Staging the sound g, articulation of the sound g. Techniques, methods and tips for staging sounds for various types of speech disorders Exercises for setting the sound g k x

Methods and effective techniques for producing different sounds

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

Features of sound production

Work on correcting sound pronunciation begins with the sounds that are most accessible to the baby. All analyzers are used: vibration, auditory, visual and tactile. In the first lessons, you should not create completely new models of articulatory movements and phonemes in order to evoke the desired sound. Initially, the work is based on the maximum use of models available to the child.

Children diagnosed with reduced kinesthesia or phonemic hearing disorders are recommended to acquire intermediate articulations. The articulation itself can be improved by performing exercises to lengthen the exhalation and the required air flow pressure. Therefore, production of sounds usually begins in a lying position, developing lower-diaphragmatic breathing. This is how the child learns to smoothly inhale air through his nose and exhale it steadily through his mouth.

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

to move the tongue a little deeper in the mouth, push the corners of the mouth forward mechanically (for example, with your fingers);
to move the tongue forward, the corners of the mouth are moved to the sides.

When correcting the pronunciation of sounds that the child distorts, you should not name them - this will cause their incorrect pronunciation.

Sounds are produced using the following methods:

By imitation: for example, invite your child to roar like a tiger (rrr) or make the sound of a drill (drrr).
By reference sounds: for example, we study sounds in this order - V-Z-Zh, M-B, N-D, S-SH-Z-ZH, F-V, F-S-SH.
From language gymnastics based on sound, but use the correct diction - T, D, N. If the child pronounces sounds interdentally, then they should be taught to pronounce them correctly, and then put in defective sounds.
Mechanical method (using a spatula, fingers, nipples, probes).

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

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

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

We put the sounds [L], [L’]

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

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

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

It is important to develop the correct direction of the air stream. If a child has several sounds in interdental pronunciation, it is worth developing motor skills of the tip of the tongue. You can help with this in any convenient mechanical way.

If a child replaces the sound [L] with the sound [Y], he is asked to place a round tube on the middle part of the side of the tongue, with his mouth open, and the tip of the tongue should be tucked behind the upper incisors. The main difficulty is that the child continues to hear the sound that he played earlier. Therefore, it is important to connect the baby’s auditory attention to the sound that he pronounces during its production.

We put the sounds [Р], [Р’]

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

Getting the "R" sound right is a labor-intensive process. As practice shows, it is almost impossible to evoke it through imitation. Usually, its appearance in speech is preceded by a long preparation of the articulatory organs, the development of the necessary movements of the tongue, and learning to distinguish between correct and incorrect sounds.

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

"Paint brush"

"Harmonic"

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

"Komarik"

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

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

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

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

We put the sounds [Ш], [Х], [Ч]

Setting the sound "SH"

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

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

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

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

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

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

Making the sound “Zh”

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

the lips are rounded and slightly moved forward;
the teeth are close together, but not closed;
the wide tip of the tongue is brought closer to the upper palate or alveoli, forming a gap between them; lower the middle of the tongue, pressing its edges to the side teeth; lift the back of the tongue and pull it back;
a warm stream of air should pass through the middle of the tongue, which can be felt with the palm of your hand;
the soft palate is lifted, pressing it to the pharynx, to its back wall, closing the passage into the nasopharynx, a stream of air exits through the mouth;
The vocal folds need to be tensed and a voice must be produced.

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

Setting the sound "Ch"

When pronouncing the sound “Ch,” the child is asked to slightly round his lips, making a tube, and move them a little forward. There is no need to close your teeth, but they should be close to each other. The back and tip of the tongue should connect to the alveoli or upper teeth, forming a gap. When trying to pronounce the sound “Ch”, the child should feel a short stream of air passing through the middle of the tongue. The soft palate remains raised and pressed to the back of the pharynx. The vocal cords should not strain.

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

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

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

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

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

the lips should take the position of the next vowel sound;
You can’t keep your teeth closed;
the tip of the tongue needs to be lowered and touched with it to the incisors of the lower dentition;
the lateral parts of the tongue are adjacent to the upper lateral teeth;
the back of the tongue should form a bow with the palate;
the soft palate rises at this time, blocking the passage to the nasopharynx;
there is no need to strain the vocal cords, they are open;
During exhalation, the resulting stream of air should explode the bow, causing a characteristic sound.

