Automation of sound Card file on speech therapy on the topic

Online speech therapy exercises

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

You can use all the speech therapy material provided on the site as a speech therapy aid! Speak words clearly pronouncing letters and syllables. Classes with a specialist and computer programs will help the child improve memory and attention. Articles and exercises from the site () will help you understand whether your child speaks correctly.

The age of the child and the readiness of his speech apparatus

Schematically, a child’s speech development can be divided into stages.

Stage 1. Preparatory

The baby's age is up to 1 year. At this time, an important moment in the baby's development is humming and babbling. At first, sounds appear involuntarily, and by 5 months the child learns to imitate and respond to adults.

Stage 2. Pre-school

Lasts from 1 to 3 years. During this period, children begin to speak in monosyllabic phrases (instead of “Grandma, go,” they say “Baba, di”). Until the age of two, the vocabulary of objects and verbs increases (up to 24 months, the vocabulary is 90-100 words).

After two years, work begins on the quality of speech, and a clear pronunciation of most sounds is formed.

In the pre-preschool period, parents should contact a speech therapist if the child does not put words into short sentences.

Stage 3. Preschool

Lasts up to 7 years. By this age, the child’s active vocabulary includes 3000 words. At 3-4 years old, the baby can still replace some sounds (ts, ch with t), soften consonant sounds.

By the age of 5, softening should pass, whistling and hissing sounds are formed.

By the age of 6, the child learns to pronounce the sounds R and L, and complex, well-constructed sentences appear in speech.

Stage 4

At 7 years old, a child’s speech should be a full-fledged means of communication. Children not only pronounce all speech sounds correctly, but also distinguish them by ear and know how to analyze them. Conjunctions and allied words appear in speech; there are practically no errors in pronunciation. After several comments, the child analyzes the speech and corrects mistakes.

5th period. School

Lasts from 7 to 17 years. At this time, speech, both oral and written, is brought to perfection. The age period from 7 to 9 years is considered critical. This is explained by the fact that after 9 years of age, a child who has no experience of verbal communication becomes unable to learn.

By the age of 11, all phonetic errors in pronunciation disappear.

Activities with a child

First of all, you need to make sure that the child’s phonemic hearing is sufficiently developed, and if not, then you need to work on its development (for example, during the following exercises: determine whether this sound is in the word, where it stands - at the beginning, in the middle or in at the end of a word; come up with words with a given sound; select pictures whose titles contain it, etc.).

It is necessary to do articulatory gymnastics in the form of exercises and games. Such gymnastics should be done daily (or even better, several times a day) for 5-10 minutes. Adults show the baby certain movements of the lips and tongue, and then he controls himself using a mirror. Of course, only those who can pronounce this sound correctly can work with a child.

You can begin to correct the sound “ch” only if the sound “sh” is pronounced correctly, since the soft pronunciation of “sh” is an element of the correct pronunciation of “ch”. If the child pronounces “sh” correctly, then you can immediately start working on the “h” sound itself. At the moment of clearly pronouncing “th”, when the tongue is tense and raised to the upper teeth, you use a spatula, stick or just your finger to push it slightly back and up towards the alveoli. At the same time, lightly press the corners of your mouth with your fingers, thereby pushing your lips forward. With this position of the lips and tongue, instead of “t” you get “h”. The same exercise can be done by pronouncing not the sound “t”, but the syllable “at”, the syllable “ach” will be obtained.

We “set” the sound for the child. But from its single utterance, and even with outside help, there is still a long way to go to its correct use in speech. Let's move on to fixing (automating) sound. This is best done in reverse syllables: “ach”, “och”, “uch”, “ich”. Then the pronunciation is fixed between vowels (“acha”, “acho”, “achu”) in straight syllables. Next, you need to consolidate the sound in various words, phrases, poems.

After fixing the correct sound, work is carried out to distinguish it from others that are similar in sound. The sound “ch” can be mixed with “s”, “z”, “sh”, “zh”, “sch”, “ts”. The child’s attention should be drawn to the difference in the articulation of sounds and sound. First, teach him to distinguish isolated sounds, then the same ones as part of a syllable, word and sentence. In this work, special attention should be paid to words in which both sounds are mixed at the same time, for example: “student”, “inkwell”, etc. The child either repeats these difficult words for him after adults, or names pictures, or comes up with sentences .

