Setting the sound "K"

1st method. The sound k should be placed mechanically using a finger or a spatula, based on the sound t. In this case, the sound t should be “pure” for the child, that is, pronounced without overtones.

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.

Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue deeper into the mouth - hides his tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable ta, and he just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound of k.
At first, the teacher uses only his finger for production, but as soon as the sound k is obtained correctly with his help, he teaches the child to use his own finger.

The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or a sound with a guttural connotation.

2nd method. Setting K while inhaling. Silent or whispered imitation of snoring (make sure that the throat sound P does not appear). You can snore loudly to your heart's content. As a rule, after the exercise, a sound similar to K is heard. Then they say KA while inhaling, and finally, KA while exhaling. Further automation follows the traditional method: KA-KO-KU-KY and a group of soft KI-KE-KYO.

Disadvantages of pronunciation of the sound "k"

1. Instead of k, one hears simply a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.

Correction: reinstall the sound.

2. k is replaced by the sound x. Reason: the tongue does not press tightly against the palate, leaving a gap through which air passes noisily.

Correction:

A) enable the child, on the back of the hand, to feel the difference between a sharp push of air at k and a smooth stream at x;

B) if this does not help, reinstall it mechanically.

3. Instead of hard, soft is heard (ket place “cat”). Reason: the tongue does not close with the back, but with the middle part of the palate. This articulation is correct for ke, ki, where the sound k is softened by the influence of the following vowels.

Correction: Show in front of a mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a hard tongue. Show the child to what depth he should insert his finger into the mouth (two phalanges).

4. A deep, guttural k is heard, characteristic of some eastern languages. Reason: the tongue closes with its root part to the lower edge of the soft palate and to the back wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: reintroduce the sound, starting from the syllable ta and pressing the tongue slightly less deeply than required for a hard k (so that the child does not again fall into the throaty pronunciation of the sound).

5. After the sound k in the reverse syllable and in combination with other consonants, the overtone e (s) is heard. Usually this deficiency corresponds to a similar defect in the pronunciation of the sounds n, etc.

Correction:

A) check the pronunciation of the sounds p and t, if it suffers from a similar defect, first of all correct these sounds;

B) eliminate the lack of pronunciation of the sound k by comparing it with the sound p or t (ap-ak, at-ak). Place the child’s hand on the larynx and show that after pronouncing the sound it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).

6. Instead of k, it turns out to be d. Reason: the vocal cords are included in the work. Typically, such voicing of the sound k corresponds to a similar defect in the pronunciation of the sounds p, etc.
Correction:

A) check the pronunciation of the sounds p and t, if they are voiced, first of all correct these sounds;

B) eliminate the voicing of k by comparing it with the sounds p and t (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child’s attention to the fact that at the moment of bowing and explosion, the larynx should not vibrate (put your hand to the larynx). Temporarily exaggerate the force of exhalation after the explosion.

7. The pronunciation of k, especially in the reverse syllable, resembles the sound heard when uncorking a bottle. The reason is that, as with a similar lack of pronunciation of the sounds p and t, simultaneously with the closure of the tongue and palate, the vocal cords also close (without vibration). The explosion is produced by the air in the mouth and pharynx.
Correction:

A) check the pronunciation of the sounds p and t and correct it (if necessary);

B) compare the pronunciation of all three sounds (p - t - k; an - at -ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

How to teach a child to correctly pronounce the sound s and other whistling sounds: articulation gymnastics, setting the sound s, video - demonstration of simple and accessible ways to produce the sound s, songs with the sound s.

Many children mistakenly pronounce the sound S, which is difficult for them, and other whistling sounds (s. z, z, z). They may skip this sound or replace it with other sounds.
In normal speech development, by the age of five, children correctly pronounce all the sounds of their native language. a (with the possible exception of the sound p, which may appear a little later - at 5.5 years). But now rarely do any children reach this norm. What is the reason?
1. Previously, in every kindergarten from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who have difficulty pronouncing sounds. And this was not done by a speech therapist, but by an ordinary trained teacher! And these were not isolated complexes, exercises and games, but a strictly substantiated system for teaching speech and pronunciation of sounds. Because without a system, problems cannot be solved. Now this is history, and rarely can you find such a clearly and consistently built system of work for a teacher in sound pronunciation with children. This is probably why modern children have more problems with speech.
2. Nowadays, parents pay much less attention to their children’s speech. Often the child is only required to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?”, and not the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “Who cares what he says. The main thing is that you can understand it, that’s all!” But speech is a means of self-expression, communication, and knowledge. And the success of all types of human activity depends on its development.

The child pronounces the sound s and other whistling sounds incorrectly. What to do?

How to help a child if he pronounces the sound s and other whistling sounds incorrectly? Can parents help their baby?
As is correct, parents wait until the age of 5 and then take the child to a speech therapist. Although sometimes one push is enough to evoke the correct sound in the child and help consolidate it in speech without waiting until the age of five. And this “push” should be done not at 5-6 years old, when they are already late, but much earlier - at 4 years of age. And the most important thing is that to give such an impetus you don’t need to be an expert specialist at all! You just need to know the exact technology teaching kids sound pronunciation and its nuances.
To develop in children the correct pronunciation of all the sounds of their native language, kindergartens conduct special sound pronunciation classes for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be regularly held). If for some reason there are no such activities, then you can help your child at home.
I know many mothers and grandmothers who, living far from a speech therapist, themselves coped with the problem of difficult sounds and helped their babies. And I know many educators who know how to prevent speech disorders and help a child speak correctly and learn to pronounce all the sounds of his native speech. We can all help the baby and show him the right path!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be sufficient. And he will delight both you and himself with the correct sound s or z suddenly appearing in his speech. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i.e. automate the correct pronunciation of a given sound.
But if a child’s sounds are impaired, he makes many grammatical mistakes, his speech is slurred, and he speaks with difficulty, then you cannot do without a speech therapist. And the sooner you contact a specialist, the better the results will be.
All articulation exercises are useful not only for children whose sound pronunciation is impaired, but for all preschoolers, because they develop the articulatory apparatus, make it more mobile, flexible, and learn to control it consciously.

Stages of working on sound.

Working on a new sound that a child pronounces incorrectly includes a number of stages:
1. Clarification of the movements of the organs of the articulatory apparatus necessary to pronounce a given sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. Appearance of sound- sound production,
3. Sound acquisition- consolidating the correct pronunciation of sounds in the child’s speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will tell you about all these stages in more detail.

First stage. Articulatory gymnastics for whistling sounds (s, s, z, z, z)

As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь). One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, special “regular exercise” is needed - articulatory gymnastics.
IN articulation gymnastics complex exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, and produce the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed randomly! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in a playful way– in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!

Tips for performing articulatory gymnastics - it is important to know and perform:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are consolidated. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
It is imperative to monitor facial symmetry when performing gymnastics movements.(the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, then this will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.

Preparatory complex of articulation gymnastics includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternating movements tongue up and down.
Alternating movements tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.

If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.

