Right to set sound for children. Speech therapy lesson summary Staging sound. Material with differentiation of sounds “Z” and “Zh”
Meta activity:
- Clarification of the articulation of the sound /zh/, production of the sound /zh/, consolidation in the isolation of vimov;
- Development of physical motor skills;
- Development of phonemic sprinkling and phonemic analysis;
- Attaching the connection to the sound ta letteri / w/
Obladnannya: mirror, pictures, digital series, drain circuits.
Stay busy
1. Organizational moment
We speak beautifully, expressively, so that everyone understands
It’s obvious that we started in class.
2. In honor of those
There are a bunch of pictures: beetle, spider, bird.
The speech therapist reads a riddle:
Ju-ju-ju
Ju-ju-ju
I'm sitting on the hill
I'm sitting on the hill
I keep repeating the letter
I know the firm letter
I say it all the time.
Who's going to jingle on giltsi? Find images.
What is the first sound in the word “bug”? This sound is guessed by the beetle's jingle. Today we can read the sound /zh/. For this need, you should spoil your tongue well.
3. Articulation gymnastics.
(A tale about the Merry Tongue)
For lips: The speech therapist reads a riddle
Whose little house has red doors
Order from the door of the white beast.
To love the little animal, the tsukerki and the buns.
Did you guess it? This little bud is the mouth. The doors to the little room are either opened or closed. The axis is like this: the company is open : "grin"
Mouth closed : "tube"
"lads-frogs"
Pull your lips straight to your ears - just like toads,
They grin and laugh, and their eyes are like saucers.
"boys and elephants"
I inherit the elephant, I pull my lips with my proboscis.
For the movie: I'm going to have a cheerful little tongue, my friend.
Oh, and a sweet little boy and a desert crumb
Take a walk in the village, take a walk on the ganka (the language lies on the lower lip)
“shovel” - put the language with a shovel and wipe away the crumbs,
Just lie quietly and don’t stir at all.
The axle felt a light breeze and the tongue felt shaky (word "arrow"), huddling in the little booth and closing the doors behind you (take your tongue, seal your mouth).
And outside the sun began to whine and drum on the floor (I hit my teeth and say “d-d-d-d”).
The tongue did not hurt at home, the stele was beaten)
"Painters" (today's painters - we beat them).
The tongue marveled at the anniversary, the stinks clicked: “tock-tock” (the mouth is open, the lips are laughing, the tip of the tongue is sticking out to the little mouth) - “anniversary”
“It’s time for me to go to sleep,” thought Tongue.
4. Production of sound /zh/
(Vikorist is based on the method of setting a shlyakh to ring the sound /sh/).
Place your hand on your neck. Make the sound /sh/, and now say yogo loudly, so that your neck shakes. The sound /z/ comes out.
After a lot of confusion, it becomes clear what the beetle is jingling like that. Children make a sound. The speech therapist corrects and clarifies the articulation of the sound.
5. Clarification of articulation /g/ (in front of the mirror)
Vimovimo once again /f/. Where are your lips supposed to be?
Whose teeth are supposed to be – closed or open?
Where is the tip of the language?
The tip of the tongue is raised, but the upper teeth are not pressed together. The tip of the tongue and the side edges are curved and form a cup shape.
The speech therapist shows the position of the hand behind the other hand.
What does the tongue guess? (cup).
6. Development of phonemic analysis
A) Gra “Catch the sound” (forests in the valley, if you hear the sound /zh/)
Low sounds: M, Zh, U, R, Zh, L, Zh….
In a row of warehouses: zha, va, lo, zho, du, zhu...
In a row of words: toad, bottle, hair brush, shovel, TV, giraffe….
B) Divided the pictures under the diagrams:
First, children characterize the sound /zh/: voicing, hard, ringing.
At the bottom there are pictures: faces, giraffe, acorns, jacket, vest, pajamas, jackets, magazine.
Children are responsible for dividing the pictures under the schemes: under the first scheme of the picture, the one with the sound /w/ on the beginning of the word, under the other scheme - /w/ at the middle of the word.
C) The significance of the sound /zh/ in the word from the number series: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
The speech therapist says the following words: supper, skin, burning, boots, spring.
7. Secure the connection between the sound and the letter “F”.
Show the letter "zh". What does that look like?
Fold the letter into a stick.
Select images and sound /zh/.
In the hour of independent learning, the speech therapist individually works with children whose articulation of the sound /z/ is not yet sufficiently strengthened.
8. Busy bag.
Meta activity:
- Clarification of the articulation of the sound /zh/, production of the sound /zh/, consolidation in the isolation of vimov;
- Development of physical motor skills;
- Development of phonemic sprinkling and phonemic analysis;
- Attaching the connection to the sound ta letteri / w/
Obladnannya: mirror, pictures, digital series, drain circuits.
Stay busy
1. Organizational moment
We speak beautifully, expressively, so that everyone understands
It’s obvious that we started in class.