Correct articulation of the sound Ch

When articulating the sound H, the speech apparatus is in the following positions:

• The lips are rounded and moved forward slightly.
• The teeth don't connect.
• The tip of the tongue, without straining, connects with the upper teeth. There should be a small gap between the tongue and teeth.
• There is a flow of air in the middle of the tongue, which is clearly felt when you bring your palm to your mouth.
• The soft palate rises and presses against the back wall of the pharynx, while the passage into the nasal cavity closes, air passes through the mouth.
• The vocal folds do not tense, nor do they move apart.

The sound "ch" is a voiceless consonant

To understand whether the consonant “ch” is voiced or voiceless, let’s observe its pronunciation.

When it is formed, the lips move forward a little and are slightly rounded. The tip of the tongue touches the palate. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue rises. As exhaled air passes, the tip of the tongue breaks away from the palate. This produces a characteristic noise.

The voice does not participate at all in the formation of the sound [h']. This can be understood if you place your palm on the front wall of your throat. You will not feel vibrations or vibrations of the vocal cords. The throat does not tremble. The vocal cords are resting.

Conclusion: This means that the sound [ch'] is a noisy voiceless consonant in the Russian language.

Its phonetic feature is the absence of a paired voiced consonant, unlike other consonants that have a phonetic pair based on voicedness/voicelessness:

• [b] - [p]: bot - sweat;
• [v] - [f]: enemy - tailcoat;
• [g] - [k]: slide - crust;
• [d] - [t]: house - vol.

Setting the sound Ch

The sound Ch can be made in several ways:

• Start by pronouncing the soft sound t. Pronounce it quickly. In this case, the tongue should touch the tips of the upper teeth, then the tongue is slightly curled, as if stroking the bases of the upper teeth. At the same time, the corners of the lips are stretched into a smile.
• Alternately name the sounds t and sh. Do it quickly. At the same time, the lips are stretched into a smile again.
• To find the hole between the teeth from the inside, you can use a piece of paper. First, the hole is felt with your hands, and then paper is applied there. To hold it, you need to apply force - this is an excellent warm-up for the tongue.

Setting the sound [H] in two ways

Shmakova Elena

Setting the sound [H] in two ways

Setting the sound Ch.

The sound Ch can be made in two ways.

Method 1 . We pronounce the combination t-t-t at a fast pace (the tip of the tongue touches the base of the upper incisors)

.
Then gradually begin to move the tip of the tongue back, as if stroking the upper alveoli. At the same time, we stretch our lips wide in a smile. The result should be a clear Ch sound .
Method 2 . First slowly, then increasing the pace, we pronounce a combination of sounds th and sh - dark . Don't forget to smile widely. It is important!

Practice pronouncing the sound Ch in isolation : “How does the clock tick?”

-
“Ch-ch-ch
.
“How does a grasshopper chirp?”
-
“Ch-ch-ch
.
“How to calm a noisy baby?”
-
“Ch-ch-ch
.

Staging and automation of sound [H].

Affricate, fused (T,W: T - not lingual-dental, but lingual-alveolar; Ш - upper, voiceless, oral, occlusive-frictional.

Articulation is normal when spoken in isolation.

The lips are slightly pushed forward. Distance between incisors (teeth)

compressed or brought closer together
(2 - 3)
mm.
At the first moment, the tip of the tongue is pressed to the alveoli - a bow. At the second moment, the bow opens with an explosion and moves to the “upper”
. The lateral edges are pressed against the upper molars, the back and root are lowered.
The entire tongue is shaped like a cup
. The soft palate is raised and closes the passage to the nose. Vocal cords are open. You can see the position of the lips, that the tip of the tongue is at the top and the position of the lateral edges. You can feel the absence of vibration and the air flow as with C.

Staging . Auditory - visual analysis before sound , repeated repetition (Sh must be without defects)

.
Tactile - vibration sensations. AS - AC (the tip of the tongue is not at the upper incisors, but at the alveoli - we move it further)
. We rely on the nature of the air stream. Mechanical way. On the C base, using a probe, spatula, finger. C must be free of defects. You place a spatula under the tip of your tongue: “Say C—the lips are not labialized, but when C—they are labialized. Don't rush to give the letter. Only when it is possible to remove the spatula.

