The sequence of sound production in speech therapy for children. Table, diagram

A child who goes to 1st grade must be able to read and write. If there are any developmental deviations, it will be difficult for him to learn the material in class, and his performance will decline. To avoid this, you need to work with your baby from birth.

There is a certain sequence of sounds. If this is neglected, then various disturbances in the pronunciation of sounds will arise, which are considered in speech therapy from the point of view of the disease (sometimes they can be corrected).

Types of disorders of the pronunciation aspect of speech in speech therapy

Even a temporary delay in speech development can adversely affect the child’s overall development. Mastering correct speech is a necessary condition for mastering literacy and studying at school. In speech therapy, certain types of disorders are distinguished, which include alalia, dyslalia and dazarthria.

Alalia

Alalia is a complex disorder of speech development. It denotes the immaturity of all parts of speech as a result of the fact that the speech zones in the cerebral cortex were affected before birth and from 0 to 3 years.

In turn, alalia is divided into:

• motor;
• sensory.

It happens that a child has a mixed form of the disease, but one type is predominant. Motor (expressive) alalia can be corrected, while a child with sensory (impressive) alalia has physical hearing but does not understand what others say.

Dislalia

Dyslalia refers to disturbances in the pronunciation of sounds, but the child has good hearing and a normally developed articulatory apparatus. A child with this diagnosis misses, replaces, mixes or distorts sounds when pronouncing them. In speech therapy, dyslalia is considered a common disease.

Approximately 25-30% (sometimes 50%) of preschool-age children and 18-20% of primary school-age children are diagnosed with this speech disorder. If it is not corrected in time, in the future the child will not be able to fully master writing, and disorders such as dysgraphia and dyslexia may develop.

Dysarthria

With dysarthria, the central part of the analyzer (speech motor) is affected and the functioning of the muscles of the speech apparatus is disrupted. The child’s speech motor skills, sound pronunciation, and speech breathing suffer, so speech is inarticulate and slurred. If dysarthria is diagnosed, then a speech therapist, neurologist, or psychiatrist works with the baby.

IV. Production of posterior lingual sounds.

Rear lingual sounds are produced by imitation or with mechanical assistance from basic sounds (Fig. 1): Fig. 1

SOUND [K]

1. By imitation.

a) Sometimes, as a result of well-organized preparatory work, it is possible to produce the sound [K] by imitation. The speech therapist in front of the mirror gives a sample of the articulatory structure of the sound [K], but does not pronounce the sound, so as not to trigger the child’s habitual defective articulation. The child is asked to reproduce the correct articulation of the sound [K] and blow the cotton wool from the palm of his hand brought to his mouth, the main attention is paid to the place of formation of the closure of the back of the tongue with the palate, as well as the formation and strengthening of a directed oral air stream. All work is carried out under constant visual, auditory and tactile control.

b) We draw a figurine and imitate a chicken.

2. With mechanical assistance

Setting [K] FROM Sound [T]. a) With this method of production, the child is asked to pronounce the syllables “ta-ta-ta” several times, opening his mouth wide. At the moment of pronouncing the syllable, the speech therapist uses a spatula or a special speech therapy probe No. 5 (see Fig. No. 3)

Probe No. 5 Fig. 3

Rice. 4 . Stages of sound production

from the sound
t.
With this method of setting, tactile control is constantly connected. After the child begins to easily and quickly pronounce the syllables “ka-ka-ka” using a probe or spatula, with the mechanical help of a probe or spatula, mechanical assistance is gradually eliminated.

b) Setting [K] from [X].

When pronouncing the sound [X] for a long time, lightly press the bottom of the mouth in the area of ​​the root of the tongue with your thumb until the sound [K] is produced.

c) Setting [K] from [K'].

The child is asked to pronounce the syllable “kya”; at the moment of pronouncing, the speech therapist using probe No. 5 gradually moves the tongue back by pressing on the front part of the back of the tongue. First the syllable “kya” is heard, then “ka”.

Sound [K']

By imitation.

a) The speech therapist shows the child the correct articulation of the sound [K] and suggests slightly moving the tongue forward and tightening the lips. The child reproduces the proposed articulatory structure with the constant use of all types of control; constant comparison of the sensation of one’s own sound production and the sound of a sample.

b) Setting [K'] from [K].

The sound [K'] can be called up immediately after automating the sound [K] in combination with the vowel sounds [I], [E], [I], making sure that the lips stretch into a smile.

It is necessary to pay attention to the fact that the child correctly performs the installation with this sound: the tip of the tongue must be kept at the lower teeth, as with “I”: The teeth are brought together (2 mm), exposed in a “smile.” The air stream goes exactly through the middle of the tongue when bowing. You can check: I – CH – CI. When bowing, the back of the tongue (middle part) touches the palate and drops sharply. You cannot press this part against the palate for a long time, because otherwise the air will flow along the edges of the tongue and you will hear a squelching sound. The child pronounces the first syllable in the word “kisa” with tension. Then we try to pronounce this sound separately with the child “Кь,КьКь”

With mechanical assistance.

Setting [K'] from [T'].

The child is asked to pronounce the syllable “tya-tya-tya” several times in a row. At the moment of pronouncing the syllable, the speech therapist, using a spatula or probe No. 5 (see Fig. 2), gradually moves the tongue back, pressing on the front part of the back of the tongue. As you move deeper, you can hear the syllables “kya-kya-kya.”

Probe No. 5
Fig.
2 Sound [G]

By imitation.

a) The performance should consist of showing and explaining the difference between the sound [G] and the sound [K]. In this case, it is useful to put the child’s hand on the neck and give him the opportunity to feel the vibration of the larynx and the movement of the anterior wall of the pharynx, which occurs under the pressure of the air that accumulates in it before the air explodes.

b) Setting [G] from [K].

The sound [G] can be obtained by voicing the sound [K]. To do this, the child is offered the following table:

Vowel sounds are pronounced briefly, abruptly, with a firm attack. By analogy, in some cases, after pronouncing a quiet dull sound [K], a loud voiced sound [G] sounds. In this case, it is necessary to put your hand on the child’s neck (above the larynx) and give him the opportunity to feel the vibration of the pharynx, which occurs under the pressure of the air accumulating in it until the air explodes.

With mechanical assistance.

Setting [G] from [D].

The child is encouraged to pronounce the syllable “da-da-da”, while at the same time we press with a spatula or probe No. 5 (see Fig. 1) on the front part of the back of the tongue. The syllable “da” is successively transformed into the syllable “dya”, then into “gya”, and finally into “ga”.

Probe No. 5
Fig.
1 Sound [G']

By imitation.

a) The speech therapist asks the child to pronounce the sound [G], and then after a pause - the sound [I]. When pronounced again, the pauses decrease until the syllable “gi” is formed.

2. With mechanical assistance.

a) Setting [G'] from [D'].

During the repeated repetition of the syllable “dya,” the speech therapist slowly moves the tongue back with probe No. 5 (Fig. 2), evenly pressing on its front part. As the tongue moves deeper, the syllables “dya” are heard at the beginning, then “gya”.

Probe No. 5
Fig.
2 b) Setting [G'] from [G].

The speech therapist shows the child the correct articulation of the sound [G] and suggests slightly moving the tongue forward and tightening the lips. The child reproduces the proposed articulatory structure with the constant use of all types of control.

SOUND [X]

1. By imitation.

a) The speech therapist asks the child to open his mouth and “breathe on his hands - warm them.” In this case, the speech therapist makes sure that the tip of the tongue is at the bottom, and the back part rises steeply, but does not touch the palate. First, they offer the child to make a “low slide”, and only then let the breeze flow.

b) Setting [X] from [K].

Setting the sound [X] based on the sound [K], accompanying the articulation with aspiration. The result should be a kind of lingual-posterior palatal affricate, something like [kh]. In the future, all that remains is to separate the fricative part of such a combination from the plosive and consolidate the resulting articulation.

c) Setting [X] from [C]. The child is encouraged to pronounce the syllable “sa”, extending the consonant phoneme. Repeated playback of the same syllable is preceded by pressing with a spatula or probe No. 5 (see figure) on the front part of the back of the tongue - holding it behind the lower incisors. Under such conditions, instead of “sa” you will get something between “xia” and “sha”. Further advancement of the spatula or probe deeper into the mouth leads to the transformation of the syllable “sa” into “hya”, and then into “ha”.

Probe No. 5
Fig.
2 SOUND [X']

1. By imitation.

Usually called immediately in syllables after the sound [X]. Pronouncing the sound [X] and after a pause the vowel sound [I] or the sounds [E], [I]. Gradually reducing the pause, we get the syllable “hi”.

2. With mechanical assistance.

Setting [X'] from [C].

The child is encouraged to pronounce the syllable “sa”. Repeated pronunciation is preceded by pressing with a spatula or probe No. 5 (see figure) on the front part of the back of the tongue, holding it behind the lower incisors, the syllable “sya” is obtained. Further advancement of the spatula or probe deeper into the mouth leads to the transformation of the syllable “sa” into “hya”.

WHISTLING SOUNDS

Causes of speech disorders in children

A child’s speech can be delayed at any stage of its development for a variety of reasons. Such children often have a poor vocabulary that is not appropriate for their age group. The development of phrasal speech is somewhat delayed, and defects in the pronunciation of sounds persist for a long time.

One of the reasons for such a temporary delay in speech development may be various diseases suffered by the child at an early age. Speech development is greatly influenced by gastrointestinal diseases, as a result of which the nutrition of the whole body and the cerebral cortex is disrupted.

Speech disorders can also be caused by:

• fetal infection;
• lack of fetal oxygen;
• Rhesus conflict;

• risk of miscarriage;
• toxicosis;
• chronic high or low blood pressure in a pregnant woman or other diseases of the cardiovascular system;
• fall of the expectant mother, resulting in injury to the fetus;
• bad habits of a pregnant woman (smoking, alcohol, drugs);
• complex labor (including transient, protracted) or childbirth that began ahead of schedule;
• if obstetric instruments were used during childbirth;
• intracranial birth injury in a newborn;
• received traumatic brain injury from birth in early childhood;
• jaundice in a newborn (nuclear);
• genetic predisposition (one of the parents has a history of a disease associated with speech impairment);
• a child under 3 years of age often suffered from acute respiratory viral infections, pneumonia, rickets and other diseases;
• the baby underwent surgery using general anesthesia;
• a preschooler grows up in unfavorable social conditions;
• the child is diagnosed with cerebral palsy;
• the tongue or upper lip has a short frenulum;
• malocclusion, abnormal structure of the dentition or palate;
• The child has not developed phonemic hearing.

Among the etiological factors, social reasons can also be identified. If adults speak hastily, tongue-tied, dialectally, then the child will imitate them.

When the child is not engaged, then the preschooler is left to his own devices: he does not hear correct speech, they do not communicate with him, as a result of which he withdraws into himself, speaks little and poorly. If a family alternately speaks two languages, this can lead to speech impairment (dyslalia).

Negative impact on child development

The following have a negative impact on the development of a preschooler:

• TV;
• gadgets (tablets, smartphones, etc.);
• unfavorable conditions (lack of educational toys, books, places for games and for drawing, modeling);
• the child does not walk outside, has poor physical skills, has no responsibilities at home, and does not know how to look after himself according to his age;
• from a psychological point of view, a comfortable atmosphere in the family is not recognized (no trust, constant screaming, insults, punishment, as a result of which the baby experiences stress, lack of attention from adults, minimal or complete absence of physical contact, especially with the mother).

A preventive factor for the normal development of a child is planning a pregnancy.

When does a child need sound correction?

Moms often understand better what her child is saying. However, speech defects, which many parents do not notice for a long time, can cause development and communication problems for the child in the future. Before you start panicking that the child does not speak a certain sound and take action, you need to find out what sounds should be formed at a certain age:

• Up to 3 years old, the baby correctly pronounces the sounds - B-B, M-M, V-V, P-P, T-T, D-D, K-K, G-G, H-H, F-F, N-NY, Y. Possible softening of sounds - this is considered the norm.
• From 3 to 4 years old, the child learns to pronounce S-S, Z-ZZ;
• At the age of 4-5 years, a preschooler masters Sh, Zh, Ch, Shch, Ts.
• At about 5-6 years old, a child can already say R-R-L, L-L correctly.

Now that age norms are known, we can make an assessment: how the child pronounces the sound, whether he distorts it, or replaces it with a simpler one. If a sound is pronounced incorrectly, then it is necessary to correct the sound pronunciation. The child needs to be tutored (by parents, speech therapist), without tutoring the pronunciation will be even worse.

The work of a speech therapist is divided into 3 stages:

1. Sound production.

2. Sound automation.
3. Difference of sounds.

It is not recommended for parents to make sounds on their own; this should be done by a professional - a speech therapist. But from the 2nd stage, parents can continue the learning process at home.

If there are other disorders of the speech apparatus, then the child must be shown to a neurologist. Individual complex treatment will be prescribed.

Methods of making sounds for preschool children

Nina Deltsova

Methods of making sounds for preschool children

METHODOLOGY FOR PRODUCING SOUNDS FOR PRESCHOOL CHILDREN.

Deltsova Nina Mikhailovna

teacher-speech therapist MBDOU "D/s "Olenenok"

According to the Federal State Educational Standards, the content of the educational field “Speech Development”

is aimed at achieving the goals of developing oral speech and verbal communication skills with others based on proficiency in the literary language of its people.

The speech development of a preschooler in accordance with the Federal State for preschool education includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

Speech is a necessary basis for human thinking; thought processes develop and improve as the child masters speech. On the other hand, the process of gradual mastery of speech is one of the main indicators of the normal mental, and partly, physical development of the child.

Speech impairment can occur at any age , but speech is most vulnerable in children . The vulnerability of children's speech is due to the fact that speech that takes a long time to develop is one of the most complex human skills.

The earlier a difficulty arises, the more significant it turns out to be for further speech development. If a child’s speech lags significantly behind the age norm , then comprehensive correctional work is necessary. When planning rehabilitation work with a child, it is necessary to take into account his mental and physical qualities in order to successfully master the correct sound pronunciation , as well as the analysis and synthesis of the sound composition of a word .

children who need speech therapy help are selected Before starting correctional work, it is necessary to meet the parents, talk about the early development of the child (What was the birth like? When did he cry? The first speech sounds ? Etc.). This data is necessary for further work with the child.

Those children who need speech therapy help are tested for normal physical hearing, the state of the articulatory apparatus and the state of phonemic hearing.

Having identified all the shortcomings, I begin corrective classes. When teaching, it is necessary to take into account the individual speech abilities of each child; create favorable conditions for more successful learning of the material (colorful visual aids, affectionate background, obligatory praise of the child).

We begin the work with articulation and finger gymnastics; preparing the speech apparatus for producing sounds , we carry out bioenergoplasty (coordination of words and movements, which is an effective means of speech and mental development. Articulatory gymnastics is better done in poetry, it will be more interesting, children really like it, and, which allows children to better assimilate and repeat exercises.

At first, you need to take the simplest exercises so that they are easier to obtain and produce results, so that the child is interested in success, which is very important for further work. Next, we move from easy to difficult. It is necessary to take into account everyone’s capabilities and approach them individually. As a result of the work done, the speech apparatus is ready to produce sounds . We start with whistling sounds ( "s"

,
"s'"
,
"z"
,
"z'" "c"
,
"c'"
).
We put on sound , automate, differentiate, introduce into speech.
When introducing into speech, we use syllables (direct and reverse, words, sentences, nursery rhymes, pure sayings and short poems. Whistling sounds are well-mannered, when pronouncing whistling sounds, the child holds his tongue well behind the lower incisors, keeps his lips in a slight smile. Next, we move on to hissing sounds ( “sh »

,
“zh”
,
“ch”
,
“sch”
, we completely change the position of the tongue.
Articulatory gymnastics changes completely; the tongue must be held at the top. The work begins with the education of the sound “sh”
, and then, step by step, we move on to each missing
sound , as they are clearly pronounced. Then we move on to the differentiation of educated whistling and hissing sounds . The work on the whistling and hissing sounds is finished . Let's move on to working on the sounds “l”
,
“l'”
,
“r”
,
“r'”
.
We change the articulatory gymnastics necessary for the education of the sounds “l”
,
“l'”
.
As the pronunciation of the sounds “l”
,
“l'”
, we move on to
the production of “r”
,
“r'”
, prepare the speech apparatus for their
production , change articulatory gymnastics. The sounds “l”
,
“l'”
,
“r”
,
“r’” are set , then we work on differentiating the resulting sounds ( “l”
-
“r”
,
“l’”
-
“r’”
);
We move on to the child’s independent speech. We are working on short stories, retellings and answers to questions. Requirements for parents are to monitor the purity of the pronounced sounds in the child’s independent speech at home.
The goal of speech therapy is to correct incorrectly pronounced sounds . The essence of speech therapy is to develop the correct pronunciation of sounds , their introduction into speech and the ability to use them in independent speech. All this is achieved with the help of a special system of pedagogical influence. The means of speech therapy is a special technique for correcting pronunciation. In my work I mainly use the game form. Only in this way can a child’s need for communication and interest in exercises be aroused, which in turn will provide an emotional impact and the ability to develop speech imitation. The earlier correctional work is started, the more grounds there are for its beneficial effect. We should not forget that the plasticity of the nervous system is not unlimited and decreases significantly with age , so work on speech formation should begin in early preschool age .

The material presented was related to the sound side of speech , overcoming incorrectly pronounced sounds of the native language . It is necessary to add to all that has been said that the development of a child’s speech is closely related to his cognitive development.

Working on sound pronunciation , we accumulate active and passive vocabulary, cultivate aesthetic impressions, and develop the child’s literary tastes. A child's education begins long before he goes to school. A child, when born, does not know how to speak, but the desire to understand the surrounding reality appears with his birth. The child reacts to sounds , to the mother’s speech, with his senses he understands the tone of address to him, the background of the mood of those around him, feels their love, affection and, growing up, does not like to be alone. By talking with a child from the first days, we encourage him to understand the world around him. The social environment in which a child grows up is of great importance. The development of a child depends entirely on his environment, which contributes to his mental and physical development.

Starting from infancy , people around the child try to talk to him, although the child does not yet understand the meaning of words, but our word is such a unique feature of human speech, which will later be useful to the child in his speech development, since every word heard by the child , remains forever in the reserves of the cerebral cortex. A child’s speech depends entirely on the speech of the people around him. And the task of adults is constantly speak in clear and correct speech. The child's speech appears to copy the adult's speech.

Thus, when working on the important task of developing the speech of preschool children , it is necessary to create appropriate conditions, that is, a system of measures for gradual and careful influence on a child suffering from one or another speech disorder, and this is the main task of speech therapy. As the child grows up, his thinking improves, his cognitive activity becomes more active, and his speech abilities develop.

Characteristics of OHP levels

General underdevelopment of speech in speech therapy is designated by the abbreviation OHP. This term refers to various types of speech disorders when components of speech (grammar, vocabulary, syllable and sound pronunciation) are impaired.

At the same time, the child has good hearing and intelligence. If you do not correct speech disorders with a preschooler until the age of 5, they may be diagnosed with ODD of a certain level. Depending on the degree of violation of OHP, there are 4 levels.

Stages of speech therapy work to correct sound pronunciation

Tatiana Borisova

Stages of speech therapy work to correct sound pronunciation

Preparatory stage

Articulation. The set of movements and positions of the speech organs - lips, tongue, etc., necessary for the formation of sounds .

Developing correct articulation of a disturbed sound is possible if you have well-formed articulatory motor skills, i.e., the ability to control the organs of speech and speech breathing. It is necessary to learn to tense and relax the tongue, hold it in the desired position, direct the air stream in the right direction, and coordinate the coordinated work of various organs of articulation.

This purpose is served by articulatory gymnastics - a set of special exercises for the lips and tongue.

Articulatory gymnastics is designed to develop in a fun way the child’s ability to control his own speech organs: tongue, lips, lower jaw and speech breathing.

For such work , certain conditions must be met.

Performing articulatory gymnastics should be mandatory during the period of preparing articulatory structure and sound .

It should be carried out regularly.

Duration of classes is 3-5 minutes.

Exercises are performed at a moderate pace with mandatory visual control. It is advisable that both the child and the adult can be in front of the mirror: the adult shows a sample of the exercise, the child repeats after him.

The movements of the tip of the tongue and lips in the baby’s imagination can be associated with already familiar images, developing his imagination and emotional sphere, and turning difficult work into an exciting educational moment.

Sound production stage

Sound production is the process of forming articulation, teaching a child to pronounce a sound in an isolated sound. At the stage of sound production, the skill of correct pronunciation of an isolated sound , the auditory, kinesthetic image of the sound , and the visual perception of articulation is used.

At this stage, speech therapy work is carried out in the following areas: development of speech perception, formation of phonemic analysis, development of articulatory motor skills, work on direct sound .

The development of speech perception, as in the preparatory stage , is carried out using tasks for simulating syllables . Syllables with consonant clusters are offered (which are pronounced correctly)

.

The development of phonemic perception, analysis and synthesis presupposes the formation of the ability to isolate the sound being practiced in a word , determine its place, and differentiate it from other sounds , especially from those that are articulatory and acoustically distant. Taking into account the level of mastery of the phonemic side of speech, it is possible to work on complex forms of phonemic analysis: determine the number of sounds in words of the sound on it . It must be remembered that at this stage , phonemic analysis is carried out by children only on the basis of auditory perception of the word, without pronouncing it.

At the stage of sound production, much attention is paid to the development of speech motor skills (kinetic and kinesthetic basis of articulatory movements)

.
Work continues to consolidate speech breathing skills, develop the voice, and articulatory movements.
The development of articulatory motor skills is carried out in the form of articulatory gymnastics. Articulatory gymnastics is a specific set of exercises for the lips and tongue, preparing the correct pronunciation of sounds . The goal of articulatory gymnastics is to practice each element of the articulatory structure.

The set of articulatory exercises is determined by the normal articulation of sound and the nature of the defect. For each sound, a specific system of articulatory exercises is recommended.

Articulatory gymnastics is usually carried out by imitation, in front of a mirror. If movements fail, mechanical assistance is used. Subsequently, they move from passive execution of movements to active actions.

At the stage of sound production, the same requirements are imposed on articulatory exercises as at the preparatory stage . Movements of the organs of articulation must be accurate, smooth, without accompanying movements, performed with normal muscle tone, without excessive tension and lethargy. Attention is paid to a sufficient range of movements, to the ability to hold the position of the articulatory organs for a certain time, to the switchability of movements.

After practicing isolated elements, the movements are combined and included in a single articulatory pattern.

There are several ways to produce sound :

1. By imitation - based on the auditory image, on the visual perception of articulation. This is due to the fact that children have fairly well developed imitation. However, by imitation, most often it is possible to create a sound only when it is absent. In mentally retarded children, sound by imitation is extremely rare.

2. Mechanical method of placement using auxiliary means (spatula, probe, etc.)

.
With mechanical assistance, the articulatory organs are given a certain position. For example, a child pronounces the sound “s”, the speech therapist places a probe or spatula under the tongue and slightly lifts it towards the upper alveoli, a hissing sound . With this method, the child himself does not search; his organs of articulation only obey the actions of the speech therapist .
After long training, he takes the necessary position without mechanical assistance, helping himself with a spatula or finger. 3. Production from other sounds , correctly pronounced, without mechanical assistance. For example, the sound “s” can be placed from the sound “i”. It is suggested to pronounce the sound “and”, bite the side edges of the tongue with the molars, and blow on the back of the tongue so that the breeze “walks”

on the tongue.

4. Staging sound from the articulatory structure. For example, the sound “sh” can be placed from “cup”

.
The child is asked to make a “cup”
outside the oral cavity, remove it inside the mouth and blow on the tongue.

5. The mixed method of production is based on the combination of previous methods of sound .

Sound automation stage

From a physiological point of view, the stage of sound automation is the consolidation of conditioned reflex speech-motor connections on various speech material. The delivered sound is still very fragile ; the conditioned reflex connection without reinforcement can quickly collapse. Automating sound means introducing it into syllables, words, sentences, and coherent speech. Children with sound pronunciation have fixed stereotypes of incorrect pronunciation of words, sentences, etc.

to automating a given sound only when the child pronounces it in isolation completely correctly and clearly with prolonged or multiple repetitions. In no case should you introduce into syllables and words a sound that is not yet pronounced clearly enough, as this will only lead to the consolidation of incorrect skills and will not improve pronunciation.

Automation of the supplied sound must be carried out in a strict sequence:

automation of sound in syllables (direct, reverse, with a combination of consonants)

;

automation of sound in words (at the beginning of the word, middle, end)

;

automation of sound in sentences ;

automation of sound in tongue twisters , tongue twisters and poetry;

automation of sound in short and then long stories;

automation of sound in spoken language .

First of all, sound is included in syllables . A syllable is a simpler speech unit compared to a word. In addition, the syllables are meaningless; therefore, the child does not have stereotypes in the pronunciation of words, which facilitates their automation.

Automation of fricative sounds begins with direct open syllables , then continues in reverse and closed syllables. When fixing stop sounds and affricates, the sequence is different: first automation in reverse syllables, then in direct open ones. Later, the pronunciation of sounds in syllables with a combination of consonants is practiced.

At this stage, exercises are offered for pronunciation of syllables with stress transfer. At first, you should actively work on syllable tables .

Automation in words is first carried out based on syllables (sa - sad)

.
At the initial stages sound is consolidated , then words in which the sound is at the end and middle of the word. At first, the sound is automated in words that are simple in phonetic composition and do not contain broken sounds , then in words with a combination of consonants. To automate sound, they use the techniques of reflected repetition, independent naming of words from a picture, and reading of words. Useful tasks that direct the child to search for words containing a given sound (inventing words with a given
sound ) .
You should not limit yourself to just training sounds in words ; you need to introduce creative exercises, games, and move from pronouncing individual words to constructing phrases with them and short statements.
At this stage, sound is automated in phrases, phrases, sentences, connected texts, and colloquial speech. At first, sentences with moderate inclusion of sound , later automation is carried out on speech material saturated with this sound .

At this stage, work is also carried out on complex forms of sound analysis and synthesis , to develop the ability to isolate a sound in a word , determine its place in relation to other sounds (after which sound , before which sound ). This work contributes to the efficiency of the automation process. The ability to clearly and quickly determine the sound structure of a word is necessary for the correct and rapid completion of the automation stage .

In the process of automating sounds, work is carried out on the prosodic side of speech: on stress when automating sounds in syllables and words , on logical stress in the process of automating sounds in sentences , on intonation when fixing the pronunciation of sounds in a sentence , connected speech.

Along with the development of the phonetic-phonemic side of speech, at the stage of automation of sounds , the vocabulary is enriched, systematized, and the grammatical structure of speech is formed.

Speech sound differentiation stage

Work on differentiation of sounds is carried out in the following directions: development of auditory differentiation, consolidation of pronunciation differentiation, formation of phonemic analysis and synthesis.

It is especially important to differentiate phonetically similar sounds : hard and soft, voiced and voiceless, whistling and hissing, affricates and the sounds that make up them. The following sequence of sound : b - p, d - t, g - k, z - s, zh - sh, s - sh, z - zh, c - s, h - t, h - shch.

In the process of developing the differentiation of sounds, tasks are offered to imitate syllables , for example, when differentiating with –z: sa-za-sa, za-sa-sa, etc. An effective method of work is to determine the phonetic correctness of the word. Children are offered words that have phonetically similar sounds (ring - kolso, swallow - swallow, etc.)

.

Speech therapy work on differentiating mixed sounds includes two stages :

1) preliminary stage of work on each of the mixed sounds

2) the stage of auditory and pronunciation differentiation of mixed sounds .

At the first stage , the pronunciation and auditory image of each of the mixed sounds .

The work is carried out according to the following plan:

1. Clarification of sound based on visual, auditory, tactile perception, and kinesthetic sensations. For example, when clarifying the correct articulation of the sound c, you need to pay attention to its pronunciation: the lips are stretched as if in a smile, the tip of the tongue is behind the lower teeth. With the help of tactile sensation, it is clarified that when pronouncing this sound , a narrow cold stream of air is formed, the vocal folds do not tremble. is compared to the whistle of the wind .

2. Isolation of sound against the background of a syllable . Children learn to isolate sounds from a syllable by ear and in pronunciation, to distinguish between syllables with and without a given sound . For example, a speech therapist names syllables that include a given sound and do not have it . Children must raise a circle or letter and clap their hands if a given sound .

3. Formation of the ability to determine the presence of sound in a word . The speech therapist suggests words that include this sound and do not have it . Words with sounds that are similar acoustically and are mixed in pronunciation are excluded. The sound being studied must be associated with the corresponding letter. For the first time, a letter is introduced only after recognizing the sound in a different sound environment . In this case, the letter is associated not only with an isolated sound , but also with a phoneme, which generalizes various variants of a given sound , depending on its position in the word. Thus, the mechanical connection between a letter and an isolated sound , which can serve as an additional difficulty in mastering the continuous reading of syllables and words , as well as the correct reproduction of the structure of a word in writing.

To determine the sound in a word, you can offer children the following tasks: raise the letter to a given sound ; select pictures whose names contain a given sound ; match the given letter with pictures whose names contain the corresponding sound ; come up with words for a given sound .

4. Determining the place of a sound in a word : at the beginning, in the middle, at the end of the word, after which sound , before which sound .

5. Isolating a word with a given sound from a sentence

According to this plan, each of the mixed sounds .

At the second stage, a comparison of specific mixed sounds in pronunciation and auditory terms. Differentiation of sounds is carried out in the same sequence as the work to clarify the auditory and pronunciation characteristics of each sound , but due to the fact that the main goal of this stage is to distinguish sounds , speech material must include words with mixed sounds . At the stage of differentiation of sounds, a large place is given to the development of phonemic analysis and synthesis.

What sounds does the speech therapist start with?

The sequence of sounds in speech therapy begins with those sounds that the child already pronounces at the age of 3 years. The sounds are predominantly simple for the articulatory apparatus; they are also reference (more complex sounds are based on them). Such sounds include vowels and consonants: B-B, M-M, V-V, P-P, T-T, D-D, K-K, G-G, H-H, F-F, N -NY, Y.

The sequence of sounds is performed gradually. In speech therapy, it is recommended to start working on sounds that are familiar to the baby and he pronounces them well.

what sounds do you need to start working with? article on speech therapy (senior group)

What sounds are best for a speech therapist to start working with?

When improving the quality of pronunciation, it is recommended to start with the sounds of early ontogenesis, which children in most cases begin to pronounce before the age of three. They are those sounds whose articulation is the simplest. In addition, these sounds are the reference for producing more complex sounds. Examples of such sounds are:

Vowel sounds: “A”, “U”, “I”, “O”, “E”, “Y”.

Consonant sounds: “B-P”, “V-F”, “D-T”, “G-K”, “M”, “N”, “X”.

Work on supplying sounds is done consistently, because this way it will be easier for the child, and the effectiveness of classes with a speech therapist will only increase. Most often, work begins with sounds that the child does well.

The production is performed by imitation, with gestural prompting or mechanical assistance, with the use of passive articulatory gymnastics techniques, when a speech therapist with his own hands helps to form the correct articulatory structure.

Reference sounds in speech

Support sounds are sounds that are similar in articulation to those that are disturbed, but are pronounced correctly by the child.

All the sounds mentioned above are reference for others. If a child correctly pronounces all reference sounds, then it will be much easier to improve his pronunciation of more complex sounds (hissing, whistling, sonorous sounds). Below are examples of reference sounds:

For the sound “S” these are the sounds “I” and “F”.

For the sound “Zh” these are the sounds “V” and “Z”.

For “C” these are the sounds “T” and “S”.

Sequence of working with sounds

Working on correct articulation is a long and painstaking process, for which the efforts of not only children, but also parents and speech therapists are important. It is necessary to teach a child to correctly pronounce sounds consistently, in accordance with a certain system, which will allow you to achieve the desired result and consolidate it, avoiding wasting time.

The entire process of working with sounds can be divided into four stages:

Preparatory. It is necessary to set up the child for the lesson, tell a rough plan of work, talk about the sounds with which the work will take place. Here you can also mention the features of articulation and which organs will be involved.

Sound production. The child repeats after the speech therapist and learns to pronounce this or that sound correctly. To do this, words are selected in which the correct sound can be most clearly heard. Sometimes children begin to correctly say sounds in specific words, rather than in syllables. The specialist’s task at this stage is to convey to the child how to pronounce the sound. It should also be noted the main mistakes that can be made in this case.

Automate sounds in syllables, words, phrases and sentences. It is not enough to learn how to pronounce a sound correctly; you also need to be able to use it in speech. At this stage, the acquired skill is consolidated and brought to automaticity. It is best to start with syllables, and then move on to words. Working according to the principle from simple to complex, the speech therapist will see with whom exactly the child is having problems and will help to cope with it.

Differentiation of sounds. The child learns to isolate specific sounds in words. For example, sounds at the beginning of words or at the end. He names them separately for each word. This not only strengthens his pronunciation skills, but also helps him navigate other sounds, highlight vowels and consonants, and understand the peculiarities of word construction.

Author: Andrey Shevchenko

Reference sounds in speech

In speech therapy, reference sounds are understood as sounds that are similar to problematic sounds in articulation terms, but they are pronounced correctly by children.

Based on the reference sounds, it will be easier to teach a preschooler to correctly pronounce or pronounce complex sounds (hissing, whistling and sonorous). The reference sounds for S are I, F, for Zh - V, Z, for C - T, S.

Stages and sequence of sound production

The sequence of sounds in speech therapy is mainly determined over a long period of time. During the work, parents, speech therapists and, of course, the child himself participate. There is a certain system according to which the process of producing sounds is more effective.

The sequence of sound production in speech therapy is divided into the following stages:

1. Preparation.
2. Actually working on the production of sounds.
3. Consolidating the correct sound pronunciation in a syllable, word, phrase, sentence (the principle is from simple to more complex).
4. The difference between sounds, highlighting a specific sound, designating its place in a word.

You can move on to the next stage if the preschooler has no difficulties at this stage. If you neglect even minor errors, then in the future they will be much more difficult to correct.

You can set the sound in different ways:

• thanks to articulatory gymnastics and massage;
• imitating;
• mechanically (using speech therapy instruments - probes);
• from other sounds (many sounds are similar in articulation).

Recommendations for producing sounds for various speech disorders

Phonetic-phonemic speech underdevelopment (FFSD).

The production of sounds during FFNR is carried out with the maximum use of all analyzers. Children's attention is drawn to the basic elements of sound articulation during the period of its evocation.

The following is taken into account:

• for the initial production, sounds belonging to different phonetic groups are selected;
• sounds mixed in children's speech are gradually worked out in a delayed manner;
• the final consolidation of the studied sounds is achieved in the process of differentiation of acoustically close sounds.

From the very beginning of learning, it is necessary to rely on conscious analysis and synthesis of the sound composition of the word.

Hearing impairment.

In case of impaired hearing, a defect in voicing is observed. If voicing is completely impaired, work begins with fricative sounds, and with the simplest of them in articulation - [B]. After it they move on to the sounds [Z] and [Zh], and then to plosives in the sequence: [B], [D], [G].

You can achieve voicing of a sound thanks to a direct transition to it from one of the sonors - [M], [N], [L], [R] (mmmba, nnnba). At the beginning, the speech therapist focuses the child’s attention on the clarity of correct pronunciation in general, i.e. clarity and correctness of pronounced sounds and correct stress, then deals with the production of sounds (usually S, Ш, Ж, Р, Б, Д, Г) and their automation in the child’s dictionary. The main thing in working with hearing-impaired children is visual and tactile control.

Stuttering.

Corrective work on sound pronunciation is carried out in parallel with the correction of stuttering. Evoking sounds begins with the easiest and most preserved ones. A detailed defect analysis is of particular importance. The process of working on sounds is similar to working with dysarthria. Ways and methods of producing sounds for stuttering are used as for dyslalia.

Dysarthria.

Corrective work for dysarthria is complex and includes work on:

• normalization of muscle tone;
• strengthening the perception of articulatory patterns and movements through the development of visual-kinesthetic sensations;
• development of conditioned connections between movement, voice and breathing.

Speech therapy work is carried out against the background of medication, physiotherapy, physical therapy and massage; if necessary, a reflex-inhibiting position is used.

Working on sounds with dysarthria has its own characteristics:

• It is not necessary to immediately achieve complete purity of sound; polishing each sound should be carried out over a long period of time, against the backdrop of ever-developing, increasingly complex work on other sounds.
• It is necessary to simultaneously work on several sounds belonging to different types.
• The sequence of work on sounds is dictated by the gradual complication of articulatory settings and the structure of the defect.
• First of all, phonemes with the simplest articulation or more intact pronunciation are selected for correction. In practice, it often happens that sounds that are more complex in articulation are less disturbed.
• Before evoking sounds, it is necessary to distinguish the phoneme by ear. The child must also learn to recognize the difference between his pronunciation and normal sound. In the process of work, it is necessary to establish inter-analyzer connections between the movement of articulatory muscles and their sensation, between the perception of a sound by ear, the visual image of the articulatory structure of a given sound and the motor sensation when pronouncing it. The most common method is phonetic localization. When a speech therapist passively gives the child’s tongue and lips the necessary position for a particular sound. Many exercises are carried out without visual control, drawing the child’s attention to proprioceptive sensations. Particular attention should be paid to the pronunciation of vowel sounds, which contribute to the activation of the soft palate and jaw movement.

Alalia (ONR).

Speech therapy work can only be effective if it is carried out comprehensively against the background of active medication and physiotherapeutic treatment carried out by a neuropsychiatrist.

Speech therapy work on sound pronunciation is closely related to the development of children's vocabulary. When expanding the vocabulary or working on a phrase, individual sounds appear in children's speech. At the initial stage, work is needed to clarify vowel sounds and pronounced consonants.

When setting and consolidating, the sequence of assimilation of sounds in a certain position in a word is of great importance. The most successful way to fix a sound is at the end of a word, then at the beginning of a word, a sound in a position between two vowels, a sound in a confluence before a consonant, a sound in a confluence after a consonant.

Work on sounds during alalia or OHP is carried out in stages:

1. development of an oral image of the pronounced sound;
2. development of kinesthetic sensations of the speech motor analyzer.

Exercises aimed at compensating apraxic disorders.

1. Development of differentiated movements of the tongue and lips.
2. Development of conscious differentiated movements of the tongue (raising the tip of the tongue, the front or back of the back of the tongue) to close with different parts of the palate.
3. Development of differentiated movements of the lips and tongue in various ways of producing sounds (differentiation of stop and fricative).
4. Development of conscious differentiated movements of the tongue (tip and back) for the formation of frication.
5. Development of differentiated movements of the lips and tongue for the formation of palatoglossus and labiolabial friction.

As an auxiliary technique for motor alalia, early literacy training is used, and for sensory alalia, repetition of the heard phrase and elements of lip reading are also used. A child’s lack of certain sounds is not a serious obstacle to memorizing letters and mastering the technique of sound merging. The child gradually develops the connection between phoneme, grapheme and articule.

Aphasia.

With afferent motor aphasia, the call of sounds begins with the imitation of labial and front-lingual, as well as contrasting vowel phonemes A and U. The speech therapist calls sounds by imitation, and then adds the sounds m and v.

When working on sound pronunciation in aphasia, a number of features should be taken into account:

• sounds of one articulatory group cannot be evoked;
• sounds should not be introduced into nouns in the nominative case, but into words and phrases necessary for communication (ok, I will, tomorrow, today, etc.).

The interrelation of two processes - the formation of the syllabic structure of a word and the pronunciation of sounds included in the word - causes the pronunciation of a new difficult sound.

Rhinolalia.

Planning work to correct pronunciation for rhinolalia is recommended in the following sequence:

• Vowels A, E, O, U, Y. Consonants P, F, V, T, K, X, S, G, L, B and their soft variants.
• Sounds: I, D, Z, Sh, R.
• Sounds: Zh, Ch, C.

In the process of posing phonemes, it is necessary to involve visual, auditory and kinesthetic analyzers. Reliance on kinesthetic and visual control helps to become familiar with the sensation of moving the tongue forward and the degree of tension in the organs of articulation.

Particular importance is given to the ability to sense directed exhalation. Production of sounds begins only after correct speech breathing has been formed. The evocation and automation of sound occurs on a very calm exhalation with concentration of attention not on the sound, but on the correct exhalation. The mechanical method of pinching the nose should be done with one finger, while pressing the wing of the nose against the face, and not the nasal septum.

Taking into account the degree of activation of the soft palate, fricative voiceless consonants are placed first in the sequence: F, S, Ш, Ш, Х.

They start with the sound [F], since it is the easiest and most accessible in terms of articulation. The child is asked to place the lower lip to the upper teeth and exhale through the middle of the mouth. Turning on the voice, we get the sound [B]. Explosive sounds in the work are more complex due to their short duration, so the production is carried out later. To obtain the sound [P], you can ask the child to exhale forcefully with his lips tightly compressed, at this time using his index finger to alternately close and open the lower and upper lips.

The sound [T] can be caused by interdental pronunciation of the sound [P] or [S].

Pravdina O.V. recommends putting sounds, both vowels and consonants, first without voice. Naming a sound, as well as fixing it with a letter, is allowed after accurately pronouncing it in a whisper.

The pronunciation of vowels is formed on a firm attack, loudly, without shouting or tension (“in a mask”). Practicing the vowels A, E, O, Y, U prepares the articulatory apparatus for the production of hard consonants, and the sound [I] for soft ones.

Correction of posterior palatal sounds is impossible with a narrow, gothic palate or with a pronounced shortening of the soft palate. In such cases, the pharyngeal articulation of sound should not be inhibited, since it differs slightly from the normal sound. Children with reduced kinesthesia and phonemic hearing disorders have to use analogue sounds at first.

If there is a proto [P], we put [W] from the whispered form []P with teeth close together and lips rounded. If the child finds lower articulation [Ш] easier, then we introduce it into speech.

When staging sounds Povalyaeva M.A. recommends the use of mechanical assistance in extreme cases, since mechanical assistance makes it difficult to introduce sound into speech. It is important to take into account that evoking sound through interdental articulation delays the pace of work. With rhinolalia, it is not recommended to pronounce consonant sounds in a drawn-out, exaggerated manner, since tension and exhalation increase and the time of the bow lengthens.

Conditions for fixing sounds in speech

The success of sound production depends on many factors: the frequency of classes, the degree of problems with sound pronunciation.

Effectiveness can be divided into the following conditions that must be met:

• development of phonemic hearing;
• control of a speech therapist, parent and self-control;
• awareness of why these classes are needed (motivation). Parents are encouraged to praise their child even for minor successes.

Each of these conditions is complementary.

Speech therapy techniques for correction of pronunciation difficulties

Pronunciation problems come in varying degrees. We consider the most common ones that do not concern OHP.

Sounds [L], [L']

Articulation exercises:

• smile (with your lips well stretched), lower and raise your lower lip;
• open your mouth slightly and make a “clock” with your tongue in a narrow position, run your tongue over your teeth, lower and raise your tongue first on the lower lip, then on the upper;

• close your mouth and press on your cheeks with a narrow tongue.

Breathing exercises:

• pull in the cheeks;
• take air into your mouth (as if inflating a balloon).

Zuki [R], [R']

These sounds are considered complex, and their production takes a long time. Articulation exercises involve developing mobility and vibration: raising the tongue (its tip) to the upper lips or teeth and lowering it to the lower ones, “attaching” the tongue to the upper palate, placing a small piece of thin paper or cotton wool on the tip of the tongue, which must be blown off.

The “accordion” (“balalaika”) and “mosquito” (“motor”) exercises are also used.

Harmonic

When the sound D or F is pronounced with a previously washed finger or a pacifier (a spatula or finger is pulled), movements are made in horizontal directions under the edge of the tongue. As a result of this mechanical action, the tongue vibrates.

Komarik

The sounds T, D or Z are pronounced frequently.

Sound [Ш]

Exercises:

• “bowl” (“ladle”);
• "shovel";
• "rocked";
• "watch";
• holding a wide tongue near the upper teeth, then on the lower lip;
• blow on cotton balls;
• blow soap bubbles and blow on them too.

Sound [F]

The same exercises are used as for correcting the sound Ш. At the beginning, the sound is practiced in syllables, then at the beginning of the word, the middle and the end. The most difficult exercises are those involving words with this sound in every word of a phrase or sentence.

Sound [H]

The CH sound is corrected according to the same principle as the previous hissing sounds.

Sound [K]

Most often, the sound is corrected by imitation (exercises are performed in front of a mirror). If this cannot be done, then the sound K is corrected based on the sound T using a mechanical device (spatula).

The baby says “TA” several times, after which the speech therapist presses the device on the back of the tongue (front part) and holds it in this position behind the lower front teeth. The child pronounces “TA”, but “TYA” is heard. Then the pressure increases and the sound “KY” is obtained, after which the device moves a little further and the sound “K” is obtained.

Sound [G]

When a preschooler correctly pronounces the sound K, he is asked to place his hand slightly above the larynx and pronounce K and G. At the same time, the speech therapist explains the difference between a dull sound and a voiced sound. Then the child repeats the syllables with paired sounds. If it was not possible to correct the sound, then put the sound G from D using a spatula.

Sound [X]

The sound X is made if you pronounce K with aspiration, the result is “KH”. Then only the sound “X” is pronounced.

If it was not possible to correct the sound, then make the sound X from C using a spatula.

Sound [Y]

At the beginning, words are pronounced in the place of which there should be a sound Y, but I is consciously said (hedgehog - iozh, I play - igru, sew - shiu). Then the duration of the vowel sound I decreases, the syllabic sound becomes non-syllabic.

If it is not possible to correct the sound, then set the sound Y from Z using a spatula.

Sound [Ts]

Work on correcting the sound C begins after the child correctly pronounces the sound S. The child is given tasks to pronounce TS, and there should be no interruptions or extraneous sounds (if there are any, this needs to be corrected immediately).

The sequence of setting the sound C in speech therapy

Then the child will repeat words in which the sound is at the end of the word. After this, the exercises become more complicated - words are selected in which C is at the beginning of the word. The most difficult tasks: phrases and sentences in all words of which the sound C is present.

Sound [S]

Articulation exercises are the same as for correcting hissing sounds. The C sound is practiced independently at the beginning. Then it is brought to automatism by pronouncing words (at the beginning, middle and end), phrases, sentences, poems.

Sound [Z]

Work on correcting the sound Z should only begin after the child has learned to pronounce S correctly (automatically). To understand the difference between the paired sounds S and Z, it is necessary to apply the back of the hand to the larynx. These sounds are pronounced for a long time and alternately. When the sound Z is pronounced correctly, automation exercises are given.

Setting the sound K

1. By imitation (if there is no sound). Simulation of a pistol shot.

2. Setting K from the anterior lingual T using a spatula, probe or other available means.

The child says TA-TA-TA. The speech therapist presses with a spatula (probe) on the front part of the back of the tongue, moving approximately 1 cm. It turns out something like this: TA-TYA-KYA-KA.

In some cases, I simply use a finger wrapped in sterile gauze or a clean handkerchief and push the back of the tongue back.

3. From the correct articulatory structure formed with the help of gymnastics. The tip of the tongue is at the lower gums, the back of the back of the tongue is pressed tightly to the palate. Add a strong, sharp short exhalation.

General recommendations

The sequence of sound production in speech therapy is regulated by certain stages.

When setting and correcting sounds, the following is important:

• work on the development of auditory perception, attention and memory; phonemic awareness; articulation;
• personal example (an adult and a speech therapist must pronounce sounds correctly);
• timeliness of correction work (for most sounds the age limit is 4-5 years, only the sound P is corrected at 6 years).

Examples of tasks for children to automate the pronunciation of problematic sounds

Possible tasks for automating problematic sounds:

• name what is depicted in the paintings;
• story based on the picture;
• memorizing sayings, simple sayings, short poems;
• repetition or retelling of short phrases, sentences, texts.

You can carry out the sequence of sound production yourself, but it is better to seek help from a professional. In speech therapy, there are several methods for correcting sound pronunciation, which should be carried out by a speech therapist, and at home, parents can continue the lesson.

Author: Inna Krylova

Article design: Vladimir the Great