2. In honor of those
There are a bunch of pictures: beetle, spider, bird.
The speech therapist reads a riddle:
Ju-ju-ju
Ju-ju-ju
I'm sitting on the hill
I'm sitting on the hill
I keep repeating the letter
I know the firm letter
I say it all the time.
Who's going to jingle on giltsi? Find images.
What is the first sound in the word “bug”? This sound is guessed by the beetle's jingle. Today we can read the sound /zh/. For this need, you should spoil your tongue well.
3. Articulation gymnastics.
(A tale about the Merry Tongue)
For lips: The speech therapist reads a riddle
Whose little house has red doors
Order from the door of the white beast.
To love the little animal, the tsukerki and the buns.
Did you guess it? This little bud is the mouth. The doors to the little room are either opened or closed. The axis is like this: the company is open : "grin"
Mouth closed : "tube"
"lads-frogs"
Pull your lips straight to your ears - just like toads,
They grin and laugh, and their eyes are like saucers.
"boys and elephants"
I inherit the elephant, I pull my lips with my proboscis.
For the movie: I'm going to have a cheerful little tongue, my friend.
Oh, and a sweet little boy and a desert crumb
Take a walk in the village, take a walk on the ganka (the language lies on the lower lip)
“shovel” - put the language with a shovel and wipe away the crumbs,
Just lie quietly and don’t stir at all.
The axle felt a light breeze and the tongue felt shaky (word "arrow"), huddling in the little booth and closing the doors behind you (take your tongue, seal your mouth).
And outside the sun began to whine and drum on the floor (I hit my teeth and say “d-d-d-d”).
The tongue did not hurt at home, the stele was beaten)
"Painters" (today's painters - we beat them).
The tongue marveled at the anniversary, the stinks clicked: “tock-tock” (the mouth is open, the lips are laughing, the tip of the tongue is sticking out to the little mouth) - “anniversary”
“It’s time for me to go to sleep,” thought Tongue.
4. Production of sound /zh/
(Vikorist is based on the method of setting a shlyakh to ring the sound /sh/).
Place your hand on your neck. Make the sound /sh/, and now say yogo loudly, so that your neck shakes. The sound /z/ comes out.
After a lot of confusion, it becomes clear what the beetle is jingling like that. Children make a sound. The speech therapist corrects and clarifies the articulation of the sound.
5. Clarification of articulation /g/ (in front of the mirror)
Vimovimo once again /f/. Where are your lips supposed to be?
Whose teeth are supposed to be – closed or open?
Where is the tip of the language?
The tip of the tongue is raised, but the upper teeth are not pressed together. The tip of the tongue and the side edges are curved and form a cup shape.
The speech therapist shows the position of the hand behind the other hand.
What does the tongue guess? (cup).
6. Development of phonemic analysis
A) Gra “Catch the sound” (forests in the valley, if you hear the sound /zh/)
Low sounds: M, Zh, U, R, Zh, L, Zh….
In a row of warehouses: zha, va, lo, zho, du, zhu...
In a row of words: toad, bottle, hair brush, shovel, TV, giraffe….
B) Divided the pictures under the diagrams:
First, children characterize the sound /zh/: voicing, hard, ringing.
At the bottom there are pictures: faces, giraffe, acorns, jacket, vest, pajamas, jackets, magazine.
Children are responsible for dividing the pictures under the schemes: under the first scheme of the picture, the one with the sound /w/ on the beginning of the word, under the other scheme - /w/ at the middle of the word.
C) The significance of the sound /zh/ in the word from the number series: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
The speech therapist says the following words: supper, skin, burning, boots, spring.
7. Secure the connection between the sound and the letter “F”.
Show the letter "zh". What does that look like?
Fold the letter into a stick.
Select images and sound /zh/.
In the hour of independent learning, the speech therapist individually works with children whose articulation of the sound /z/ is not yet sufficiently strengthened.
8. Busy bag.
Anya Kuznetsova
Start the activity “Staging the sound [zh]”.
Purpose: production of sound [zh].
Zavdannya: 1. Clarification of articulation sound [zh];
2. Read the isolation information sound [zh];
3. Getting to know the writer Zh;
4. Development of phonemic hearing;
5. Development of phonemic analysis;
6. Development of articulatory, vocal and frictional motor skills;
7. Development of respect, memory.
Installation of the bathroom: mirror, toy – object, pictures, diagrams for the designated place. the sound of the word, a handbook for mental gymnastics, soundtrack, presentation.
Activity activity:
1. Organizational moment.
Vitannya.
Emotional mood.
2. Setting up the meeting, informed by those.
The speech therapist reads a riddle:
Everyone jingle, jingle
It circles over the flowers.
She sat down and took it from the bottle.
Honey is prepared for us (bjola).
Before us, a bdzhilka flew to the lesson and was preparing a lot of cakes.