A set of articulation exercises for whistling sounds p. z, c (Developed by Fomicheva M.V.).

Helpful Tips:

• In every exercise I give description of movements and typical mistakes(See “What to pay attention to”). After the description you will find video all exercises.
• First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
• Never scold a child for a mistake, just show them again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.

Exercise 1. Put the ball into the goal.

Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate made of cubes.

Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.

Exercise 2. Punish the naughty tongue.

Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.

Exercise 3. Wide tongue - pancake.

Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What you need to pay attention to when watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.

Exercise 5. Who will kick the ball further?

Our task- we will practice the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need cotton wool, which we will try to drive away. Fleece is our “ball”. You need to smile and place the wide front edge of your tongue on your lower lip. Next, pronounce the f sound for a long time. And blow the cotton wool onto the opposite edge of the table.
What you need to pay attention to:
The lower lip should not be pulled over the lower teeth.
Don't puff out your cheeks!
You need to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.

Exercise 6. Let's brush our teeth.

Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required to pronounce whistling sounds.
Performing the exercise:
Smile, open your mouth slightly. Use the tip of your tongue to brush your lower teeth. First move your tongue from side to side, and then from bottom to top.
What you need to pay attention to:
The lips are smiling and motionless throughout the entire exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.

Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve the technique of doing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurate. And in this way the baby explores himself, the structure of his body, which is also very exciting for preschoolers.

How much time will it take for preparatory work? It is simply impossible to say in absentia. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!

You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.

Video. Articulatory gymnastics for whistling sounds (s, z, z)

Second phase. Sound production.

At the second stage, those children who correctly pronounce the sound s clarify its articulation and pronunciation, and consolidate their skills. The same children who did not know how to pronounce it learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of sound and can check himself. This is possible from the age of 4. And in classes on speech development, all children are taught this (at least, they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate correct pronunciation, for clearer and faster operation of the articulatory organs, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.

At 4 years old The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”.

From 5 years You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.

Articulatory gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with a given sound, which you will find below.

When producing a sound, the baby also learns the correct articulation of the sound.

Correct articulation of sound p.

When pronouncing the sound correctly with:
The mouth smiles (the corners of the mouth are slightly pulled back),
Teeth closed
The tip of the tongue rests on the lower incisors (i.e. it is at the bottom, not at the top),
The front part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as “tubercles” on the palate, at the top of the mouth),
When pronouncing a sound, a groove is formed in the middle of the tongue through which air flows.
Unlike hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air is coming from the mouth, you need to bring your hand to your mouth, palm down. Pronounce the sound Ш yourself in this position, and then the sound S, and you will see the difference. You can show your baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will be happy to experiment to see how it works out for him - a cold stream of air or not.

For four-year-old children, you can practice the sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires that are slightly deflated with air. We will work with the pump and inflate the tires with air: sssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask your child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Below, hidden behind his lower teeth). What kind of air is coming in - cool or hot? (Cool) – bring the back of your hand to your mouth. Compare with the sound X - is the air warmer with the sound X or the sound of the pump C?
Invite your child to “take the pump” (pantomime - an imaginary action) and “pump up the tires” - whistle ssss.
Very often, even such clarification of the correct sound pronunciation of the sound C in the game “Pump” is enough for a four-year-old child to begin to pronounce the sound correctly!

It happens that “playing the pump” is not enough and you need to clarify the articulation of sound individually, in front of a mirror. When producing sound by imitation You can invite the baby to blow on his slightly protruding wide tongue, imitating you. After this, you need to move your tongue behind your lower teeth. “Look where my tongue is. Do you see the teeth? Do the same. Smile so your teeth are visible. Press your wide tongue against your front teeth at the top. Well done! Now cover your mouth and let's blow. Raise your hand to your chin – can you feel the air flowing?” Place the cotton wool on the child's chin so that a stream of air hits it. If the child blows weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.

You should not expect that the sound C, which appears through imitation, will immediately appear in the child’s speech. For a child, this is just the sound of a pump in a game! Even the next day, the baby may already forget everything, and you will have to demonstrate the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound to enter the child’s speech, games and play exercises are needed to automate it, which I will talk about in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And you also need teach the child to distinguish sounds that are close and similar to each other, so as not to confuse them in speech. We will also talk about this in the continuation of this article.

And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and accessible techniques.

How to teach a 3-4 year old child to pronounce the whistling sounds S and Z correctly? Video

If a child is good at articulatory gymnastics movements, then, as a rule, a few simple techniques will allow him to almost immediately learn how to correctly pronounce the whistling sounds s and z. You will learn how you can teach your child at home to correctly pronounce the sound s and correct its pronunciation from Irina Denisova’s video. She shares some professional speech therapy secrets with her parents.

If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article

If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.

And at the end of the article there are several songs for speech lessons with children based on the sound s.

Songs with sound S. Video for speech classes with children.

Song about sand- a song for pronouncing the isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.

A song about the letter S. Words with the sound S. How to make the letter S from the letter O?

See you again!

You can read more about the formation of correct sound pronunciation in preschool children:

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Techniques for producing whistling sounds [С,Сь]

Characteristics of a group of whistling sounds.

The group of whistling sounds includes the sounds S, S', Z, Z' and Ts (in transcription: [s], [s"], [z], [z"], [ts]). They are classified in the same group because they have similar articulation. For example, the sounds [s] and [z] differ only in the presence or absence of voice, the sounds [s] and [s"] - in the additional rise of the middle part of the tongue.

[C]: consonant, oral, voiceless, fricative, anterior lingual, hard;

[Z]: consonant, oral, voiced, fricative, anterior lingual, hard;

[S’], [Z’]: soft;

[C]: consonant, oral, voiceless, occlusive fricative, anterior lingual, hard.

In the group of whistling sounds, the basis is the articulation of the sound [s]. This sound is the basis for the entire group.

How to pronounce the sound [s] normally.

Sound [s] - consonant, dull, hard. Paired with it in terms of hardness and softness is the sound (“s”). Paired in terms of voicedness and deafness is the sound [z].

When pronouncing the sound [s], the organs of articulation occupy the following position:

- lips

- teeth

- Tip of the tongue

- lateral edges of tongue

- dorsum of tongue in itsfront

- air jet

- soft sky

- vocal cords

Preparatory stage

Atno sound [c], work begins with the formation of correct articulation of sound; are developed: the position of the lips in a smile with exposure of the upper and lower incisors; ability to flatten the tongue; the ability to hold the wide tip of the tongue behind the lower incisors, a long, strong air stream running down the middle of the tongue.

Interdental: exercises are performed to strengthen the muscles of the tip of the tongue and the front of the back of the tongue; generating a directed air jet; the sound [i] is practiced, in which the position of the tongue is close to the normal articulation of the sound [s].