The first version of the production is from the sound “T”. It is used if the child pronounces the sound “T” clearly, cleanly, without unnecessary overtones.

Invite your baby to play the sound “TA”. At the same time, press the spatula on the front part of the back of the tongue, as a result of which the sound “TY” will be heard. Next, you need to move the spatula a little further into the depth, which will provoke the pronunciation of the sound “KY”. Even deeper pressure on the tongue gives a clear pronunciation of the sound “KA”. The use of the mechanical method is stopped when the child remembers the location of the articulatory organs for pronunciation of the sound being studied.

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

The articulation of the sound “G” is similar to the articulation of the sound “K”. However, the voice is involved in this process - the vocal cords must close and vibrate during exercise.

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

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

Set the sound [Y]

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

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

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

Set the sound [C]

The articulation is as follows:

lips are in a neutral position;
teeth are brought closer by 1-2 mm;
the tip of the tongue is lowered, touching the lower incisors; Initially, the back of the tongue is strongly curved, forming a bow with the incisors, then its front part quickly moves to the position of the “C” sound, forming a groove in the middle;
the air stream should be strong and uneven.

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

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

Method of imitation using play techniques (“The locomotive, stopping, says - tss-ts-ts”, “The mouse is sleeping, don’t make noise - tss-ts-ts!”).
Reception of reference sounds (in this case these are “T” and “S”).
Acceptance of the features of articulatory structure. Invite the child to open his mouth, rest the tip of his tongue against the incisors of the lower row of teeth, lift the tongue and stretch it so that its front part is pressed against the palate. In this position, the back of the tongue should touch the upper incisors. Without turning on your voice, invite your baby to pronounce the sound “T”, lifting the tip of the tongue with the pressure of a stream of air from the front teeth of the lower row. The lips should be tense and in a smiling position. This exercise helps to remember the position of the organs of articulation when the sound “C” is pronounced.

Sound setting [C]

The articulation of “C” is as follows:

lips need to be stretched into a weak smile;
bring your teeth closer, but do not close them;
lean the tip of the tongue against the front teeth of the lower row, arch the tongue, resting its sides on the molars;
create a strong and narrow air stream.

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

The sound “C” is placed in several ways:

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

The main thing is to give the child the opportunity to remember the position of the articulatory organs when playing the sound “C”, only then can it be automated in syllables, words and sentences.

Set the sound to [Z]

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

Setting “Z” is similar to working with the sound “S”, only you need to make sure that the child connects his voice and feels the vibration of the ligaments. It is very important to be able to convey to the child that these sounds differ in their sound. To do this, invite your baby to put his hand on his throat and pronounce both sounds alternately. The child will understand this difference by vibration. When the sound “Z” is heard clearly, invite the child to pronounce it louder and clearer. After this, automate the sound through exercises on pronouncing syllables, words, and sentences.

How to correctly produce sounds in a child: general recommendations

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

The standard sequence of working on sounds looks like this:

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

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

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

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

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

Organizing time

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

Development of phonemic hearing

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

Development of articulatory motor skills

Articulation gymnastics

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

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

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

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

Breathing exercises

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

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

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

Sound setting [g]

1. By imitation.

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

2. Mechanically.

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

Lesson summary

The child's achievements are celebrated.

Setting sounds [L], [L]

A set of exercises for the sounds L, L: “needle”, “fast snake”, “turkey poults”, “dipper”, “horse”, “painter”, “woodpecker”, “steps”, “steamer”, “hunter”.

Methods and techniques for producing the sounds L, L..

If there is no sound, production is carried out in 2 stages:

Setting [l] interdental. The child is asked to pronounce the combination ya. In this case, [s] is pronounced briefly, with tension in the organs of articulation, then pronounce the combination with the tongue stuck between the teeth. When the sound becomes clear, it is necessary to slow down the movement of the lower jaw. In children with an erased form of dysarthria, it is recommended to fix this sound in syllables and words.
Next, move the tongue to the tooth position, pressing the tongue firmly against the alveoli, pronounce ly-ly-ly.

With nasal pronunciation, production is carried out in the same way as in the absence of sound. First of all, it is necessary to develop the correct direction of the air stream.

Setting the sound [L] during interdental pronunciation. If a child pronounces several groups of sounds this way, special attention is paid to the development of motor skills of the tip of the tongue. The performance is carried out as in his absence. You can use mechanical assistance - use a spatula to lift the tongue by the upper incisors and hold it until this position is fixed in the child.