How to jizhk bdzhilka?
Why do you see me like that?
Today's Readings sound [zh]. For this need, you should spoil your tongue well.
3. Dihal and articulatory gymnastics.
Speech therapist. There lived a bdzhilka on the galley. I was called Zhuzhu. She was very cheerful, because she loved to sing songs. The axis is flying like a bjilka and blowing, the snowstorms are sitting on the little beds. Asks you out
Bdzhilka Buzzing. Well, blizzards, what has happened to you, why aren’t you flying? Aje such wonderful weather!
Blizzards. We can’t fly, we’ll wash our boards and get our wings wet.
Bdzhilka Buzzing. Well, poor blizzards, the wind may have helped you, but in such weather it won’t blow.
Blizzards. Why should we be timid?
Bdzhilka Buzzing. Don’t boast, snowstorms, my friends will help you. Kolya, let’s help the blizzards dry out their snowflakes. Blow on the blizzards and let the stench dry.
Speech therapist. It is necessary to take deep breaths through your nose and long, long breaths through your mouth.
Right to dikhannya "BLOWING INTO THE BLIZZARD": vdih vidih.
Right "Chuckle"
Speech therapist. Let's now show how the bdzhilka grinned. I'm buzzing the snowstorms. (Rakhunok from 1 to 10).
Speech therapist. Bdzhilka Zhuzhu and the axis had fun, cutting off her tongue, uphill and down. We are being kidnapped.
Right "GIBLI"
Speech therapist. I wanted to buzz, I’m buzzing to sleep a song, but I just feel like I couldn’t hear my tongue, let’s punish him.
Right “PUNISHES THE DISOBEDIENT TONGUE”
The child says five-five-five (Five times).
Speech therapist. I wanted to drink some tea with honey, but the philizhanka, let’s get the philizhanka.
Right "Cup"
Speech therapist. I drank a little drink, I hummed some tea from the café and decided to choose. I marveled at all the sides and wondered at the fungus growing under the tree. The little girl began to buzz and lie under him. She grinned at you and crushed a mushroom with her tongue. Let's get some fungus.
Right "FUNGUS"
Speech therapist. Lie down, I'm buzzing, I'm sleeping. Raptom senses the horse's hoofs clicking. I wanted to buzz, I’m buzzing, I’ll learn to click my tongue just like that.
Right "END".
Speech therapist. Our little one got tired and flew to the little house to see her friends. And our tongue is already tired, put it on your lower lip, leave it at that.
4. Clarification of articulation [g] (in front of the mirror).
Lips pulled forward. (Ditya repeats.)
Whose teeth are supposed to be closed or open?
The teeth are open and there is a small gap between the teeth.
Where is the tip of the language?
After skin nutrition, the speech therapist again demonstrates articulation sound, the child also screams again sound.
The tip of the tongue is raised, but the upper teeth are not pressed, the side edges are curved and form a fillet shape.
The speech therapist shows the position of the hand behind the other hand.
Show me with your hand what kind of tongue it is?
What does the tongue guess?
A cup.
5. Production of sound [zh].
A) from inheritance – view [w].
Let's say shhh sound. and now put your hand on my throat, and I’ll put it on yours, and let’s say sound with voice. Listen to me.
B) – zrobi "Cup" Hold her by her upper teeth and blow on her tongue with your voice. Sponges finally, teeth lightly open.
6. Characteristics sound.
Sound[F] - always a firm, ringing voice.
7. Securing the insulated material sound.
Well done! Now let’s change into a bjolok and fly on a butterfly. ( "Flying"і "sitting" on the book, take the card and at that moment speak to the rest sound w-w-w-w).
8. Development of phonemic hearing.
Let's play with the group "Evil sound» . What do you smell? sound F - whistle into the pipe.
ZH-N-S-SH-D-ZH-CH-Z-ZH-K-C-ZH
9. Development of phonemic analysis.
A) The group already has a lot of friends and decided to split them into 2 teams. In one team there will be more than these creatures, some of them have sound Zh(Giraffe, hedgehog, walrus, lark). And in another sound Zh(hare, raccoon, dog, lion).
What kind of creatures did we take?
B) Grab the development of respect and memory.
"What has changed?"
C) Divided the pictures under schemes:
(On the beginning, in the middle and at the end of the word).
10. Fizminutka "Bdzhilka"
Uchora has arrived before us
smugasta bjola (bjilka near the right hand)
And behind her is jmil - jmelik
and a merry snowstorm (Transfer the bjilka to your left hand)
Two beetles and grandmothers as light-bearing eyes (pass the bdzhilka to yourself)
They set off, flew and then fell
(raise the top up, lower it to the bottom).
11. Zorova’s gymnastics.
"Little bdzhilka"
12. Getting to know the writer J.
The bdzhilka is in love with the writer - the whole letterer J. What do you think she looks like?
Can you recognize the writer among others?
