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annotation: The full development of a child's personality is impossible without educating him in the right speech. However, this task is associated with certain difficulties.
The child masters the speech function gradually, by imitating the pronunciation of sounds and words by adults: he does not know how to pronounce most sounds correctly at once. This is the so-called physiological period of age-related tongue-tiedness. The sooner parents pay attention to the correct pronunciation of the child, the faster it is formed and normalized. It is a mistake to hope for the spontaneous disappearance of pronunciation defects as the child grows, since they can be firmly fixed and turn into a permanent violation.

Any shortcomings in speech limit the child's communication with peers and adults and negatively affect the formation of his emotional and intellectual sphere, and can also lead schoolchildren to fail in many disciplines.
The work to correct the violation of sound pronunciation, despite a certain specificity, is based on general pedagogical principles, primarily the gradual transition from easy to difficult, the consciousness of mastering the material, taking into account age-related characteristics.
The proposed method for correcting pronunciation disorders is characterized by the following features:
1. When staging any sound, work begins with the reproduction of individual elements of the articulation of this sound.
2. Instead of the usual, continuous, pronunciation, a long pronunciation of the sound is introduced, and in exercises for words, their syllabic pronunciation is also introduced, which makes it possible to highlight the desired sound with articulation and facilitates pronunciation, which is generally difficult at the first stage.
3. The training exercises of some types of work have been streamlined in order to simplify and more strictly observe the gradual transition from easy to difficult. For example, at first, words are pronounced in which the put sound is only in the stressed syllable, and then words that are more difficult to pronounce. Sounds in direct and reverse syllables are automated separately.
The works of L.N. Tolstoy, S.Ya. Marshak, A.L. Barto, K.I. Chukovsky and many other authors were used as material for speech exercises. To exclude words with sounds that interfere with the development of the desired sound, some texts have been adapted by the author of this manual.

book review: A classic work that has gone through many editions.
An extensive selection for automating sounds, an abundance of small texts for reading, lexical material.

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dysarthria- (from other Greek δυσ a prefix meaning difficulty, disorder + ἀρθρόω “I articulate, connect”) a violation of pronunciation due to insufficient innervation of the speech apparatus, resulting from lesions of the posterior frontal and ... ... Wikipedia

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The full development of a child's personality is impossible without educating him in correct speech. However, this task is associated with certain difficulties.

The child masters the speech function gradually, by imitating the pronunciation of sounds and words by adults; he does not know how to pronounce most sounds correctly at once. This is the so-called physiological period of age-related tongue-tiedness. The sooner parents pay attention to the correct sound pronunciation in a child, the faster it is formed and normalized. It is a mistake to hope for the spontaneous disappearance of pronunciation shortcomings as the child grows, since they can be firmly fixed and turn into a permanent violation.

Any shortcomings in speech limit the child's communication with peers and adults and negatively affect the formation of his emotional and intellectual sphere, and can also lead schoolchildren to fail in many disciplines.

The work to correct the violation of sound pronunciation, despite a certain specificity, is based on general pedagogical principles, primarily the gradual transition from easy to difficult, the consciousness of mastering the material, taking into account age-related characteristics.

The proposed method for correcting pronunciation disorders is characterized by the following features:

1. When staging any sound, work begins with the reproduction of individual elements of the articulation of this sound.

2. Instead of the usual, continuous pronunciation, a long pronunciation of the sound is introduced, and in exercises for words, their syllabic pronunciation is also introduced, which makes it possible to highlight the desired sound by articulation and facilitates pronunciation, which is generally difficult at the first stage.

3. The training exercises of some types of work have been streamlined in order to simplify and more strictly observe the gradual transition from easy to difficult. For example, at first, words are pronounced in which the put sound is only in the stressed syllable, and then words that are more difficult to pronounce. Sounds in direct and reverse syllables are automated separately.

The works of L. N. Tolstoy, S. Ya. Marshak, A. L. Barto, K. I. Chukovsky and many other authors were used as material for speech exercises. To exclude words with sounds that interfere with the development of the desired sound, some texts have been adapted by the author of this manual.

1. Examination of the sound side of speech

In order to correctly understand and effectively influence the child's speech defect, it is necessary to examine his speech.

In relation to each specific case, the examination of speech is carried out individually. During a conversation with a child and listening to a fairy tale, story, poem he tells, the speech therapist gets an idea about the sounds he has disturbed.

When examining speech, the speech therapist should seat the child so that the lips, teeth, tongue of the child are clearly visible and the exhaled stream of air is felt.