Types of incorrect pronunciation. "Dental sigmatism"

H=C.
The tip of the tongue opens and falls down, not remaining in position with the sound “Ш”
. Auditory - visual + tactile - vibration sensations with the
sound Ш. Replacing Ch with Sh. The tip of the tongue does not form a connection with the alveoli, there is no jerky jet, only a continuous one. This phoneme is acceptable according to the abbreviated system of phonemes, only before the sound “CH”
.
“Whistling sigmatism”
Ch = C. The tip of the tongue is at the bottom, the back does the jerking work.
Reinstall, but not on the basis of C. “Lateral sigmatism”
.
Cheeks swell, saliva splashes, side edges work; the tip of the tongue forms a bridge either with the alveoli or with the lower incisors, or closes the gap between the incisors. We set the sound again .
Automation of sound [H] . Correctly pronounce the sound [H] in syllables . CHA, CHO, CHU, CHI, CHE, CHA-CHO, CHA-CHO, CHA-CHI, CHA-CHE, CHO-CHA, CHO-CHO, CHO-CHI, CHO-CHE, CHO-CHA, CHU-CHO, CHOO-CHEE, CHOO-CHEE. We highlight the stressed syllables CHACHA, CHACHACHA,, CHACHA, CHACHACHA, CHACHACHA

We pronounce the sound Ch in words . HOUR, MIRACLE, MONSTER, CAST IRON, PURITY, MAN, THOOK, STOCKING. We automate the sound [CH] between the vowel sounds ACHA , OCHO, UCHO, YCHI, ACHO, UCHA, OCHA, OCHU, ACHU. We pronounce the sound Ch in words . ROCKING CAIR, WASTE SHARPENER, SWING, COACH. Correctly pronounce the sound CH in combination with the consonant CHVO, CHVA, CHLO, CHMO, CHNO, CHRO, CHVA, CHLA, CHMA, CHNA, CHRA, CHWU, CHLU, CHMU, CHNU. We pronounce the sound Ch in words . DAUGHTER, BUMMET, POINT, NIGHT CLOUND. We pronounce the sound CH in the reverse syllable АЧ, ОК, УЧ УЧ. We pronounce the sound H in words . DAUGHTER, NIGHT, ROOK, ROLLER, HOOP, BALL. We pronounce the sound [H] in sentences . ON THE ROOK TREE, MOTHER HAS A DAUGHTER, NIGHT HAS CAME.

Articulation gymnastics

It is best to perform all exercises in front of a mirror so that the child can see how he performs them. Each exercise is performed at least three times.

• “Window.” Pull your lips forward as much as possible and give them a square shape. Make sure that the corners of your lips do not touch each other.
• “Pancake.” Smile as widely as possible. Place your tongue on your lower lip, relax and count to 10. The tongue should stretch across the entire width of the lip, but you don’t need to reach it out too far, just enough to cover the lip.
• "Painter". Stretch your lips in a smile, open your mouth slightly, and reach your upper palate with your tongue. Make smooth movements, as if using a brush, from the teeth to the throat.
• “Brushing our teeth.” Smile and make movements with your tongue that imitate brushing your teeth. Be sure to ensure that your tongue reaches the gums and does not run along the bottom edge of the teeth.
• "Cup". Stretch your lips in a smile, stick out your tongue and reach your nose. Remain in position for up to 10 seconds.
• “Delicious food.” Open your mouth and lick your upper lip with your tongue. Movements should be made from top to bottom, not from side to side.
• "Air football" Pull out your lips with a tube. Blow on the cotton wool, but your cheeks should not swell. Blow for 10-15 seconds.

Lip exercises

• “Grimaces of a Clown.” Keep your lips smiling. In this case, the lips should be tense, and the teeth should not be visible. The duration of the exercise is 15 seconds.
• “Fence.” Smile again, but at the same time close your teeth and expose them. Hold the position for 10 seconds.
• “Tube”. Pull your lips into a tube and hold for a third of a minute. The teeth don't connect.
• "Bagel". Round your lips and pull them forward slightly. Hold in position for 15 seconds.

To achieve good articulation, exercises need to be alternated, changing the sequence each time.

How to pronounce the sound “ch” correctly?