F K X L F S M X
13. Development of motor skills.
Bdzhilka came up with a tsikave for you zavdannya: written letter from the designer
14. Homework.
Help your finger to reach the button; when you move your finger along the path, you need to jiggle it at the same time.
15. Suitability of pouches.
Who has arrived before us as a guest? Yakiy sound Have we learned to see? Let's say it again J-J-J.
Surprise moment.
Publications on the topic:
Individual speech therapy session "Staging the sound [L]" Natalia Vasilyeva Purpose. Form the outer parts of the ears for the sound [L]. Zavdannya. 1. Correction-initial: - Clarify articulation.
Topic: Individual employment. Setting the sound “L” Goals: Correction and illumination: - Formation of the correct sound [L];
Summary of speech therapy sessions for deaf children, grade 4 “Autumn. Setting the sound [sh]"
Goals: -Producing the sound Ш -developing language hearing. -Develop a movlenneve dikhannya. -Develop your sleep language, improve your vocabulary. -It’s more logical.
Methods and effective techniques for producing different sounds
When starting to edit sounds, it is first necessary to identify the reason for their incorrect expression. As a rule, impairments can occur with dyslalia, dysarthria, and rhinolalia. Skin diagnosis is specific. However, without diagnosing any type of impairment, it is important to know how sounds are characterized by what articulation may be, which can be used better for singing sounds.
Features of sound production
The work on correcting the sound begins with the sounds that are most accessible to the little ones. All analyzers are affected: vibration, auditory, visual and tactile. During the first lessons, it is not possible to create radically new models of articulation and phoneme flows in order to produce the required sound. The initial robot is based on the maximum range of available models.
Children who have been diagnosed with reduced kinesthesia or phonemic hearing disorders are recommended to acquire perineal articulations. The articulation itself can be painted, and the necessary pressure of the wind flow can be corrected. Therefore, the production of sounds should begin in the supine position, dissolving the lower diaphragmatic breath. So the child begins to smoothly inhale through her nose and slowly breathe out with her mouth.
When working with the formation of articulation praxis (from the point of view of a series of sounds in a particular language), it is necessary to deal with the strong interconnection between the organs of articulation. It is important to vikorist to use such methods as those who are guilty of retreating to sound control (the Vikonanny has the right to control the child at the mirror):
- To move the tongue a little further from the mouth, hang the mouth part forward with a mechanical way (for example, with your fingers);
- To move the language forward, cut the mouth with a bite.
Because of the unique sounds that the child makes, it is not good to call them - instead of the wrong Vimova.
Sound production can be done using the following methods:
- For inheritance: for example, pronounce a child to curse like a tiger (rrrr) or make a drill sound (drrr).
- Behind the supporting sounds: for example, we vichaemo sounds in this order - Z-Zh, M-B, N-D, S-SH-Z-ZH, F-V, F-S-SH.
- While doing gymnastics to follow the sound, learn to pronounce the correct diction - T, D, N. If the child makes sounds between the teeth, then learn to pronounce them correctly, and then put in defective sounds.
- Mechanical method (using a spatula, fingers, nipples, probes).
Whenever work is carried out on sound adjustments, one cannot forget about the following features:
- Parallel work on the correctness of breathing and articulation is carried out.
- The child is aware of monitoring Vlasna Vimova’s hearing.
- Sounds that are heard need to be designated with special signs-symbols.
- For older preschoolers, introduce letters to the meanings of sounds, which will facilitate further literacy skills.
- Automation of sounds and their storage in different minds - in warehouses, words and phrases, speeches.
- Pregnancy of dysgraphia.
Now that we've covered the theory a little, let's get down to practice.
We put the sounds [L], [L']
To set the sounds [L], [L'] choose “Golochka”, “Painter”, “Indichata”, “Skhidinki”, “Kovshik”, “Mislyvets” to the right.
If you are a child, the sound [L] is daily, it should be placed in 2 stages:
- Interdental production of sound, when children pronounce the sound “a”. If you notice the sound “and”, you need to express it briefly, straining the articulation apparatus. Continue to carry Vimova, squeezing her tongue between her clenched teeth. Repeat to the right until the clarity of the sound is restored - you need to set the position of the slit in which you want to create the sound.
- Dental production of sound - translate the language at the base of the teeth, gently press it to the alveoli, and say “li-li-li.”
It is important to move the wind in the correct direction. If a child produces a number of sounds between the teeth, it is time to develop the motor skills of the tip of the tongue. Additional help with this can be done in some manual mechanical way.
If the child replaces the sound [L] with the sound [Y], place it on the middle part of the side of the tongue, open the mouth, place a round tube, and take the tip of the tongue over the upper incisors. The main difficulty lies in the fact that the child continues almost the sound that she made before. It is therefore important to connect the baby’s auditory attention to the sound that he hears at the time of his production.