Side: Exercises are given for spreading the tongue, the ability to keep it wide, strengthening the lateral edges of the tongue; producing an air stream running in the middle of the tongue; in this case, both halves of the tongue should work evenly, the sounds [i, f] should be practiced (with the latter there is a strong air stream directed in the middle of the tongue).
Nasal: the ability to hold a spread wide tongue on the lower lip is developed, the ability to direct an air stream to the tip of the tongue inserted between the lips (teeth); the ability to hold the wide tip of the tongue behind the lower incisors; the position of the lips in a smile with the incisors exposed; sounds [i, f] and differentiation of sounds [f - x] are practiced using tactile sensations (with [f] - the stream of air is narrow, cool; with [x] - wide, warm).

Labiodental parasigmatism: the ability to compare and distinguish sounds [s - f] by ear using pictures-symbols is developed; exercises are carried out to practice the movements of the lower lip down and up; developing the ability to hold the lips in a smile with the upper and lower incisors exposed, the ability to hold the wide tip at the lower incisors, touching them; sound [and] is being worked out; the ability to pronounce a combination of vowels [ie] with tension (this helps to slow down upward movements of the lower lip, prepares the desired shape of the tongue and directs a concentrated air stream).

Prizubny: the ability to compare and distinguish by ear the sounds [s - t] is developed using pictures-symbols; exercises are given to develop a long, directed air stream; position of the wide tip of the tongue behind the lower incisors; the ability to alternate movements of the wide tongue up and down, touching the roots of the upper and lower incisors is developed; the ability to keep your lips smiling; sounds [i, f] are practiced.

Hissing: the ability to compare and distinguish by ear the sounds [s - sh] is developed using pictures-symbols; skills are developed: holding a wide tongue behind the lower incisors, alternating movements of the wide tongue behind the lower and upper teeth; keep your lips in a smile with the upper and lower incisors exposed; direct the air stream in the middle of the tongue; alternate movements of the wide tip of the tongue from the lower incisors to the hyoid frenulum (movements along the floor of the mouth back and forth); sounds [i, f] are practiced.

Note: when correcting all types of sigmatism, the sound [s] is not called to the child, but is replaced by the naming of the “Cold Wind” exercise, so that there is no slipping into the defective version of the previous stereotype.

Methods stop sound [C]

No.

Method of setting

NO SOUND [C]

At no sound: used imitation technique, achieve the correct pronunciation of the isolated sound [s], while paying attention to the correct position of the organs of the articulatory apparatus (smile so that the teeth are visible, and blow on the tip of the tongue until a whistling noise is obtained).

By imitation

[With]: - game “Pump”, water song

Hedgehog snorting - fffsss

Light breeze

Goal: to achieve the correct sound of isolated sound.
In the absence of sound, using the technique of imitation, they achieve the correct pronunciation of the isolated sound [s], while drawing the child’s attention to the correct position of the organs of the articulatory apparatus. The child is asked to stick his tongue between his teeth and blow on it: f-f-f, then remove the tongue behind the lower teeth, stretch his lips in a smile, clench his teeth and pronounce the sound [s]: sing the song of the pump, water, breeze.

Sound production based on imitation. Sit with your child in front of the mirror and show him the correct articulation of the sound “C”. Make sure your child carefully follows your movements, as the correct pronunciation of the sound depends on this. Let the child open his mouth after you, smile a little, put his tongue out, press the tip of his tongue to his lower teeth and blow a stream of air over his tongue. As a result of the actions taken, the sound “C” will be heard.

Sound production based on imitation using game moments. The speech therapist uses special exercises to imitate certain actions, for example: a balloon deflates (s-s-s-s). Moreover, in such simulation exercises, real objects are sometimes used, which further arouse the child’s interest, since he can independently interact with them.

"Let's remember the exercise. Smile wide, show your teeth and say the sound [and] to yourself. Now, with such a beautiful smile, blow on the ball." When performing this exercise, it is important to ensure that the lips do not come together, do not cover the teeth, and the tip of the tongue is strictly behind the lower teeth. As a result, a weak but clear sound is heard [c]. The pronunciation of the sound is fixed in onomatopoeia.

By imitation: perform “Fence” - “Window” - “Bridge”. Return to the “Fence” position again. Blow into a bubble to make it “sing” or perform the “Cold Wind” exercise.

Sound productionbased on reference sounds . The specialist selects those sounds that are reference for the desired sound. For the sound “S” these are the sounds “I” and “F”. Having learned to pronounce support sounds correctly, it will be easier for the child to slightly change their articulation to produce the sound “C”.

From reference sound:

a) Execute “Fence” - “Window” - “Bridge” - “Fence”. Pronounce the sound [and] for a long time, then do the “Cold Wind” exercise: “i-i-i-issss.”

b) The same with the sound [f]: “f-f-f-f-ssss”.

From reference sounds.

Sound [With] :

- from [and] – sing a sound and then blow a cold breeze

Ta-ta-ta, cha-ta-ta, ti-ti-ti - and let in a cold breeze

- from [f] – for interdental pronunciation

Sound productionmechanically . The specialist, using available means, independently places the child’s articulatory organs in the correct position and asks him to smoothly but forcefully blow out the air. When a child gets the sound “C”, he can pronounce it independently without the help of adults.

If the first method does not work, you can use mechanical help. We make a wide smile, teeth are exposed, the tip of the tongue is behind the lower teeth. On the tip of the tongue we place a thin wooden stick in the middle, for example, a match without a sulfur head. We press lightly with a stick, thus forming a groove for an air stream along the middle line of the tongue. The child blows on the tip of his tongue. The sound [s] is heard. Attention! The air stream should be strong, narrow and feel cold (not warm!) when you bring the back of your hand to your mouth. Mechanical assistance can be used at the stage of pronunciation of isolated sounds (onomatopoeia) and syllables. Then we gradually remove the stick. When the child learns to pronounce the correct sound [c] independently, without mechanical assistance, you can move on to automating this sound in words and sentences.

Mechanical method:

a) Perform the exercises “Fence” - “Window” - “Bridge”, i.e., spread your tongue and rest the tense tip against the lower teeth. Place a spatula or probe along the tongue so that it presses only the front part of the tongue; lips in a smile, teeth closed, blow air forcefully, evenly, as in the “Cold Wind” exercise.

b) The same with slowly removing the spatula or probe.

Mixed method:

a) Perform the exercises “Fence” - “Bridge” - “Shovel” - “Fence”, i.e. bite your wide tongue with your teeth, say “t-t-t” and blow into the bubble. As the exhalation lengthens, the sound [t] turns into the sound [s]. You need to use a probe to lay a “groove” along the middle part of the tongue. After exhaling correctly, the tongue is gradually moved behind the teeth.

b) Perform the “Fence” exercise, say “and-and-and”; then exercise “Cold wind” - “sssss”, hold the tip of the tongue with a probe (iiiiiiissssss).