The conversation should be conducted in a question-answer form on everyday topics: “What is your name? Where do you live? Do you have a brother, sister? Tell us about them ... ”Then you can invite the child to tell a fairy tale, a story, a memorable incident, a poem.

Conversation and storytelling allow the speech therapist to preliminarily (or even completely - if single sounds are violated) to identify disturbed sounds. However, in order to more accurately and more fully determine the degree of pronunciation disorder, a speech therapist needs to examine in detail the pronunciation side of the child’s speech, and conversation and storytelling will be needed to relieve tension in the child.

The actual test of sound pronunciation begins with the pronunciation (on its own or by imitation) of isolated sounds: w, s, c, f, h, h, u, l, p.

To check the pronunciation of sound in different positions, specially selected subject pictures are used. For example, for sounds w:"Scarf", "Roof", "Pencil", "Closet"; and:"Beetle", "Ski", "Scissors"; With:"Sled", "Beads", "Nose", "Elephant", etc.

In conclusion, the speech therapist invites the child to imitate specially selected words and sentences. This technique makes it possible to include in the task words with a confluence of consonants, with differentiable sounds, words with different positions of sounds (speech material from pictures is more limited in this respect).

Words and sentences recommended for the task: for sounds w-With: sun, fluffy, dry, six;and -w: iron, ran, ignite;w -and -With -w: deserved. heard, snowyetc.

The incorrect pronunciation of sounds in words and sentences is compared with the shortcomings of the pronunciation of isolated sounds.

If a child cannot reproduce a sound (in isolation, in a syllable or in a word) even by imitation, he needs a full cycle of sound correction - staging, automation and differentiation. For example, with the following defects:

1) audio skip: pit, ama(frame), kaowa, kaeva(cow);

2) sound replacement: lama, gama(frame), kalova, kagova(cow);

3) distortion - uvular, velar or one-hit R;

4) mitigation: ryama(frame).

Of course, all these defects are unequal. Some are corrected relatively quickly, by imitation, others require long work.

If a child reproduces a sound (in isolation and in a word) by imitation, but does not use (or uses little) it in

Independent speech requires automation and differentiation of this sound.

2. Sound correction technique.

The use of one or another technique for correcting sound defects depends on the age of the child.

So, for a child from two to four years old, the general development of speech is important at first, i.e. accumulation of a dictionary, understanding the semantic meaning of words and grammatical relationships. In a playful way, you can correct defective and fix the correct sounds, using his ability to reproduce what he heard.

Correction of pronunciation in children over four years of age provides for their awareness of the work of the articulatory apparatus, which is achieved by appropriate demonstration and explanation. In the event that it is not possible to obtain the articulation of the corresponding sound by imitation, a speech therapist can use a mechanical effect on the speech organs.

The optimal age for correcting sound pronunciation according to the proposed method should be 4-5, and when setting up sound R even 6 (as an exception 5) years. Earlier correction of sounds is not advisable due to the child's limited abilities (lack of understanding of the task at hand, insufficient perseverance, attentiveness, etc.).

The book summarizes the experience of using a peculiar technique for correcting sounds in children of primary school age. It differs from previously published ones in that it provides settings for teaching the articulatory structure of the required sound. As you know, in practice a method of staging sounds based on existing sounds is common, for example, staging a sound w from R or With, sound R from t, sound With from t etc. Experience has shown that it is easier and more efficient to work out directly the desired articulation pattern. At the same time, the possibility of staging some sounds on the basis of the relationship of the articulation mode is not excluded. So, the sound is put on the basis of the sound sh, sound h- based on sound With.

Articulation of sounds w and and(and, accordingly, sounds With and h) is the same, the difference lies only in the work of the vocal cords.

Sounds are set in the following order: w-w, s-z, sch, c, h, l and R. Sounds l and R are the most difficult to set and are placed after all of the above. affricates u, c and h can only be placed if the ability to pronounce sounds w(for sch), t and With(for c) and t(for h).

1) the articulation pattern of hissing and whistling sounds is different;

2) pronouncing sounds from - h requires a greater pressure of exhaled air (you need to blow with force) than when pronouncing sounds w -and;

3) sound staging scheme from - h is more detailed due to the presence of soft options, i.e. it contains more stages of work and, accordingly, requires more time.

The book does not provide for the introduction of a technique for setting soft variants of sounds s", z", l" and R", only material for exercises is given, since soft variants of sounds require finer coordination of movements of the articulatory apparatus and have some differences. For example, the tongue is more tense and moves forward, the exhaled stream of air is stronger, the influence of the subsequent soft vowel i, yu, e, yo, and. Otherwise, the articulation structure, as well as the development of the muscles of the speech apparatus and their coordinated movement, is the same. With dyslalia, after developing the articulation pattern of hard options, children easily learn the articulation pattern of soft options by imitation.

Turning directly to the description of the methodology of work, one should especially emphasize the importance of the principle of gradual transition from easy to difficult, from simple to complex. The influence of this principle is found throughout the process of correcting sound pronunciation and is expressed in a specific form at each stage. Thus, for example, the implementation of this principle finds its expression in the analytic-synthetic method, i.e., in the decomposition of a word into syllables and sounds, the automation of the desired sound, and the reverse synthesis of sounds to form a word.

Very promising is the extension of the principles of this method to the last link - the sound itself. At the same time, separate, most necessary and important elements are singled out from the act of sound pronunciation, which are gradually worked out. At the same time, these exercises develop the corresponding groups of speech muscles. This is followed by the synthesis of these elements into a whole, i.e. obtaining the desired articulation and sound reproduction.

In the preparatory exercises, by developing the organs of articulation (especially the tongue) and developing a certain pressure of the exhaled air stream, we thereby create the prerequisites for the successful production of the corresponding sound. Preparatory exercises provide for a somewhat different position of the organs of articulation compared to normal pronunciation. Let's take two examples for clarity.

With normal pronunciation w the teeth are closed or close together, and in the preparatory exercises they are open to a predetermined distance to control the position of the tongue. With normal pronunciation of a solid sound l the tongue is raised to the palate, and in the preparatory exercises, the teeth are open to a predetermined distance to control the position of the tongue. With normal pronunciation of a solid sound l the tongue is raised to the palate, and in the preparatory exercises, the tongue must not only be raised, but made into a “cup” and rest against the palate at the alveoli with a curved tip.

Thanks to this technique, the parts of the articulatory apparatus of interest become available for observation by a speech therapist. Ultimately, the child is given opportunities to understand the essence of sound production, and the learning process is greatly facilitated.

Along with the above methods, a mechanical effect on the organs of articulation with the help of fingers or devices (for example, a spatula, a teaspoon) is also used, which significantly speeds up the process at this stage (It is necessary, of course, to observe hand hygiene and the cleanliness of the objects and devices used) .

After preparatory exercises, work is carried out to automate the sound in syllables, words and sentences. At this stage, it is also of great importance to observe the principle of a gradual transition from easy to difficult. At the same time, sounds, syllables and words can first be pronounced with the help of mechanical action.

Let us first consider the features of pronunciation, which consist in observing the following rules:

1. The put sound is pronounced for a long time, and in reverse syllables the preceding vowel is also pronounced for a long time. Sounds c and h are an exception - they are pronounced briefly (but the preceding vowel in back syllables is pronounced for a long time). The longitude of the sound will be denoted by the icon -, for example: s -, f -, l -, c, h.

2. According to the difficulty of pronunciation, words are divided into three groups: with an emphasis on a syllable with a sound being set, without an emphasis on a syllable with a sound being set, and difficult words (The term "difficult words" should be understood conditionally, since these words are difficult only during the period of sound correction) ..

Words in which the put sound is in a stressed or unstressed syllable are pronounced syllable by syllable and in compliance with the previous rule, for example:

f-a-ba, a-r-miya, ko-ne-ts, might-who, me-s - oh, bo - h-ka,

f-ka - r.

Difficult words include words with a confluence of consonants in a syllable, with several syllables containing a becoming sound. They are pronounced after working out easier words in which the sound is in a syllable without consonant confluence. Difficult words are already pronounced with a much shorter duration of the set sound: in reverse syllables, the preceding vowel is pronounced briefly; the syllabic pronunciation of the word is also absent. Thus, the defective pronunciation, as it were, is brought to a normal, continuous pronunciation, for example: w - cola, s - dacha(words with a confluence of consonants), with - amos - shaft(in the word there are two sounds with).

3. In the exercises for pronouncing sentences, words with a put sound are pronounced in compliance with the previous rule, but without syllabic division, for example:

His-r-ko-r-mit ku-r-. At the Mish-i-machine. At pl-etnya topo-l-.

These pronunciation rules contribute to focusing on the sound of interest to us and therefore facilitate its pronunciation. So, for example, when pronouncing the words steam and Vasya (pa-r-, Va-s-i) the tongue, when pronouncing the sound a (the tongue lies flat on the bottom of the mouth), should rise to the palate with the sound p, and with the sound c, pull up and rest against the lower teeth. Prolonged (in the first word) and syllabic (in the second word) pronunciation of the sound a gives the child time to prepare for the next sound. With normal, fast pronunciation, the child does not have such an opportunity.