We put the sounds [P], [P']
The most common food that is practiced is: “Why is it different from the sound “r” that we experience?” And don’t forget the little ones, the fathers begin to worry, without understanding the peculiarities of the formation of the sound system in children.
Finding the correct "R" sound is a difficult process. As practice shows, it is practically impossible to call for help in inheritance. When they appear in the language, the preparation of the articulatory organs, the formation of the necessary elements of language, and the development of correct and incorrect sounds begin.
The most prominent complex of the right - "Snake", "Woodpecker", "Balalaika", "Indichata", "Drummer", "Lipper", "Golochka". And other, no less effective rights:
"Painting brush"
"Harmonic"
You need to laugh and open your mouth, press your tongue to the roof of your mouth, as you prepare to make the drawn-out sound “N”. Having settled the mouth in the set position, we open the mouth wide to the maximum, then close it. Repeat to the right - 15-20 times.
"Komarik"
Open your mouth, place the tip of your tongue behind your front teeth and try to make the sound “z”. Then pull your tongue back, resting it against the upper palate along the line of growth of the front teeth. I recognize the sound “z” again.
People like this have the right to develop articulation well, stretch the bridle, and soften the flesh of exposure. If you want to put in the sound [P], use the special right:
- The child may open her mouth, press the tip of her tongue to the base of her front teeth and the palate, at which point she can quickly hear the sound “d-d-d.” In a few seconds, ask the baby to blow strongly on the tip of his tongue, without hesitating to make the sound “d”. She has the right to help her child with the necessary vibration and memory.
- The child opens her mouth wide and makes the sound “w-w-w”, sticking her tongue close to the line of growth of the upper teeth. After a few seconds, insert a special spatula under the baby’s tongue and move it rhythmically to the sides, creating vibration. The child is forced to gasp forcibly at the sound that appears, hearing vibration and swaying as it comes out.
- Ask the girl to pronounce the sound “z-za”, pushing the language back to the maximum. Similarly to the other right, insert the spatula under your tongue and move it left and right. With proper training, you will feel a clear “R” sound.
- Similarly, right No. 3, ask the baby to make the sounds “z-z” without closing his mouth. Use a spatula to create similar pieces. Qia has the right to allow the sound “r” to be inserted, but soft.
If the baby can’t keep up with his language in the mountains, and the sound itself comes out muffled, ask him to make the sound louder - rubbish (for example, start the car).
We put the sounds [Ш], [Х], [Ч]
Setting the sound "SH"
To put the baby's organs of articulation in the correct position, where you can hear the sound "Sh", you can quickly use a mechanical technique. For this we ask the child to use the long sound “S” or the warehouse “SA”. At this time, you need to carefully use a spatula or spoon to lift the tip of the tongue by the upper row of teeth on the alveoli. With such manipulations, a child can learn the sound “Ш”. Ale has the right to finish early: respectfully honor the child’s respect for his sound. The task of an adult is to help the baby understand and remember the formation of articulatory organs.
Once a child manages to understand the sound “Ш”, they begin to automate it. For which sound should we create, combining it with the voices: SHA-SHU-SHI-SHE-ASHA-ISHI-USHU-OSHO and in. Then create the sound in words, first of all those in which the sound “Ш” is on the cob, and only then in which it takes place in the middle and finally.
Further practice of sound is learned from the words. For this you can use pressure cookers or similar ones, most of which have the sound “SH”. At the last stage of sound production, you can introduce the child’s own expression behind the supporting words.
To develop the sound “Ш” use the following steps:
- Setting up inheritance. Ask the child to raise her tongue to the upper lip, with force, but evenly, let her see the wind, controlling the flow of the wind with the back side of her lap. As soon as you feel the warmth of the wind, try to move your tongue behind your upper teeth, pointing to the roof of your mouth. The mouth appears to be loose, the lips are slightly retracted, the teeth are a few millimeters apart. Prompt the child to hear the strings in the air - the sound “SH” will appear.
- Setting up the sound “T”. Ask the baby to hear the sound “T” every 2 seconds. Then ask him to work in such a way that his tongue hits not with his teeth, but with his alveoli. The progressively jingling “T” will transform into a larger hissing sound. Next, ask the child to round her lips and pull them forward, and raise her tongue to the sky (to the front part). The side parts of the tongue are pressed down to the root teeth. Now, using the “T” sound, the child can smoothly move to the “Sh” sound.
- Based on the sound "S". Place your tongue behind your lower teeth and make the “C” sound. At the same time, use a spatula to lift the tongue of the fire, let the child continue to make the sound “C”. Using your fingers, press some onto your cheeks so that your lips stick out forward. The hiss will feel guilty. To consolidate the result, ask the little one to move the warehouses “SA”, “SI”, “ZI”, “SI”, “SU”, “AS”, etc.
During classes, don’t forget to use the right hand to add value and development to the articulation apparatus.
Production of the sound “Zh”
The sound “Zh” should be placed as an analogue before the sound “Sh”. One voice - the sound of the voice is added to this type. Articulation during staging may look like this:
- lips are rounded, slightly hanging forward;
- the teeth are close, but not closed;
- the wide tip of the tongue is brought closer to the upper palate or alveoli, creating a gap between them; lower the middle of the tongue, pressing it to the edge of your teeth; lift the back part of the mouse and pull it back;
- in the middle of the language a warm stream of wind passes through, as much as possible;
- lift the palate, pressing it up to the pharynx, up to the back wall, closing the passage in the nasopharynx, the stream comes out through the mouth;
- The vocal folds need to be strained to make the voice sound.
How can you rightfully play inheritance games (“Tell me how to fly”, “...how to fly”, “...how to jingle a beetle”, etc.), pressure cookers, corresponding to the sound in words and others.
Setting the sound "Ch"
When you hear the sound “H”, the child sounds the little bits, round the lips, forming a tube, and stick their little parts forward. There is no need to stool your teeth, but the stench is to blame and will soon grow one to one. The back and tip of the tongue are responsible for connecting with the alveoli or upper teeth, filling the gap. When trying to pronounce the sound “Ch”, the child must feel a short wind that passes through the middle of the speech. The soft part of the palate becomes raised and pressed to the back of the pharynx. The vocal cords are not to blame for straining.
The sound “CH” should be placed with the sounds “Т” and “Ш”. Therefore, speech therapists suggest 2 methods for setting “H”:
- Ask the baby to often and quickly hear the sound “th” (the tip of the tongue touches the base of the upper teeth). Then the baby has to move the guts back, sticking out the upper alveoli. In the process, the guilty lips stretch out in laughter.
- Ask the child to speak slowly and quickly pronounce the sounds “TH” and “SH”, so that the result is TSH. Make sure that the child has a wide laugh during the process.
Automation of sound is put into a game form, useful for children. Carefully protect the baby’s eyelids by choosing an activity to do right. Don’t hesitate to fill us in with some educational material.
We put the sounds [K], [G], [X]
The sound “K” is made mechanically using a vicor or spatula. The articulation looks like this:
- lips are guilty of accepting the position of an offensive vocal sound;
- Zubi cannot sit down;
- the tip of the tongue needs to be lowered and touch the incisors of the lower dentition;
- The lateral parts of the tongue adjoin to the upper lateral teeth;
- the back part of the movie is guilty of making a mess with the sky;
- the sky rises at this hour, blocking the passage to the nasopharynx;
- There is no need to strain the vocal cords, they are open;
- At an hour I see a wind stream that is settling down, I have to maintain the bow, through which the characteristic sound comes out.
The first version of the production is with the sound “T”. He is convinced that the child speaks the sound “T” clearly, purely, without any overtones.
Tell the child to make the sound “TA”. Immediately press the spatula onto the front part of the back of the tongue, as a result you will hear the sound TY. Then you need to push the spatula a little further into the depth, which will provoke a vim sound. An even deeper pressure on the tongue makes Vim’s sound “KA” clear. The mechanical method is used only if the child memorizes the development of the articulatory organs for the sound that is heard.
The sound "K" can be placed on the breath. This rightly suggests the imitation of a chronic voice – silent and whispering. Tell the child to snore quietly. When you move to the right, you can hear the sound that suggests “K”. Propose the child vimovit “KA” inhale and vidiha. After this, automate the sound traditionally: “KA-KO-KU-KI-KE-KE.”
The articulation of the “G” sound is similar to the articulation of the “K” sound. However, in this process the voice takes its part - the vocal cords have the right to stool and vibrate.
The sound "G" can be placed in the "I". To do this, instruct the child to throw her head back and loudly say “IYYYY”, immediately putting the lower gap forward, raising it and lowering it. As an analogy for placing the sound “K” in “TA”, you can put the sound “G” in “TAK”.
The articulation of the sound “X” is sharpened in the form of “K” because the back of the back of the tongue is responsible for creating a gap in the middle of the palate rather than a bow. The sound “X” can be placed like this: instruct the child to open her mouth to the width of two fingers and blow into the warm air. If the sound does not come out, you can try throwing your head up in the process. The sound “X” can be placed in “S” and “W”. Use a mechanical method: if the child makes sounds, use a spatula to remove the tongue from the corner of the mouth.
Set the sound [Y]
Most often, the sound “Y” comes out to be placed by the method of inheritance, additionally by showing correct articulation and tactile sensations of the expiratory cord with a drawn-out voice “YYYY”.
Set the sound to “АІА” or “ІА” in preference to sounds. You need to sift when the sound “I” is heard, and you need to say the short “A” without interruption. Sometimes it is effective to place the sound “Y” in words that are in first place.
In the language “ZYA”, the sound is set in a mechanical way: the child moves the style, and a mature, vikory spatula presses on the front part of the back of the tongue, gradually pushing it back until the desired sound is obtained.