Setting the sound [L] when replacing [l] with the sound [th].

When replacing [l] with the sound [th], with the mouth open, place a round plastic tube on the middle part of the back of the tongue, and lift the tip of the tongue by the upper incisors.

When replacing the sound [L] with a soft sound [l], you can use probe No. 4. Ask the child to repeat the syllable [la] several times, then insert the probe so that it is between the hard palate and the middle part of the back of the tongue. Press the probe down on the tongue (to the right or left). To lower the middle part of the back of the tongue, you can perform the following exercise: rest your tongue firmly on the upper incisors and pronounce the syllable ky several times. Then sharply open your mouth (you can help by pressing on your chin). This technique is not suitable for children with lateral pronunciation.

When pronouncing [a], you need to “knock” your tongue on the upper incisors. The exhalation should be hot, smooth and continuous.

In some cases, a faster and clearer sound is obtained in the reverse syllable. Pronounce [a] for a long time, then “bite” the tip of the protruding relaxed tongue: [aaall-aaal-aallaallaaa].

From the sound [v] is placed in a mixed way. Ask the child to pronounce the syllable you with his tongue inserted between his lips, then push back the lower lip with your finger.

A similar technique can be used from the combination [bl] (“turkey”). While pronouncing the combinations blblbl, gradually move your lips to the sides and your tongue deep into your mouth (first along the lips - [blblbl], then along the upper teeth and then along the alveoli).

Invite the child to put as much tension as possible in the shoulder girdle area, for which you need to bend your head forward and in this position, sound the sound [l] as low as possible.

Using two fingers - index and ring - apply light pressure on the outside of the neck so that each finger is at a point at the inner edge of the posterior third of the left and right branches of the lower jaw.

When pronouncing a sound from the side, you must first achieve the correct air flow and straight position of the tongue. The child should be switched from incorrect articulation. Methods No. 1, 8,9 are suitable for this.

The main difficulty in producing the sound [L] is that while pronouncing the sound correctly, the child continues to hear his previous sound. Therefore, it is necessary to attract the child’s auditory attention to the sound that is produced at the moment of its production.

Setting sounds [Р], [Рь]

A set of exercises for the sounds Р, Рь:

"needle",
"fast snake"
"turkey poults"
"bucket"
"horse"
"painter",
"woodpecker",
"steps"
"drummer",
"balalaika".

Methods and techniques for producing sounds [P], [Pb].

By imitation.

The child is asked to perform the “mushroom” exercise. At the moment of suction, ask to blow forcefully on the tip of the tongue. A voice is added to the resulting dull vibration.

With the upper tongue raised, the child is asked to pronounce the following combinations: JJJ, JJJ, or d-d-d-d. At this point, use a spatula, ball probe or clean finger to make quick movements from side to side along the bottom of the tongue closer to the tip.

For spasticity of the tongue root, this technique is used while lying down.

In a similar way, you can call [P] from [Z] the upper rise. The child is asked to hold his tongue at the base of the upper teeth and pull out the sound [З] for a long time. During its pronunciation, the tip of the tongue is in a more tense state and the air stream is more forced. The resulting sound is not clear, but rather noisy. The resulting sound mechanically causes a trembling [P].

When pronouncing [P] in the throat, the production takes place in 2 stages.

Setting up a single-strike [P] from the sound [Zh]. When pronounced in a drawn-out manner, without rounding the lips, moving the tongue slightly forward, towards the gums of the upper teeth. In this case, the sound is pronounced with significant air pressure and a minimal gap between the front edge of the tongue and the gums. Then the placement is carried out using a probe as in other cases.

The most common technique is the production of [D], repeated on one exhalation, followed by a more forced pronunciation of the latter.

When pronouncing the combination [tdtdtdtd] repeatedly, with the mouth slightly open and when the tongue is closed with the gums, vibration occurs. However, this method is not suitable for correcting velar or velar [P].

When the mouth is closed with teeth tightly clenched, sometimes in combination [tr] a voiceless [r] (prodental) is heard. You can make a sound from it if, while pronouncing this combination, you gradually open your mouth, pushing a spatula between your teeth.

To maintain the upper elevation of the tongue, use the exercise “ turkey poults" When quickly pronouncing the combination [blblbl], the lower lip is first lowered (the tongue moves along the upper), then the movements are transferred to the upper incisors, and then to the alveoli. This sound turns out to be slightly burry. To eliminate this defect, you should ask the child to fixate a strong exhalation on the sound d.

If the child does not maintain the upper position of the tongue, and the sound comes out dull and not booming, you can ask the child to “extend” the sound – drn – drn (“start the car”).

Setting sounds [Ш], [Ф], [Ч]

A set of exercises for producing the sounds Ш, Ж, Х:

"bowl",
"delicious jam"
"fungus",
"harmonic",
"horse"
"focus",
“punish the disobedient tongue.”

Methods and techniques for producing sounds [Ш], [Х], [Ч].

By imitation.

Sound [Ш]. Ask the child to lift his tongue with a scoop over his upper teeth. While holding this position, pronounce the sound [s], paying attention to the fact that the sound [sh] is heard.

The child pronounces the syllable [sa] several times, and the speech therapist gently raises the tip of the tongue with a spatula or probe towards the alveoli. Then you need to blow strongly on the tip of your tongue, adding the sound [a] to the exhalation.

When the sound r is intact, the child pronounces the syllable [ra], and at this moment the speech therapist touches the lower surface of the tongue with a spatula or probe to slow down the vibration. Or they ask you to pronounce the sound [r] as quietly as possible.

When pronouncing the sound x, which produces a strong air stream, the child is asked to raise his wide tongue to the alveoli. However, so that the resulting sound does not remain rear-lingual, it is necessary to focus on the tip of the tongue.

If, when the tongue is raised, its lateral edges are not adjacent to the upper molars, then the thumbs of both hands press it on both sides. Or, standing behind the child, insert the index and middle fingers under the tongue and ask to blow on the tip of the tongue.

The child pronounces the sound [t] ([d] for the sound [zh]) for as long as possible, holding the tongue behind the upper teeth. The resulting sound is close to noisy [s]. Then the speech therapist uses a spatula to slightly move the tongue towards the alveoli. The same technique can be used if the child pronounces the sound [h].

Sound [w] is placed similarly, but with the inclusion of voice.

The sound [h] is easier to place in reverse syllables. To do this, ask the child to pronounce the syllable [at] with a strong exhalation on [t], while slightly stretching his lips forward, and control the exhalation with the palm of his hand.

If a child has the sound [sch], then you can put [ch] from it if the child quickly begins to pronounce the combination [tsch].

From the sound [ts], at the moment of its pronunciation, ask the child to raise the tip of his tongue upward and stretch his lips forward.

In some cases, it is possible to place [h] from the combination [ts]. To do this, fix your lips in the “horn” position and pronounce the combination “like a shot” with a strong exhalation. If the tongue does not rise, use mechanical assistance - a spatula, a probe.

Sound [sch] placed in imitation of the sound [h] - stretching it out, or from [w], moving the tongue to the base of the upper teeth.

From the sound [zh], pronouncing it in a whisper.

From the sound [sya] mechanically, lifting the tongue up or showing.

Setting the sounds S, Сь, З, Зь, Ц.

A set of exercises: “spatula”, “punish the naughty tongue”, “brushing teeth”, “the train whistles”, “strong tongue”, “swing”, “angry kitty”, “groove”.

Methods and techniques for producing sounds [С], [Сь], [З], [Зь], [Ц]

In cases of dental sigmatism, it is sufficient to lower the tip of the tongue to the lower teeth with mechanical assistance and thus obtain a gap instead of a bow.

In labial-dental pronunciation, it is necessary to inhibit the participation of the lips, for which preparatory articulation exercises are carried out. Or slow down the movement of your lips with your finger.

In other cases, the child is asked to smile, pulling the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce a whistling sound.

The child is asked to pronounce the syllable ta repeatedly, the speech therapist introduces probe No. 2 or ball between the alveoli and the tip of the tongue (as well as the front of the back of the tongue) and presses down lightly.

With interdental sigmatism, you need to pronounce the syllable [sa] with clenched teeth at the beginning of its pronunciation or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel a.

For lateral sigmatism, a two-stage placement technique is used: they cause interdental pronunciation to get rid of the squelching noise, and then move the tongue to the interdental position.

In some cases, with isolated nasal sigmatism, the sound is placed from the sound [F]. By pushing the tongue between the teeth and moving the lips away with mechanical assistance.