Prolonged pronunciation of the set sound in syllables, words and sentences helps to train the language and develop a stable stereotype. The put sound is much easier to pronounce in words where it makes up the stressed syllable.

The air is exhaled stronger and longer precisely on the stressed syllable. After fixing words with stressed syllables, words with unstressed syllables and difficult ones are easier and faster to memorize.

When practicing the pronunciation of sounds, syllables and words in the initial period, it is necessary to use the conducting of the hand, which helps to maintain the duration of the sound. Slowly moving his hand from right to left, the speech therapist pronounces the sound, syllable and word, and the child repeats. Subsequently, the child learns to pronounce syllables and words on his own.

In order to avoid a gap between memorized words and colloquial everyday speech, it is necessary to follow the rules of literary pronunciation, the most important of which are:

A) the unstressed vowel o is pronounced like a, for example: carts(vases), cow(karova), Boris(Baris);

B) voiced consonants before deaf and at the end of the word are stunned, for example: spoon(horse), leg(foot), short(low), knife(wear), already(sh) eye(voice), etc.;

C) voiceless consonants are voiced before voiced ones, for example: burned down(burned out) do(make) side(side), request(request).

The next stage of automation of the sound being set is the choice of a specific system for practicing pronunciation. Depending on the type of sound being staged in one case (staging sounds w - and, With -h, w, l) direct syllables are taken first, for example sha, shi, she, tu etc., and then reverse, for example ash, ish, osh etc. When staging sounds c, h and r reverse syllables are worked out first, and then direct ones. Moreover, setting a solid sound R begins with the pronunciation of words that have combinations tr and others, where are the sounds t and d are the basis for pronouncing the sound R.

In the most detailed form, the scheme of work can be represented by the example of setting sounds With -w:

1. Preparatory exercises - working out the elements of the act of sound pronunciation, the synthesis of these elements in the pronunciation of an isolated sound.

2. Pronunciation of a deaf solid sound:

A) in direct syllables,

B) in reverse syllables.

3. Pronunciation of a deaf soft sound:

A) in direct syllables,

B) in reverse syllables.

4. Differentiation of deaf hard and soft sounds.

5. Pronunciation of a voiced solid sound:

A) in direct syllables,

B) in reverse syllables.

6. Pronunciation of a voiced soft sound:

A) in direct syllables,

B) in reverse syllables.

7. Differentiation of voiced hard and soft sounds.

8. Differentiation of deaf and voiced sounds.

When working on the elements of articulation, as well as on exercises in pronunciation of sounds, syllables and words, it is absolutely necessary to use a table mirror (the size of the mirror is not less than 200 X 300 mm or 300 mm in diameter). Wall mirrors, mirrors in cabinets, etc., cannot be used for work, as they do not provide good visibility of the organs of articulation.

The position of the organs of articulation can also be controlled with the help of two small mirrors. In a desktop mirror, such important points of articulation as the alveoli, the position of the tip of the tongue during exhalation, the gap for the passage of the air stream, the distance from the upper teeth to the tip of the tongue bent upwards are not visible at all, or are not visible at all. All this can be seen with the help of two mirrors. But control with the help of two mirrors can only be introduced after mastering the preparatory exercises, that is, after working out the position of the organs of articulation. They use it like this. One mirror is installed, as usual, in front of the face, and the other is placed horizontally on the lower lip (lower teeth) with a slight inclination of the mirror side to the first mirror. The angle of inclination is selected so that the upper and lower parts of the articulatory apparatus of interest to us are visible.

When controlling sounds w, w, w and h The mirror is placed on the lower teeth. The angle of inclination is such that the upper and lower parts of the articulatory apparatus of interest to us are visible in another mirror.

When controlling sounds w, w, w and h The mirror is placed on the lower teeth. The angle of inclination is such that the front of the tongue, the gap in the middle of the tongue, the alveoli, as well as the upper teeth and lips are visible in another mirror. At the same time, the teeth are opened to the width of a finger, and the upper lip does not cover the upper teeth (it is pulled up).

When controlling sounds s, s and c the mirror is placed on the lower lip and squeezes it down a little. The angle of inclination is selected so that the front of the tongue, its lateral edges, the gap in the middle of the tongue, as well as the upper lip and lower teeth are visible in another mirror. At the same time, the teeth should be opened to the width, a quarter or half of a finger. The upper lip does not cover the upper teeth, it is pulled up.