Set the sound [C]
Articulation is offensive:
- lips are in a neutral position;
- teeth are closer to 1-2 mm;
- the tip of the uvula protrudes, sticking out of the lower incisors; first, the back of the tongue is strongly curved, closing the bow with the incisors, then the front part moves smoothly at the position of the “C” sound, closing the groove in the middle;
- The current is to blame for being strong and uneven.
The placement of the sound “C” is consistent, since the child clearly understands the sounds “S” and “T”. Malya is asked to quickly pronounce “TS”, which results in the required sound.
Vikorist has 3 ways to produce the sound “C”:
- Acceptance of inheritance, vikoristic and gaming acceptance (“The steam locomotive, whining, seems to be – TSS-Ts-Ts”, “Teddy bear to sleep, don’t make noise – TSS-Ts-Ts!”).
- Acceptance of reference sounds (in the case of “T” and “Z”).
- Acceptance of the peculiarities of the articulatory structure. Instruct the child to open her mouth, rest the tip of her tongue against the bottom row of teeth, lift her tongue and pull it out so that the front part of it touches the roof of the mouth. In whose position the upper incisors stick out with its back. Without turning on your voice, encourage the baby to make the sound “T” by pushing the tip of the tongue with the pressure of the jet against the front teeth of the lower row. The lips of the culprit were tense, bursting with a smile. This right helps to remember the position of the organs of articulation when the sound C is detected.
Setting the sound [C]
The articulation of “C” is like this:
- lips need to be stretched with a weak smile;
- bring your teeth closer, but don’t stand still;
- press the tip of the tongue to the front teeth of the bottom row, bend the tongue, resting its sides on the roots of the teeth;
- create a strong and narrow blowing stream.
Before starting to produce sound, the next step is to prepare the child’s articulation apparatus to detect whistling sounds. To prepare vicorists, a complex of special speech therapy rights is required to improve the articulation apparatus.
The sound “C” can be placed in several ways:
- For inheritance. Sitting with the child in front of the mirror, show how to pronounce the sound “C”.
- Inheritance of game moments. To use this method to highlight the clarity and brightness of objects, you can use the sound “C” as an additional aid. For example, the bag is bulging - “SSSS”.
- Behind the supporting sounds. In order to learn to pronounce the sound “Z”, the child must learn to pronounce the sounds “I” and “F”, which are basic for her.
- Mechanical setting. Using a spatula, the speech therapist places the child’s tongue in the desired position, pushing it in smoothly, but not making it very visible.
Golovne – dates a child’s ability to remember the formation of articulatory organs when created by the sound “C”, only then it can be automated in words and speeches.
Set the sound to [Z]
The articulation when making the sound “Z” is similar to “S”, only the sound “Z” is more ringing, so when spoken it is necessary to use the voice. The sound “Z” is placed after successful automation “C”.
The placement of “Z” is similar to the one with the sound “S”, only you need to stitch so that the child connects her voice and feels the vibration of the ligaments. It is very important to convey to the child that these sounds are different from their sounds. To do this, encourage your little one to place his hand on his throat and listen for offensive sounds. By vibration, the child understands this difference. If the sound “Z” is a little clear, teach the child to pronounce it in a louder and clearer voice. After this, automate the sound for additional rights to promote warehouses, words, speech.
How to correctly produce sounds in a child: advanced recommendations
Zusilla children may be natural - it is even more important in the production of sounds. The sequence of production is determined by the physiological transition of the formation of visual sounds. Changes and adjustments can be made up to this point to ensure that the individual characteristics of the child are taken into account and their effectiveness is ensured.
The standard sequence of work on sounds looks like this:
- Start with the whistles “S” and “Сь”, “Ц”, “З” and “Зь”.
- Putting “SH” makes a hissing sound.
- Sonor "L".
- Pick out “F” - fizzy.
- Sonori "R" and "RH".
- Finish with the production of hissing “H” and “Sh”.
The optimal pitch for correcting sound sounds is 4-5 pitches, for the sound “R” - a 6-step pitch. The robot must begin to work on the sounds and hiss, since the stench does not require a clear focus of the wind jet.
To put hard sounds, for the vikorist sound the voice “A” (for “L” - “I”), for soft ones - “I”. Automation of sound, which has been corrected, begins from the direct and reverse folds, only then from the reduction of voices.
A speech therapist may work on the production of sounds. It’s important to know what kind of knowledge a child has in sound science, what methods to use for producing sounds, how often to do it, in stock a diagram to use, how to include the differences found in this case. Remember that self-indulgence in corrected speech impairment in children can be harmful. Only a speech therapist knows how to organize work correctly and effectively.
The sound is difficult for preschoolers to master and has the following characteristics: voiceless, hard, ringing. You can start setting it up if your child already has one. It is important that the articulation of the sound Zh and Sh is however, there is only one difference - the visibility and absence of the work of the vocal cords. This difference is easy to show by sticking out the outer sides of the throat: “hissing” - the throat is calm, “jizhche” - it’s vibrating.
Children can easily recognize the difference between these two sounds and differentiate the sounds tactilely. After this you can move on to the sound stage.
Staging F
For the sound of Z, correct articulation is important. The lips, the tongue, the hard and soft palate, the vocal cords take their fate from the created sound:
- The lips are rounded, the mouth is not open too wide, the teeth are located at a small distance from each other.
- The tongue is wide, reaching up to the edge of the hard palate (right behind the upper teeth). Its middle part is omitted, and the side sides are pressed up to the teeth.
- The back of the back of the tongue rises and stretches back. Between him and the sky there pass a strong straightening of the vibrations of the streams.
The sky is lifted, blocking the passage to the nasopharynx. - The vocal cords vibrate.
Articulation gymnastics
It is important to prepare the child’s articulation apparatus before mastering a new difficult sound, for which it is necessary to select the corresponding complex to the right:
- “Tongue-spatula”: children are instructed to place a wide, relaxed tongue on their lower lip and rub it in this position close to the tongue. “A tongue can sleep peacefully like a spatula.”
- “Beautiful stele”: the mouth is open, the wide mouth rises to the sky and the hands move “back and forth”.
“Belim-farbuyemo stele, the tongue helped us!” - “Tasty jam”: we raise the wide mouth to the upper lip, “licking” from it with obvious caresses.
"We've been doing some work - we're tired, what's the time to refresh ourselves?" - Cup: the mouth opens wide, the tongue is folded into a “cup” and hangs forward a little.
“You need to drink some tea and go to the games!”
Dihal gymnastics
The correct production of the sound Z necessarily involves both articulation and dichotomy gymnastics. Special rights allow for the variation of straightening of the winding strings.
- Pushinka:
The mouth is wide, raised to the upper lip, the edges are also raised and reach the corners of the mouth. A small piece of cotton wool is placed on the child’s nose. You need to try blowing a “snowflake” out of your nose. It may be repeated several times. - Storm at the bottle:
Water is poured into the bottle and a straw is placed. The child is trying to control the new “storm”, seeing the wind through a straw.
The production of the sound Zh, in front of us, is carried out according to inheritance. The grown-up exalts the baby’s respect by vibrating his throat, after which he pronounces the sound “Ш” in his voice. If the sound comes out clean, you can move on to further automation in warehouses and words.
If there are difficulties at any stage, it is necessary to analyze the articulation movements and remove them.
It’s really useful to work on the differentiation of the sounds W and Z, Z and Z to start automating a new sound. This is sad for all children, but it is especially important for those who have special phonemic awareness.
For this purpose, you can use simple speech therapy games:
- Clap when you hear a sound!
An adult clearly notices the warehouses for-zha-zu-zi-zhe-zi-si-zhi-shi-zhi, etc., the child is guilty of “catching” (climbing in the valley or stamping with his foot) the warehouse with “F”
- Choose pictures with words that begin with the required sound.
- I wish I could come up with more words that start with the sound.
It is also important to connect the sound Zh with the letter Zh, for which you can play offensive games:
- select the letter from the pieces (like a split picture)
- post a new letter with gudziki, kamints, turtles, etc.
- circle the letter on mantsi, on pisk, on doshtsi
- Zafarbuy figuri, de bachish the letter z
Automation of sound
Sequential automation of sound transfers the consolidation of its articulation in words and words. Step by step, you can use words with the required sound for the purpose of speech.
Train your child to make the sound of Jakomaga more, on one video.
Use the sound Zh i literu Zh for folding warehouses (with the help of cards).
Just short verses with mastered warehouses. For example:
- Zha-Zha-Zha - oh, and it’s cold!
ZHU-ZHU-ZHU - I'm sitting at home. - Zha-Zha-Zha - we know it woo-zha!
Zhi-Zhi-Zhi – yes, yes!
Ask the child to come up with as many different words as possible that begin with the sound Z. If the child understands difficulties, then at the first stage you can ask him to select the necessary images from lotto cards or games.
At the next stage, you will be able to use it to automate the sound of tops, sprouts, muffins, riddles. You can find them in specialized collections for speech therapists or select them yourself. Butt axis:
- The beetle has fallen and cannot get up,
I'm waiting for someone to help me. - Toad Zhanna for a week
Checks for bugs on National Day.
- The ground beetle was buzzing and the beetle was buzzing.
- The hedgehog and the hedgehog have forty seven hedgehogs.
All hedgehogs want, they are indignant and need to eat.
- Who is under the skiff, all on his feet? (zhachok)
- Fly - jiggle, sit - move. (bug)
- We really need a long scarf because we are sick... (Giraffe)
I would like to pay special attention to the differentiation of sounds in the US and Zh in rivers.