Pronunciation of the combination [ee] or [th] with tension prepares the desired form of the tongue and produces a concentrated air stream.

Similar to the sound [x]. Lips in a smile, teeth in the form of a correct bite (slightly closed). Ask the child to pronounce the sound [x] “into the teeth” and feel the cool air stream with his palm.

The child is asked to pronounce the sound [T] with a strong forced exhalation. The resulting noisy sound (close to [Ts]) should be stretched out as long as possible. It is necessary to monitor the position of the lips in a smile and control the force of the air stream with the palm of your hand.

An equivalent method of staging from the sound [ts]. By lengthening and adjusting the strength of the sound pronunciation, a clear [s] is achieved: TSSSSssssssss.

Very rare inhalation technique. Place a wide tongue at the bottom of the mouth so that it is in contact along the entire perimeter with the lower teeth. Stretch your lips into a smile, teeth slightly closed in the form of a correct bite. In this position, after exhaling (shoulders should be lowered), the child should “suck” very little air into himself, so little that it hits the very tip of the tongue. Next, “drive” a stream of air into and out of the mouth. At first, the exercise is performed at a fast pace, then, if the sound is clear, slow down the pace.

From the sound [sh] by imitation or mechanically, slowly moving the tongue forward to the upper teeth, then down. The teeth should be closed.

Sound [Sy] can be placed from [C] in combination [isi] with the highest possible sound [ii] at a fast tempo.

Similar to the production of [s] from the sound [Хь].

Sound [З] (зь) is placed in the same way as [s] (s), but with the voice connected. In cases where the sound [z] still turns out to be dull, it is pronounced between two consonants - [mzm]. Draw out the sound [m] as long as possible, and pronounce the sound [z] (s) quickly.

Sound [Ts] placed from a combination of [t] and [s] or from [t] at a fast pace with a forced exhalation on [t]. However, the sound in the reverse syllable is better - [ats].

[Ts] from the sound [h] by imitation, stretching your lips as much as possible in a smile.

Sound setting [Y]

Set of exercises:

"Let's brush our teeth"
"needle",
"slide",
"coil",
"tongue is strong."

Methods and techniques for producing sound [Y].

It is often possible to create a sound by imitation. It is useful to add the display of articulation and the tactile sensation of the expiratory stream during prolonged pronunciation [yyy].

The child pronounces the combination [aia] or [ia] several times. The exhalation intensifies somewhat at the moment of pronouncing [i], and immediately, without interruption, [a] is pronounced. You can put the sound immediately in words where the [th] sound is first.

The child pronounces the syllable [zya], repeating it several times. During pronunciation, the speech therapist presses the front part of the back of the tongue with a spatula, moving it back slightly until the desired sound is obtained.

When pronouncing the sound [хь] for a long time, pay attention to the very thin gap between the teeth and increased exhalation.

If the sound [th] is replaced by the sound [l], differentiation should be made by lowering the tip of the tongue down with a spatula or as shown.

Setting sounds [K], [G], [X]

Set of exercises:

"slide",
"coil",
"painter",
gargling,
coughing.

Ways and techniques of making sounds k, g, x.

Sound [X] It is performed in imitation of the “let’s warm our hands” exercise. Open your mouth two fingers and blow warm air onto your palms. In some cases, tilting your head up helps.

Sound [K](кь) is placed from the sound [t] (т) with mechanical assistance. The child pronounces the syllable [ta] (tya) several times; at the moment of pronouncing, the speech therapist uses a spatula or probe to move the tongue deeper into the mouth by pressing on the front part of the back of the tongue. First one hears [ta], then [tya – kya – ka].

Sound [G]. Sometimes it’s easier to first put the sound [g] from [s]. The child throws back his head and pronounces [yyy] with a strong exhalation, while slightly pushing his lower jaw forward, lowering and raising it - “the bear growls.”

If the sound turns out to be South Russian.

It happens that even the sound [x] is pronounced without raising the back of the tongue and part of the air passes into the nose, so the air flow should be controlled by slightly pinching the nose.

Sound [X] is placed from the sounds s and w mechanically - at the moment of their pronunciation, move the tongue deeper into the mouth. The sound g is placed from the sound d in the same way as the sound k.

Staging other sounds

Sound setting [U].