This sound is complex, representing a unity, a close connection of “t” and “sch”, which are pronounced together one after the other. At the first moment of pronunciation, the tongue closes with the front edge of the palate behind the alveoli. The back and lateral edges of the tongue occupy the same position as with the sound “sch”. The soft palate is raised, the passage to the nose is closed (oral sound), the vocal folds are open, and there is a glottis between them (voiceless sound). Following this, the front edge of the tongue rebounds to the position required for the sound “sch”, and the connection between the front edge of the tongue and the palate seems to explode.

This is the normal articulation of this sound. We told you how to correctly pronounce the sound “ch” in detail because classes with a child cannot be conducted blindly, without imagining the position of the organs of articulation for a particular sound.

Exercises to develop exhalation

• The baby stands with his feet shoulder-width apart. While inhaling, he spreads his arms with his nose, while exhaling, he squats and hugs himself with his arms.
• Starting position is the same as in the previous exercise. Connect your hands in a “lock”, they are at the bottom. As you inhale, your arms rise up, while your breath is held. Then exhale very slowly, lowering your hands and saying “uh.”
• Puff out your cheeks to the maximum, hold for half a minute. Then pull your cheeks in and hold again for the same amount of time.
• Sit on a chair. Slowly lower and raise your hands, saying “Kaar”.
• Game-competition. Children compete to see who can growl the longest in one breath. (You can also compete to see who can hum the longest while exhaling.)

Tongue exercises

Language exercises are divided into static and dynamic.

Static complex:

• "Spatula". Relax your tongue and place it on your lower lip. Stay in this position for 10 seconds (the edge of the tongue should touch the corners of the lips).
• “The point of a needle.” Remove the tongue from the mouth, straighten and tense - the tongue at this time should be even and narrow.
• “Angry cat.” Place the tip of your tongue against your lower teeth and touch the middle of your tongue to your upper palate. Stay in the position for half a minute.

Dynamic complex:

• “Punishment for the tongue.” Stick out your tongue and place it on your lower lip. Press your tongue with your lips and say five-five-five.
• “Watch.” Stick out your tongue and stretch it to one ear, then to the other. Keep the entire speech apparatus in tension.
• “Swing”. Stick out your tongue and pull it alternately towards your nose and chin.
• "Horse". Click your tongue, imitating the blows of a horseshoe. The middle of the tongue is always pressed to the palate.
• "Little Turkeys" Run your tongue back and forth across your upper lip so that you make the sound bl-bl. The speed of movement gradually increases.

Automation of sound

• Pronounce the sound h, clearly and intermittently.
• Say chchch, extending the sound.
• Game “Catch the Sound”. The adult names different sounds, and the child claps as soon as he hears the sound h. Then the exercise becomes more complicated - the adult pronounces not just sounds, but whole words.
• Game “Repeat”. The adult pronounces sounds, the child repeats them. It is important to ensure correct pronunciation. Example syllables: cha-cha-cha, chu-chu-chu, che-che-che, cho-cho-cho, chi-chi-chi.
• “Counting table.” Count the balls from 1 to 10, and then the keys (one ball, two balls, etc.).
• "Sweet Nothing". The adult says the word, the child calls it in a diminutive form. (Stump-stump, hand-handle, water-water).
• “Complex words and phrases.” Say the words lentil, tap dance, Chukchi, cap, and then phrases - mommy's cap, tea in a cup, Vanya's bunny, Anichkin's ball.

Automation of sound [H]card file for speech therapy (senior group)

Exercises for automating the sound Ch: isolated, in syllables, words and sentences.

Automation of the sound Ch begins with the easiest tasks for the baby.

1. Sing the “Merry Little Engine Song.”

Say the sound Ch on one exhalation several times: ch-ch-ch...

1. Repeat the reverse syllables with the sound Ch.

Ach-och-uch-ych-ich-ech-och-yuch-yach.

1. Repeat the reverse syllables with consonant clusters:

Achk-ochk-uchk-ichk-ichk-echk-echk-yuchk-yachk acht-ocht-ucht-ycht-icht-echt-yucht-yucht-yacht

1. Repeat straight syllables with the sound Ch.

Cha-cho-chu-chi-cha

1. Repeat the syllables where the CH sound is between the vowels.

Acha-acho-achu-achi ocha-ocho-ochu-ochi ucha-ucho-uchu-uchi icha-icho-ichu-ichi

1. Repeat straight syllables with consonant clusters.

Wha-wha-wha-wha-wha-chma-chmo-chmu-chmi-chmu

1. Repeat words with the Ch sound at the end of the word.

Ach: scarecrow, tractor, weaver, rich man, kumach. Pts: night, daughter. Teacher: powerful, viscous, drawling. Ich: game. Ech: sword, flow. Yach: ball.