1. The child should smile broadly and place a wide, spread tongue between the teeth - only its extended tip should rest on the lower teeth. Make sure that your child does not bite his tongue with his upper teeth.
2. Ask the child to blow on the very tip of his tongue so that he feels a chill on it. Let the child put his hand to his mouth and feel the exhalation on it.
3. While the child is blowing on the tip of the tongue, you place a toothpick on it along its midline, lightly press it on the tongue, forming a “groove” along which air will be “blown” in the future. The toothpick should fit about two centimeters into the child's mouth. If your tongue wriggles out, push it deeper.
4. When you press on your tongue with a toothpick, a vague “lisping” whistle begins to be heard.
5. After this, the child should bring the teeth together so that only a toothpick is placed between them (no need to bite it), and the tongue remains behind the teeth (inside). The child should continue to blow on the tip of the tongue, the exhalation should be felt between the teeth. While the teeth are approaching, the whistle cannot be interrupted.
6. While the child “whistles,” you press harder or, conversely, weaker on his tongue with a toothpick, moving it into the depths of his mouth or, conversely, touching it to the very tip of his tongue. Thus, you are looking for the position in which the [s] sound will sound most correct.
7. When such a position is found, you train a whistling sound in it, which can be called a “mosquito whistle.”
8. At the moment when the sound [s] sounds correct, you will need to carefully remove the toothpick from the child’s mouth. For some time the sound will continue by inertia.
9. This technique must be used until the child learns to independently place his tongue in the right place and whistle like a “mosquito.”
10. After this, start pronouncing the syllables (based on the pictures).
11. If the child loses the articulation of sound in a syllable, pronounce the syllables with him for a while using a toothpick.
12. When the sound is pronounced correctly, tell the child what sound he is pronouncing.

Setting the sound [S] from the correct [Sh]
1. The child must make the sound [sh].
2. At this time, let the tongue slowly move forward, from the alveoli to the upper incisors. The tongue should not leave the palate. The upper incisors are directly above the lower ones. You can silently show your child this movement.
3. If you hear an intermittent sound, this means that by moving the tongue, the child is tearing it away from the palate. Invite him to open his mouth slightly and move his tongue while looking in the mirror.
4. With such a movement of the tongue in the child’s pronunciation, a somewhat softened sound [w] will first be heard, then an unclear whistling sound and, finally, the correct sound [s]. This will happen if the child's incisors are closed. If the mouth is slightly open, the sound [s] will not be entirely accurate. Warn your child that the sound of the tongue will change as the tongue moves, and invite them to see together what sound they will end up with.
5. When the child pronounces the sound [s] (more or less accurate), tell him that he made a sound reminiscent of the “whistle” of a mosquito.
6. After this, practice this “whistle” with your child. Let him immediately put his tongue in the place where it can be heard.
7. Subsequently, when pronouncing the sound [s], the child must close the incisors so that they are in the form of a correct bite (that is, close the mouth), and in this position continue to “whistle.”
8. Then “teach” the mosquito to pronounce syllables (using pictures).
9. When the child can pronounce the sound [s] freely, tell him what sound he is pronouncing.

Setting the sound [С] from the correct [Сь]
Ask your child to imitate the sound [s"]. Look into his mouth and see where the tip of his tongue is.
1. The tip of the tongue can rest on the base of the upper incisors or on the upper incisors. In this case, start making the sound [s] for your child (see below).
2. The tip of the tongue can rest against the lower incisors. Then you will first have to teach the child to pronounce this sound with the tongue in the upper position.
Making the sound [s"] with the tongue in the upper position.
Place the tip of your tongue against the upper incisors and in this position pronounce the sound [s"]. Open your mouth slightly so that the child can see your articulation. Ask the child to pronounce the sound [s"] the same way as you.
Since the child already knows how to pronounce this sound, this task will not cause him much difficulty, since he will check the correctness of his pronunciation by ear.
Final sound production [s].
1. Let the child make the “upper lingual” sound [s"]. You need to place your palm (slightly below) to your mouth in order to feel the exhaled stream of air (slightly cool) on it. The lips should be elongated into a smile.
2. During a long pronunciation of a soft sound [s"] (carefully following the air stream in the palm of the hand), the child should gradually round his lips and, ultimately, extend them into a tube, as when pronouncing a vowel [u] (only leaving a wider hole ). You silently show your child how to change the shape of his lips, and he repeats it after you. The sound [s"] will sound more firmly.
Make sure that the child, while rounding his lips, does not open his mouth wide; in extreme cases, he can be allowed to place the upper incisors on the lower ones.
3. The child must always watch the air stream hitting his palm. Give him the following instructions: “You should gradually pull your lips forward, but a stream of air should still fall into your palm. It will get warmer and warmer, and in the end you will have to make it hot.”
4. As a result, the child will make a hard sound [s]. If you notice that he is trying to maintain a soft pronunciation (with the rounding of his lips it should disappear automatically), tell him that his task now is not to pronounce the sound [s"], but to make a hot stream of air on his palm.
5. Tell your child that when he makes a sound with his lips stretched out into a smile, a skinny, small mosquito “squeaks” in his mouth, and the stream of air turns out to be cool. And when he stretches his lips into a tube, a thick, well-fed mosquito “squeaks,” and the stream of air becomes hot.
6. Finally, invite the child to immediately “squeak with a fat mosquito.” If this is difficult, let him pronounce (according to the picture) the syllable [su] (the child’s lips are already in the appropriate position). This syllable should be pronounced “fat mosquito.”
7. If the correct or almost correct sound [s] is heard, you will need to move your lips forward, as when pronouncing a vowel [s] (so that the upper and lower incisors are visible). The teeth should remain closed. Show your child how to do this. This will make your pronunciation more accurate. You can (based on the picture) pronounce the syllable [sy].
8. To clarify pronunciation, you can ask the child to press his tongue more tightly to his upper teeth.
9. In the future, fix the sound in the syllables [sa], [sy], [se], [so], [su] (“teach a fat mosquito to talk”).
10. When the child accurately pronounces the sound [s], tell him what sound he is pronouncing.

Setting the sound [C] while inhaling
1. Let the child, with his mouth slightly open, place his flat, wide tongue at the bottom of the mouth so that it is in contact with the lower teeth along the entire perimeter. Show him this articulation. He should then close (but not squeeze) his teeth into a proper bite and purse his lips into a smile.
2. 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 and feels cold on it. As a result, a more or less intelligible, very quiet sound [s] will be heard.
3. If the sound [s] does not work (you may just hear a “sob”), it means that the child took too deep a breath. You may even notice how his chest has risen. Tell him that he should not inhale, but only “suck” a little air through his teeth to “cool” the tip of his tongue. Show him how to do this so that he understands the extent to which he must perform a subtle action.
4. After this, tell the child to “blow” out the same air that he feels cold on the tip of his tongue (because it has not yet warmed up) through his teeth. Let him “blow” it off the tip of his tongue and “strain” it through his teeth. The lips should remain in a wide smile. As a result, the child will pronounce a quiet sound [s].
5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “driving” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, give him a break. The chest and shoulders should be lowered, the lips should be drawn out into a smile. When inhaling, the air should precisely hit the tip of the tongue and immediately “blow away” from the tip of the tongue. You can invite your child to blow off a “chilling feeling” from the tip of his tongue.
6. When the sound [s] is quite stable, draw the child’s attention to the fact that he produces a thin whistle, like a “little mosquito.” Let it “whistle” longer as you exhale.
7. Then you need to “whistle” only as you exhale - intermittently, with pauses (“the mosquito, they say, will whistle, then think for a while, then whistle again”).
8. After this, proceed to the pronunciation of the syllables [sa], [se], [sy]. [so], [su] (from pictures). Tell your child that your “mosquito will learn to talk.”
9. When the child makes the sound [s] unmistakably, tell him what sound he is pronouncing.

Setting the sound [S] from the sound [T]

The teeth should be slightly open, but not clenched. Let the child exhale after you and pronounce the sound [T] for a long time. An exhalation should be felt in the palm of your hand in a stream. Then you need to stretch your lips into a smile and in this position continue to pronounce the sound [T] for a long time, it is possible that after [T] the correct [s] will be heard.
If this does not happen and the sound is unclear, ask the child to smile strongly, stretching his lips into a “string”. The whistling sound will sound thinner.

Setting the sound [S] from the sound [Ts]

The option of setting the sound C from the sound C is not common, but knowledge of this method will not hurt any speech therapist. The child sayslong and drawn out the sound C. If this condition is met, the second component of the diphthong is heard - the sound C. The biggest difficulty is to draw the child’s attention and give him the opportunity to hear this sound. If you can’t immediately pronounce C in isolation, you can pronounce TsS, interrupting the sound with short pauses: TsS-S-S-S. Further pauses lengthen. And they immediately move on to pronouncing syllables

Sound[S]. The groove is not formed, the tip of the tongue is not held I use a cap from a regular ballpoint pen. The child clamps the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in syllables. The result is good.

Sound [C] for malocclusion (progenia)

Setting the C sound during progeny (the lower jaw is pushed forward)
There is another way to place C during progeny: place the tongue on the lower incisors and pronounce the supporting sound T in this position. An almost clear S sound will be heard.

Sound [C] for anomalies in the structure of the speech organs

In case of progeny (the lower jaw protrudes forward), the sound C can be placed as follows: Place the tongue in the oral cavity so that it is pressed against the lower incisors along the entire perimeter, and the upper incisors should be placed on the tongue so that there is a small gap between them. The initial sound C will result from the passage of air through this gap. If a groove is not formed, you can use a probe, a narrow spatula, a match, or a toothpick.

The sound [S] with the Gothic structure of the sky

Setting the C sound with a high palate or absence of lower incisors
With this anomaly, the C sound is placed at the upper elevation of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: working on exhalation, forming a groove, etc. After the appearance of a muffled S with the sound Ш, they move on to lowering the tip of the tongue down (which is no longer difficult to do).

INTERDENTAL Sigmaticism

Interdental: the child is asked to: move the wide tip of the tongue behind the lower incisors, bring them together and “let in a light breeze.”

Invite the child to remember the exercise “Fence” - “Window” - “Bridge” - “Fence”. And then “Cold wind,” that is, blow for a long time. Monitor the position of the tongue behind the lower teeth.

With interdental sigmatism, the child is first shown the correct articulation of the sound [C]. Attention is drawn to the fact that the tip of the tongue rests on the front lower teeth and should not be visible between the teeth, they are closed. If the child cannot immediately pronounce a sound by imitation, you need to resort to mechanical help: the tip of the tongue is pressed with a match. The child, having bitten it, pronounces the sound [C].

LABIODENTAL Sigmaticism

Labiodental: The child is asked, using visual control, to pronounce the sound [s] for a long time when the lips are positioned in a smile (sometimes mechanical assistance is used - the lower lip is held with the child’s finger placed on the dimple under the lower lip).

a) Comparison and differentiation by ear of sounds [s-f] - in words that are similar in sound composition, with differentiation in syllables, among phonemes.

b) The exercises are the same as in the absence of sound. Preparatory exercises.

c) Perform the exercises “Fence” - “Window” - “Bridge” - “Fence” - “Cold Wind”. If this does not work, the speech therapist holds the child’s lower lip, thus exposing the incisors, and suggests performing the “Cold Wind” exercise. Then the child himself holds the lower lip with his finger, preventing it from being pulled towards the upper incisors, and repeats the “Cold Wind” exercise. When the sound is obtained in isolation, pronounce it in combination with vowels (first with mechanical assistance, then without it).

In case of labiodental sigmatism, the labial articulation must be removed. This is achieved by demonstrating the correct position of the lips when pronouncing this sound or with mechanical assistance (using a finger to move the lower lip away from the teeth). In other cases, the child is asked to smile, pull back the corners of the mouth slightly so that the teeth are visible, and blow on the tip of the tongue to produce a whistling noise typical of [C]. Mechanical assistance can be used. The child pronounces the syllable TA repeatedly, the adult inserts probe No. 1 between the alveoli and the tip of the tongue (as well as the front part of the back) and gently presses it down. A round gap is formed, passing through which the exhaled stream of air produces a whistling noise. By controlling the probe, an adult can change the size of the gap until the desired acoustic effect is obtained.

DENTAL PARASIGMATISM

Prizubny: Using the demonstration of correct articulation, tactile sensations (with the back of your hand let you feel a long stream of air when pronouncing [with] the speech therapist, and then by yourself), achieve the correct sound [with].

b) Comparison and auditory discrimination of sounds [s-t] in words that are similar in sound composition (“sledge-tanks”), in syllables, among phonemes (see development of phonemic hearing).

c) Lightly pressing the spatula on the tip of the tongue, lower it behind the lower incisors to create an outlet for air through the interdental gap.

d) Invite the child to hold his tongue between the incisors, spreading it wide. With this position of the tongue, the child, exhaling air, feels its stream at the tip of the tongue, producing a sound similar to interdental [s], then, lightly pressing the spread tongue with a spatula, on its tip, one should gradually move it behind the lower incisors.

With dental parasigmatism, the correct sound of the sound [C] is achieved using the demonstration of correct articulation, tactile sensations (with the back of the hand), the child feels a long cold air stream when pronouncing the sound [C] to an adult, and then to himself.

LATERAL Sigmaticism

Side: in two steps: they achieve interdental pronunciation [s] to get rid of the squelching noise (sometimes they use mechanical assistance: a match; to develop a long groove along the midline of the tongue); then move the tip of the tongue to the tooth position (behind the lower incisors).

a) The exercises are the same as in the absence of sound.

b) Perform the “Shovel” exercise. Blow on a wide tongue. First, the tongue is between the lips, and then between the teeth.

c) They automate interdental sounds in syllables and words, and then eliminate interdental sigmatism.

Setting the sound [from] side.

It is better to start sound production by practicing the reference sounds: [I], [F]. When the child begins to pronounce the sound [I] correctly, ask to blow a breeze across the tongue, the sound [C] is heard.
Another way of setting: from the interdental sound [C]. This method helps keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of his tongue and at the same time pass a stream of air across the tongue.

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises performed, can rise to close contact with the lateral teeth. When correcting lateral sigmatism, the child is taught to blow on the widely spread front edge of the tongue, then on the tip of the tongue between the teeth. Then the tongue is moved behind the teeth.

Nasal sigmatism

Nasal: The child is asked to: pronounce the sound [f] for a long time, insert the wide tip of the tongue between the lower lip and upper incisors. Then, with the wide tip of the tongue in an interdental position, blow on it with the sound [f]; gradually moving the tip of the tongue behind the lower incisors.

a The same exercises as in the absence of sound.

b) Differentiation of nasal and oral exhalation.

c) Perform the “Shovel” exercise - position the tongue between the lips. Blow on a wide tongue. Blow on your tongue in an interdental position.

d) They automate interdental sounds in syllables and words, and then eliminate interdental sigmatism.

With nasal sigmatism, the child is asked to pronounce the sound [F] for a long time, insert the wide tip of the tongue between the lower lip and the upper incisors, then, with the wide tip of the tongue in an interdental position, blow on it with the sound [F], gradually moving the tip of the tongue behind the lower incisors.

SIZHING PARASIGMATISM

Hissing: With the wide tip of the tongue in an interdental position, the child is asked to pronounce [f] for a long time and achieve the correct sound [s].

a) The same exercises as in the absence of sound.

b) Comparison and distinction by ear of sounds [s-sh] in words, syllables, among phonemes.

c) Perform the exercises “Fence” - “Window” - “Bridge”, hold the tongue behind the lower incisors.

d) From the “Bridge” position, perform the “Shovel” exercise, blowing on the tongue in an interdental position.

e) Automate the interdental sound [s] in syllables, words, phrases.

f) Correction of interdental sound [c] with the help of exercises “Fence” - “Window” - “Bridge” - “Fence” - Cold wind.”

How to pronounce the soft sound [s"] normally.

The sound [s"] ("сь") is a consonant, dull, soft. Paired with it in terms of hardness is the sound [c]. Paired in terms of sonority is the sound [z"] ("z").

When pronouncing the sound [s"], the organs of articulation occupy the following position:

- lips slightly stretched in a smile, so that the upper and lower incisors are exposed;

- teeth brought closer together, forming a gap of 1-2 mm;

- Tip of the tongue wide, located in the lower part of the lower front teeth;

- lateral edges of tongue raised and tightly connected with the upper lateral teeth;

- dorsum of tongue in itsaverage parts form a narrow gap with the upper alveoli for the exit of a stream of air;

- air jet strong, runs down the middle of the tongue and feels cold when you bring the back of your hand to your mouth;

- soft sky pressed tightly to the back wall of the throat, preventing air from escaping into the nose;

- vocal cords open, do not form a voice.

Methods stop sound [ C " ]

No.

Method of setting

NO SOUND

After automation, [s] is called by imitation [s"] (using the syllables si, sya, se, syu) - they are asked to smile wider, as this helps soften the sound.

When pronouncing a soft [ C" ] the lips stretch more than with C and become tense. The anteromedial part of the back rises higher to the hard palate and moves slightly forward in the direction of the alveoli, subsequently, the gap narrows even more, and the noise becomes higher.

Bibliography

1. Arkhipova, E.F.Correctional and speech therapy work to overcome erased dysarthria in children: a textbook[Text]:/ E.F. ArkhipovaM.: AST: Astrel, 2007.p. 114-123.

   Fomicheva, M.F. Education of children's correct sound pronunciation: Workshop on speech therapy: Textbook. manual for students of pedagogy. special education school No. 03.08 “Doshk. education" [Text]: / M.F. Fomicheva. –– M.: Education, 1989, - 239 p.

   Karelina, I.B. “Speech therapy work with children with minimal dysarthric disorders” [Text]: / I.B. Karelina //Author's abstract…. Candidate of Pedagogical Sciences M., 2000.

   Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers (correction of erased dysarthria): a textbook. [Text]: / L.V. Lopatina, N.V. Serebryakova –– St. Petersburg: Publishing house “SOYUZ”, 2000. – 192 p.

   Polyakova, M. A. Self-instruction manual on speech therapy. Universal Guide[Text]:/ Marina Po Lyakova - 4th ed. - M.: Iris-press, 2009. - 208 p.

   Shablyko, E.I. Correction of violations of the pronunciation of whistling sounds in preschoolers and primary schoolchildren [Text]:/ E.I. Shablyko / Manual for speech therapists of preschool educational institutions and schools, educators and parents. - M.: TC Sfera, 2013. - 64 p.

First complex (for whistling sounds [s], [z], [ts])

To pronounce whistling sounds, complex and precise movements of the tongue are required, which involve the tip of the tongue (it is located behind the lower teeth), the lateral edges of the tongue (they are tightly adjacent to the upper molars), the back of the tongue (the front part of it rises to the alveoli and forms with them slit, and when learning, first the bow, then the slit); movements of the lips (in a smile), lower jaw (barely lowered) and the presence of an air stream (quite strong and directed in the middle of the tongue). The following exercises help develop the necessary movements of the tongue and air stream.

Put the ball into the goal

Target: produce a long, directed air stream.
Short description: stretch your lips forward with a tube and blow for a long time onto a cotton ball (lying on the table in front of the child), driving it between two cubes.

Guidelines:

• Make sure that your cheeks do not puff out; to do this, you can lightly hold them with your fingers.
• Push the ball in with one exhalation, not allowing the air stream to be intermittent.

Punish a naughty tongue

Target: develop the ability to relax the muscles of the tongue and hold it wide and spread out.
Short description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position with your mouth open, counting from one to five to ten.

Methodical instructions.

• The lower lip should not be tucked in or pulled over the lower teeth.
• The tongue should be wide, its edges touching the corners of the mouth.
• You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth! if he does the exercise correctly, she will deviate. At the same time, this exercise promotes the development of a directed air stream.

Make the tongue wide

Target: develop the ability to hold the tongue in a calm, relaxed position.
Short description: 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 of one to five to ten.

Methodical instructions.

• Do not stretch your lips into a strong smile so that there is no tension.
• Make sure that your lower lip does not curl up.
• Do not stick your tongue out too far: it should only cover your lower lip.
• The lateral edges of the tongue should touch the corners of the mouth.
• If this exercise does not work, you need to return to the exercise “Punish a naughty tongue.”

Target: produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.
Short description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow the cotton wool onto the opposite edge of the table.

Methodical instructions.

• The lower lip should not be pulled over the lower teeth.
• You can't puff out your cheeks.
• Make sure that children pronounce the sound [f] and not the sound [x], that is, that the air stream is narrow and not scattered.

Let's brush our teeth

Target: teach children to hold the tip of their tongue behind their lower teeth.
Short description: smile, show your teeth, open your mouth slightly and “clean” your lower teeth with the tip of your tongue, first moving your tongue from side to side, then from bottom to top.

Methodical instructions.

• The lips are motionless and in a smiling position.
• Moving the tip of your tongue from side to side, make sure that it is at the gums and does not slide along the upper edge of the teeth.
• Moving your tongue from bottom to top, make sure that the tip of the tongue is wide and begins to move along the roots of the lower teeth.

Glue some candy

Target: strengthen the muscles of the tongue and practice lifting the tongue upward.
Short description: place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth.

Methodical instructions.

• Make sure that only the tongue works - the lower jaw must be motionless.
• Open your mouth no wider than 1.5–2 cm.
• If the lower jaw is involved in the movement, you can place the child's clean index finger on the side between the molars (then it will not close the mouth).
• The exercise must be performed at a slow pace.

Fungus

Target: develop an upward lift of the tongue, stretch the hypoglossal ligament (frenulum).
Short description: smile, show your teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin cap of a fungus, and the stretched hyoid ligament will resemble its stem.)

Methodical instructions.

• Make sure your lips are in a smiling position.
• The side edges of the tongue should be pressed equally tightly - neither half should droop.
• When repeating the exercise, you need to open your mouth wider.

Delicious jam

Target: develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing the sound [w].
Short description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger).
• The tongue should be wide, its side edges touching the corners of the mouth.
• If the exercise does not work, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up with a spatula and wrap it over your upper lip.

Harmonic

Target: strengthen the muscles of the tongue, stretch the hypoglossal ligament (frenulum).
Short description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without letting go of your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer.

Methodical instructions.

• Make sure that your lips remain motionless when opening your mouth.
• Open and close your mouth, holding it in each position for a count of three to ten.
• Make sure that when you open your mouth, one side of the tongue does not sag.

Focus

Target: develop the upward movement of the tongue, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue.
Short description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up.

Methodical instructions.

• Make sure that the lower jaw is motionless.
• The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly.
• The lower lip should not curl up or be pulled over the lower teeth.

The steamboat is humming

Target: develop an upward lift of the back of the tongue.
Short description: open your mouth slightly and pronounce the sound [s] for a long time (like the hum of a steamship).

Methodical instructions.

• Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the palate.

Turkey

Target: develop the upward movement of the tongue and the mobility of its front part.
Short description: open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey babbling).

Methodical instructions.

• Make sure that the tongue is wide and does not narrow.
• So that the tongue moves back and forth, and not from side to side.
• The tongue should “lick” the upper lip, and not be thrown forward.

Swing

Target: develop the ability to quickly change the position of the tongue, which is necessary when combining the sound [l] with the vowels a, ы, o, u.
Short description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. Then lift your wide tongue by the upper teeth (also from the inside) and hold it for a count of one to five. So, alternately change the position of the tongue 4-6 times.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw and lips remain motionless.

Click the tip of your tongue

Target: strengthen the muscles of the tongue and develop the upward movement of the tongue.
Short description: smile" show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves).

Methodical instructions.

• The exercise is first performed at a slow pace, then faster.
• The lower jaw should not move; Only the language works.
• If the child is unable to click, you need to invite him to do the “Glue the Candy” exercise and then return to this exercise.
• Make sure that the tip of the tongue does not turn inward, that is, that the child clicks his tongue and does not smack.

Silently click the tip of your tongue

Target: develop an upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound [l].
Short description: the child should make the same movements with his tongue as in the previous exercise, only silently.

Methodical instructions.

• Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise.
• The tip of the tongue should not bend inward.
• The tip of the tongue rests on the roof of the mouth behind the upper teeth, rather than protruding from the mouth.

Whose teeth are cleaner?

Target: develop the upward movement of the tongue and the ability to speak the language.
Short description: open your mouth slightly and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side.

Methodical instructions.

• Lips in a smile, upper and lower teeth visible.
• Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth.
• The lower jaw is motionless; Only the language works.

Painter

Target: practice upward movements of the tongue and its mobility.
Short description: smile, open your mouth and “stroke” the hard palate with the tip of your tongue, moving your tongue back and forth.

Methodical instructions.

• The lips and lower jaw should be motionless.
• Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.

Drummers

Target: strengthen the muscles of the tip of the tongue, develop the upward movement of the tongue and the ability to make the tip of the tongue tense.
Short description: smile, open your mouth and tap the tip of your tongue behind your upper teeth, repeatedly and clearly pronouncing the sound [d]: d-d-d. At first, pronounce the sound d slowly. Gradually speed up the pace.

Methodical instructions.

• The mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works.
• Make sure that the sound d has the character of a clear blow - not squelching.
• The tip of the tongue should not curl up.
• The sound d must be pronounced so that the exhaled air stream is felt. To do this, you need to bring a strip of paper to your mouth. If the exercise is performed correctly, it will deviate.

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1. The child should smile widely and place a wide, spread tongue between the teeth - only its extended tip should rest on the lower teeth. Make sure that your child does not bite his tongue with his upper teeth.
2. Ask your child to blow on the very tip of his tongue so that he feels a chill on it. Let the child put his hand to his mouth and feel the exhalation on it.
3. While the child is blowing on the tip of the tongue, you place a toothpick on it along its midline, lightly press it on the tongue, forming a “groove” along which air will be “blown” in the future. The toothpick should fit about two centimeters into the child's mouth. If your tongue wriggles out, push it deeper.
4. When you press a toothpick on your tongue, a vague “lisping” whistle begins to be heard.
5. After this, the child must bring the teeth together so that only a toothpick is placed between them (no need to bite it), and the tongue remains behind the teeth (inside). The child should continue to blow on the tip of the tongue, the exhalation should be felt between the teeth. While the teeth are approaching, the whistle cannot be interrupted.
6. While the child “whistles,” you press harder or, conversely, weaker on his tongue with a toothpick, moving it into the depths of his mouth or, conversely, touching the very tip of his tongue with it. Thus, you are looking for the position in which the [s] sound will sound most correct.
7. When such a position is found, you train a whistling sound in it, which can be called a “mosquito whistle.”
8. At the moment when the sound [s] sounds correct, you will need to carefully remove the toothpick from the child's mouth. For some time the sound will continue by inertia.
9. This technique must be used until the child learns to independently place his tongue in the right place and whistle like a “mosquito.”
10. After this, start pronouncing the syllables (based on the pictures).
11. If the child loses articulation of the sound in a syllable, pronounce the syllables with him for a while using a toothpick.
12. When the sound is pronounced correctly, tell the child what sound he is pronouncing.

Setting the sound [С] from the correct [Сь]

Ask your child to imitate the sound [s"]. Look into his mouth and see where the tip of his tongue is.
1. The tip of the tongue may rest on the base of the upper incisors or on the upper incisors. In this case, start making the sound [s] for your child (see below).
2. The tip of the tongue may rest against the lower incisors. Then you will first have to teach the child to pronounce this sound with the tongue in the upper position.

Making the sound [s"] with the tongue in the upper position.

Place the tip of your tongue against the upper incisors and in this position pronounce the sound [s"]. Open your mouth slightly so that the child can see your articulation. Ask the child to pronounce the sound [s"] the same way as you.
Since the child already knows how to pronounce this sound, this task will not cause him much difficulty, since he will check the correctness of his pronunciation by ear.