Stretching your lips forward, pronounce the sound [u], then close and open your lips with your fingers. Or do the “balalaika” exercise with your fingers on your lips at a faster pace. The sound can be immediately entered into words: paper, Pinocchio etc.

When replacing [B] with [P], you should initially teach: to distinguish sounds, to distinguish incorrect pronunciation from correct, to teach to include the voice at the stage of preparing the articulatory position.

Sound setting [B].

Stretching your lips forward, pronounce the sound u, then mechanically press your lower lip to your teeth.

Bite the edge of your lower lip, slightly stretch your lips into a smile and hum, then sharply open your mouth and say [A]. Particular attention should be paid to the duration and force of exhalation on the lower lip.

Sound setting [D].

Pronounce the sound [B] with your tongue stuck between your teeth, then use your fingers to spread your lips.
From the sound [Z] or [Zh]. At the moment of pronouncing, use sharp movements of the spatula to press the tip of the tongue against the alveoli.

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 ones.
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:

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

Exercises aimed at compensating apraxic disorders.

Development of differentiated movements of the tongue and lips.
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.
Development of differentiated movements of the lips and tongue in various ways of producing sounds (differentiation of stop and fricative).
Development of conscious differentiated movements of the tongue (tip and back) for the formation of frication.
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].

The pronunciation of vowels is formed on a firm attack, loudly, without shouting or tension (“in a mask”). Practicing 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 set [Ш] from the whispered form of P with the teeth close together and the 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.

When staging, one should take into account the economy and strength of sound formation and assimilation processes. The child's efforts to achieve articulation should be as natural as possible.

The production of sounds is carried out in a sequence determined by the physiological course of the formation of sound pronunciation in children in normal conditions. This sequence corresponds to the training program for children in the preparatory speech therapy group.

However, changes are quite acceptable if they are dictated by the individual characteristics of individual children and contribute to their successful advancement.

Procedure for working on sounds(Konovalenko V.V., Konovalenko S.V.):

Whistling S, Z, Z, Ts, S.
Hissing Sh.
Sonor L.
Hissing J.
SonoraR, Ry.
Hissing Ch, Shch.

Optimal age for sound correction. Bogomolova A.I. considers the optimal age for correcting sound pronunciation to be 4-5 years, and for the sound [p] - 6 years and recommends starting work with hissing sounds, since they have a less focused, therefore weaker air stream.

Relying on this or that sound as a base one, the speech therapist must proceed from the fact that only a syllable is the minimal unit in which it is realized. Therefore, we can talk about the production of a sound only if it appears as part of a syllable.

The starting point for producing hard sounds should be the sounds in the syllable with the vowel A (И for L); for soft sounds, syllables with the vowel I should be taken.

Automation of the corrected sound begins with direct, then reverse syllables, and lastly - in syllables with a combination of consonants. The sounds Ts, Ch, Shch, L are easier to fix in reverse syllables, and then in forward ones. The sounds P, Pb can be automated from a proto analogue and at the same time generate vibration. In some difficult cases, for example with dysarthria, sounds with a slight deviation from the norm can be introduced into speech: pronounced p, hissing.

Literature:

Normally, the formation of the correct pronunciation of the sound K occurs by two years (M.F. Fomicheva).

When pronouncing the sound K, the lips are neutral and take the position of the next vowel. The tip of the tongue is lowered and touches the lower incisors. the front and middle parts of the back of the tongue are lowered, the back part closes with the palate. The lateral edges of the tongue are pressed against the back teeth. The soft palate is elevated and closes the passage into the nasal cavity. Vocal cords are open. The exhaled stream explodes the closure between the tongue and the palate, resulting in a characteristic noise.

With the articulation of G, the participation of the vocal folds is added. the force of exhalation and the tension of the articulation organs are weakened compared to K.

When articulating the sound X, in contrast to K, the back of the tongue completely closes with the palate: a gap is created along the midline of the tongue, through which the exhaled air produces noise.

When pronouncing soft Кь, Гь, Хь, the tongue moves forward and makes a stop with the palate (and for Хь - a gap). The middle part of the back of the tongue approaches the hard palate. The front is down. The tip of the tongue is slightly closer to the lower teeth, but does not touch them. The lips stretch somewhat and reveal the teeth.