1. Repeat words with consonant clusters.

Ach: pack, wheelbarrow, dacha, problem, problem book, mast, pitching, badges, successful, zucchini, shoes, start.

Pts: barrel, dot, daughter, kidney, hummock, glasses, butterfly, fishing rod, pipe, twig, night, cap, duck, slippers, night, Vovochka, kvochka, girl, mail, soil, locks, vase, jars.

Teacher: bunch, bug, granddaughter, cloud.

Ich: bird, egg, button, water, newcomers.

Ych: bulls, quotes.

Ech: stove, sheep, T-shirt, Tanechka, Petechka, Vanechka,

Anya, dream, bridle, forever.

Barley: barley.

1. Repeat the words where the CH sound is in the middle of the word.

Cha: head of cabbage, cloud, melon. Cho: tank, bull, bunch, badge, zucchini, shoe, barrel, bunny, spider. Chu: I want rubber, pearls. Chi: balls, sheepskin, bunny, ball, mighty, odorous, donut, hare. Che: student, teaching, textbook. What: study, soaked, baked, liver, overnight, smoked, bakes, flows.

1. Repeat the words where the CH sound is at the beginning of the word.

Cha: tea, seagull, teapot, shepherd, cup, child, teapot, vat, bowl. Chu: miracle, cast iron, cast iron, forelock, eccentric, cast iron, wonderful, Chukotka, sensitive. Chi: siskin, siskin, decorous. Che: check, suitcase, chasing, whose, Czech, champion, nonsense. What: rosary, clear, even. Cluster of consonants: smack, read.

1. Repeat words with two Ch sounds.

Lentil, tap dance, Chukchi, cap.

1. Repeat the phrases.

Mommy's hat new T-shirt Anya's ball berry filling night butterfly wild duck cast iron stove thin twig soft sheepskin Vanya's bunny soft slippers dark cloud comfortable shoes tea cups smart student leather suitcase duck egg oak barrel cast iron bathtub fragrant honey new textbook

1. Repeat the sentences.

Three words. The student will buy a textbook. Vovochka is driving a car. Mommy is cooking zucchini. The girl can read. There is a duck on a hummock. Pupils read books. Children are fixing a car.

Four words. Vanechka is thinking about the problem. There are buttons on my daughter’s blouse. Student Vanya has textbooks. The bug approaches the booth. Anya has a wonderful bunny.

Five words. The girl has a butterfly in a jar. Vovochka has some water in a barrel. A girl is drinking tea at the dacha. The spider has a web on a branch. Bulls drink water from barrels. A girl reads a book about butterflies. The bird has chicks in its nest. The bird has a house on a branch.

Six words. Vovochka and Vanechka give water to the bulls. A bull walks along, its side is like a zucchini. There is a cast iron in the stove, and lentils in the cast iron. Students are taught to bake donuts in the oven. Tanechka and Manechka have new shoes.

Seven words. Mommy has two daughters: Tanechka and Anechka. Anya has a cap and a T-shirt in her suitcase. This is Vanya's bunny, and this is Vovochka's bull.

1. Repeat the proverb.

Learning is the path to skill.

1. Repeat and guess the riddles.

Barrel after barrel is pulled from the bag. (Lotto)

We walk at night, We walk during the day, But we won’t go anywhere. (Watch)

He hums: “Moo-moo-moo,” I don’t understand who this is? (Cow)

It flows, flows - it won’t leak out, Runs, runs - it won’t run out. (Creek)

1. Repeat the verses.

The bunny has a badge, On the badge is a zucchini. A. Khmeleva

Birdie, birdie, Drink some water! Water in a barrel, Barrel on a hummock. A. Khmeleva

(based on the book by E. N. Spivak, Automation of sound Ch)

Differentiation of sounds [h]-[t], [h]-[ts], [h]-[sch]

The easiest, but at the same time effective exercise.

Pronounce the following syllables in turn: