating the sound “sh”

Abstract of GCD for automation of sounds [Ш, Ж] in words

Abstract of GCD for automating sounds in words.

Topic: “Automation of sounds [Ш, Ж] in words

"(using non-traditional methods of correctional speech therapy work for children of senior preschool age with disabilities)

Target:

automation of sounds [Ш, Ж] in words.

Tasks:

activation and improvement of movements of the articulatory apparatus;

consolidating the correct pronunciation of sounds [Ш, Ж] in words;

development of general and fine motor skills;

development of higher mental functions;

fostering self-control over one’s own speech.

Equipment:

a ball with a diameter of 2-3 cm on a string, object pictures, a ball for physical exercises, a chest with wooden beads, an educational game “Objects from plots”.

Developmental game session progress.

Organizing time.

The speech therapist meets the child in the office and invites him to go to the mirror.

Articulation gymnastics.

[Development of articulatory motor skills]. Articulation gymnastics is carried out according to the method of V.V. Konovalenko, S.V. Konovalenko.

Move the ball along the horizontal stretch on the fingers of both hands with your tongue to the right and left.

Move the ball up along a vertically stretched rope (the ball falls down randomly).

Push the ball up and down with your tongue, the rope is stretched horizontally.

The tongue is “Cup”, the goal is to catch the ball in the “Cup”.

Catching the ball with your lips, pushing it out with force, “spitting” it out.

Game "One - Many".

[Improving the grammatical structure of speech (formation of the plural of nouns)].

The speech therapist gives cards with pictures of objects in the plural and suggests looking at all the cards. Then the speech therapist shows a card on which one object is depicted and asks the child to find a paired card. The words are pronounced, clearly pronouncing the sounds [Ш or Ж]. (Cards: car-cars, acorn-acorns, cat-cats, baby-bear cubs, wardrobe-cabinets, ski-skis, hat-caps, cannon-cannons, horse-horses, beetle-bugs, fur coat-fur coats, toad-toads etc.).

Physical exercise "Living - non-living."

[Development of speech-hearing analyzers, general motor skills].

The speech therapist throws the ball and says the word. The child catches the ball and answers, “Living or nonliving.” Returns the ball to the speech therapist. Words used during the game: car, frog, cat, acorn, ski, puddle, giraffe, bear, hat, fur coat, cockerel, horse, mouse, grandfather, wardrobe, chess, grandmother, barbell, cannon, pear.

Game “Items from Plots”.

[Development of visual perception, automation of sounds [SH, F].

Finger game "Beads". [

Development of visual, phonemic perception, fine motor skills, automation of sounds [Ш, Ж].