Stagingsound [k]

By imitation: the child is asked to curve his tongue into a “slide”, press it to the palate and, without lowering it, blow the cotton ball off the back of the hand brought to his mouth => [k]. If imitation fails, then mechanically

mechanically using a finger or spatula, based on sound[T]. The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - even deeper pressure on the tongue - gives a hard sound - ka.

Setting the sound for coughing

1. The child should “cough” after the teacher. Open your mouth wide so that the child can see where the adult’s tongue is located, and, exhaling air, imitate a slight cough (the kind that happens when the throat is sore), with a noticeable sound[k] ([khe]). You need to “cough” quietly with minimal exhalation, then between the sounds [k] and [e] there will be no pronounced sound [x], but a slight aspiration will be heard. Repeating the exercise after you, the child should “cough” into his palm.

2. Show the child how to “cough” in a whisper - “cough” barely audibly, almost without exhaling, eliminating the middle sound [x] from your pronunciation. The child must repeat after the teacher. The exercise must be performed after a complete exhalation.

3. If the correct sound [k] is obtained, that is, the child will actually pronounce the syllable [ke], having consolidated it, we move on to syllables with other vowel sounds. You can give the following instructions: “Now we will cough like this: [cough]”

4. At the end, pronounce the sound in isolation, the child repeats the sound after the teacher.

Stagingsound [g]

Setting the sound [G'] by imitation. The child is asked to put his hand on the neck and, “turning on” his voice, pronounce the sound [K]

Staging the sound [G] with mechanical assistance. The child is asked to say “yes-yes-yes”, while the speech therapist moves the tongue back with a spatula until the sound combinations “yes-yes-ha” are heard.

Staging sound [x]

Making the sound [X] by imitation.

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

Invite the child to imagine that he is in severe frost. What happens to your hands in the cold? They are freezing. Hands need to be warmed. Bring your palms to your mouth and blow warm air on them (warm air stream). At the same time, the sound [x] is heard.

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

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

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

Articulatory gymnastics for the posterior lingual sounds K, Kj; G, Gy; X, Xx; Y

1. Bite your tongue.

Smile, open your mouth slightly and bite your tongue.

2. “Punish the naughty tongue”

Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip and “slap” it with your lips, saying “five-five-five.” (Alternate exercises No. 1 and No. 2)

3. "Spatula"

Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count from 1 to 5-10.

4. "Gorka"

Smile, open your mouth, the tip of your tongue rests on your lower teeth. Curl your tongue, resting the tip of your tongue on your lower teeth.

5. “We’ll build a slide, we’ll destroy the slide”

Smile, open your mouth, the tip of your tongue rests on your lower teeth. Curl your tongue, resting the tip of your tongue on your lower teeth, then relax it. Perform these movements alternately.

6. “The wind blows from the hill”

Smile, open your mouth slightly. Place your tongue in a “slide” position, and then calmly and smoothly blow along the middle of your tongue. The air should be cold.

Probe for producing posterior lingual sounds

Back-lingual sounds (K, G, X) appear in a child’s speech quite early, usually before 2 years of age, but in practice it is not uncommon to encounter children whose pronunciation of these sounds is impaired.

You can read about the correct articulation and violations of the pronunciation of back-lingual sounds (K, G, X).

In order to prepare the muscles of the tongue for the pronunciation of back-lingual sounds, certain steps are performed. Basically, these are exercises to strengthen the muscles at the back of the tongue.

Exercises to prepare for the production of back-lingual sounds

1. The tip of the tongue rests on the lower gum, the back of the back of the tongue rises and falls. The mouth is wide open. Visual control in the mirror is required.

2. Suction of the back of the tongue to the hard palate. The tip of the tongue is at the lower gums.

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.

Setting the sound G

1. The sound G is placed from the sound K by voicing.

2. The sound G can also be placed by analogy with the sound K from the syllable DA mechanically.

YES-YA-GYA-GA.

Setting the sound X

1. From the sound SH mechanically, moving a spatula (probe) or the handle of a teaspoon along the back of the tongue deep into the oral cavity SH-SH-HH-X or SA-SHCHA-HYA-HA

2. From the sound K. Pronounce the sound K with aspiration, i.e. K is not sharp, explosive, but smooth with the opening of the bow and its transition into the gap KXXXX.

3. By imitation (if there is no sound). Imitation of warming hands with breathing.

Speech therapists!

Add your methods of making back-lingual sounds in the comments or write what methods of making back-lingual sounds you usually use.

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