1. Let the child make the “upper lingual” sound [s"]. You need to place your palm (slightly below) to your mouth in order to feel the exhaled stream of air (slightly cool) on it. The lips should be elongated into a smile.
2. During a long pronunciation of the soft sound [s"] (carefully following the air stream in the palm), the child should gradually round his lips and, ultimately, extend them into a tube, as when pronouncing the vowel [u] (only leaving a wider hole). You silently show your child how to change the shape of his lips, and he repeats it after you. The sound [s"] will sound more firm.
Make sure that the child, while rounding his lips, does not open his mouth wide; in extreme cases, he can be allowed to place the upper incisors on the lower ones.
3. The child must always monitor the air stream falling on his palm. Give him the following instructions: “You should gradually pull your lips forward, but a stream of air should still fall into your palm. It will get warmer and warmer, and in the end you will have to make it hot.”
4. As a result, the child will produce a hard sound [s]. If you notice that he is trying to maintain a soft pronunciation (with the rounding of his lips it should disappear automatically), tell him that his task now is not to pronounce the sound [s"], but to make a hot stream of air on his palm.
5. Tell your child that when he makes a sound with his lips stretched out into a smile, a skinny, small mosquito “squeaks” in his mouth, and the stream of air turns out to be cool. And when he stretches his lips into a tube, a thick, well-fed mosquito “squeaks,” and the stream of air becomes hot.
6. In the end, invite the child to immediately “squeak with a fat mosquito.” If this is difficult, let him pronounce (according to the picture) the syllable [su] (the child’s lips are already in the appropriate position). This syllable should be pronounced “fat mosquito.”
7. If the correct or almost correct sound [s] is heard, you will need to move your lips forward, as when pronouncing a vowel [s] (so that the upper and lower incisors are visible). The teeth should remain closed. Show your child how to do this. This will make your pronunciation more accurate. You can (based on the picture) pronounce the syllable [sy].
8. To clarify pronunciation, you can ask the child to press his tongue more tightly to his upper teeth.
9. In the future, fix the sound in the syllables [sa], [sy], [se], [so], [su] (“teach a fat mosquito to talk”).
10. When the child accurately pronounces the sound [s], tell him what sound he is pronouncing.

Setting the sound [S] from the interdental sound [S]

If your child makes the sound [s] interdentally (that is, his tongue sticks between his teeth), ask him to say this sound and see how he does it.
1. There may be a “groove” running along the child’s tongue, the “exit hole” of which will be visible to you upon examination. It is through this “groove” that the air stream should be supplied.
If your child has just such a pronunciation, when working on the sound [s], you can pronounce it out loud and call the sound by your name. You will immediately need to invite the child to pronounce the sound [s] (interdental), and then simply explain and show him how best to “remove” the tongue behind the teeth (see below).
2. The tongue can lie between the teeth as a solid mass, no “groove” is formed along it, air leaves the child’s mouth, simply flowing around it.
3. The sound [s] can also be pronounced in some other way (not interdentally).
In the last two cases, the child will first need to put in the “correct” interdental pronunciation of the sound [s]. You cannot pronounce the sound [s] out loud.

Setting the interdental sound [s].

1. Have your child stick his very wide tongue out between his teeth. The tip of the tongue should be located at the level of the incisors or protrude slightly forward. The lips should be strongly stretched into a smile. It is advisable (if possible) for the child to lightly bite the tongue on both sides with the molars.
2. In this position, let him blow into the very middle of his palm, “making” the stream of air as cold as possible. You can put a piece of cotton wool on your palm and blow it off. The cotton wool should be approximately ten centimeters from the child’s mouth. Trying to deflate it, he will create a “groove” along the midline of the tongue. The release of air will be accompanied by a vague whistling sound. Make sure that the child's lips are constantly in a smile and do not participate in articulation. At first, you can hold your upper lip with your finger.
3. Show the child his “groove” in the mirror, explain that air flows through it, draw his attention to the fact that a whistle is heard. Tell him that a large mosquito whistles with such a “rude voice”, and now you and he will learn to whistle thinly, just like a small one whistles.

Final sound production [s].

1. The child should, without stopping “whistle” and looking in the mirror (so that his “groove” does not disappear), slowly move his tongue behind the upper incisors, as if “stroking” them with his tongue, until it is leaning against their inner side. Show him how to do this, avoiding the full pronunciation of the [s] sound (almost only by blowing air out of his mouth with a slight noise).
2. When the child's tongue is on the inside of the upper teeth, an almost correct sound [s] will be heard. After this (according to your instructions), the child should cover his mouth in the form of a correct bite; a full sound [s] will be heard.
3. Draw the child’s attention to this sound, tell him that this is exactly how a small mosquito should “whistle.”
4. In the future, “teach” your mosquito to pronounce syllables (using pictures).
5. After the child learns to pronounce syllables without difficulty, tell him what sound he has learned to pronounce.

Setting the sound [C] while inhaling

1. Let the child, with his mouth slightly open, place his flat, wide tongue at the bottom of the mouth so that it is in contact with the lower teeth along the entire perimeter. Show him this articulation. He should then close (but not squeeze) his teeth into a proper bite and purse his lips into a smile.
2. 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 and feels cold on it. As a result, a more or less intelligible, very quiet sound [s] will be heard.
3. If the sound [s] does not work (you may just hear a “sob”), it means that the child took too deep a breath. You may even notice how his chest has risen. Tell him that he should not inhale, but only “suck” a little air through his teeth to “cool” the tip of his tongue. Show him how to do this so that he understands the extent to which he must perform a subtle action.
4. After this, tell the child to “blow” out the same air that he feels cold on the tip of his tongue (because it has not yet warmed up) through his teeth. Let him “blow” it off the tip of his tongue and “strain” it through his teeth. The lips should remain in a wide smile. As a result, the child will pronounce a quiet sound [s].
5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “driving” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, give him a break. The chest and shoulders should be lowered, the lips should be drawn out into a smile. When inhaling, the air should precisely hit the tip of the tongue and immediately “blow away” from the tip of the tongue. You can invite your child to blow off a “chilling feeling” from the tip of his tongue.
6. When the sound [s] is quite stable, draw the child’s attention to the fact that he produces a thin whistle, like a “little mosquito.” Let it “whistle” longer as you exhale.
7. Then you need to “whistle” only as you exhale - intermittently, with pauses (“the mosquito, they say, will whistle, then think for a while, then whistle again”).
8. After this, proceed to the pronunciation of the syllables [sa], [se], [sy]. [so], [su] (from pictures). Tell your child that your “mosquito will learn to talk.”
9. When the child makes the sound [s] unmistakably, tell him what sound he is pronouncing.

Setting the “C” sound on the side.

It is better to start sound production by practicing reference sounds: [I], [F]. When the child begins to pronounce the sound [I] correctly, ask to blow the wind across the tongue, the sound [C] is heard.
Another way of setting: from the interdental sound [C]. This method helps keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of his tongue and at the same time pass a stream of air across the tongue.