After staging and automating one or another sound, the stage of its differentiation (distinguishing) with the most frequently mixed sounds follows. If differentiation is not carried out, the child will confuse the pronunciation of the delivered sound with the available ones. For example, a child was given sounds w - w, and the sounds from - h were. He began to pronounce the set sounds well in all tasks, but he confused them with the sounds from - h. Instead of a word fur coat He speaks suba, instead of a word soup He speaks shup. It is difficult for children to distinguish between sounds, because the tongue has not yet learned to quickly change its working position when pronouncing words with mixed sounds. Therefore, differentiation of these sounds is required. First, sounds are practiced in exercises, and then introduced into colloquial everyday speech.

Each stage of pronunciation exercises: setting deaf and voiced, hard and soft sounds, as well as differentiation - can be represented by such types of speech activity in their transition from simpler to more complex: reading (pronunciation - for those who cannot read) words, naming pictures, reading ( pronunciation) of sentences, texts of riddles, jokes, nursery rhymes, etc., supplementing sentences from pictures, compiling answers from pictures, reading stories, memorizing poems, retelling texts, compiling a story from pictures.

Increases children's interest in classes using pictures in the book. However, the value of this type of exercise is not limited to this. The task of naming pictures and completing sentences using pictures helps to control the degree of assimilation of sounds in words and sentences. Drawing up answers from pictures, in addition, develops the child's ability to think, build phrases independently. Drawing up a story based on a series of pictures teaches the child to speak independently.

Questions for drawing up from pictures can be of several types, and they, without revealing the essence of the answer, should help the child to compose it correctly. The most common question: What is the boy doing(girl, grandmother, Misha, Zhenya, Rimma, Lena, etc.)? Depending on what sound is put, the speech therapist himself must use the appropriate name in the question.

When setting up sound l in reverse syllables, the question is asked in the past tense. Accordingly, the answer will also be given in the past tense, for example: What did Michael do? Michael put the saucer on the shelf.

In other cases (when no name is given), the question is asked: Who (what) is this? What is drawn here?

An example of a response to this type of question would be:

There are reeds and a hut by the river. There is a toad and a beetle near the puddle. Lemon and orange. They are on the table. This is a forge. Blacksmiths work there.

An important role is played by memorization of poems and texts for retelling. At first, individual words with a put sound are memorized, then independent phrases. After pronouncing and memorizing phrases, the child memorizes the entire poem and text. The child tells the text in his own words, and the speech therapist must ensure that he uses put sounds in words. In case of difficulty in pronunciation, as well as to fix the sound being set, the speech therapist asks questions about the text.

An exercise in compiling a story based on a series of pictures is carried out as follows. The speech therapist tells the text, and the child listens and then repeats from memory.

Another way is also possible. The child tells the text on his own, and then the speech therapist tells it. After listening to the text, the child retells it a second time. In both cases, it is necessary to ensure that the child, when telling, does not miss the sound being put in the words. For control in the application are the texts of these stories.

The process of correcting shortcomings in sound pronunciation largely depends on the implementation of methodological guidelines, the most important of which are the following:

1. The child must be prepared for work, since his conscious desire to correct sounds is of great importance.

2. When staging an appropriate sound, no attention is paid to other defective sounds. So, if when setting up a sound l the child met the words lara, then you can not simultaneously correct the sound R. It should be corrected later.

3. The material must be worked through sequentially and in no case selectively. You can not skip individual stages of work, as omissions and shortcomings affect the quality of the correction.

4. The transition from one stage of work to the next should be carried out only after mastering the material covered.

5. Each delivered sound must be immediately introduced into colloquial everyday speech.

6. The child should practice daily for 30-45 minutes. in one or two steps, and perform all preparatory and partially speech exercises (pronunciation of syllables and words) in front of a table mirror - to control the position of individual parts of the articulatory apparatus.

7. During the work on the production of sounds, parents should actively help the child (even if he is a schoolboy) and require him to complete tasks.

STATEMENT OF SOUNDS W, F

Normal setting when pronouncing a sound. The tip of the tongue is raised to the front of the palate (near the alveoli), but not pressed; the lateral edges of the tongue are adjacent to the upper molars. The muscles of the tongue are not too tense. The lips are rounded and pushed forward. Teeth are closed or close together.

The air is exhaled evenly in the middle of the tongue; on the palm, raised to the mouth, a warm stream of air is felt. Sound and pronounced with voice.

Sounds w and and hard; w deaf, and voiced.