Summary of individual speech therapy sessions. Automation of sound C

Articulation of sound [C]

The sound [S] is a consonant, deaf, hard, front-lingual. Normally, by the age of four, children have formed the correct pronunciation of whistling sounds.

Articulation of sound [C] The lips are stretched in a wide smile, teeth are visible, between which there is a distance of about 2 mm. The end of the tongue rests on the lower incisors, the back of the tongue takes the “slide” position. A groove is formed in the middle of the tongue, through which a cold stream of air flows. We don't use our voice.

Groups of sounds in speech therapy

Only a professional can deliver the correct sound to a child. The task of a speech therapist in the garden is to accustom children to standard pronunciation of letters and sounds and strengthen articulation.

Sounds in speech therapy are divided into several groups according to the place of formation:

• labiodental;
• front-lingual;
• middle language;
• posterior lingual.

Session with a speech therapist

By place of education:

• trembling;
• lateral;
• median;
• nasal;
• voiced;
• deaf.

Important! After regular lessons, the baby should pronounce all hissing and whistling sounds so that they are clearly audible and understandable. The condition for correct pronunciation is articulation.

Classification of sounds of the Russian language

The Russian language has 42 sounds, vowels and consonants.

• vowels - [a], [s], [e], [i], [u], [o];
• voiced - [v], [z], [g], [d], [g];
• sonorous - [m], [n], [l], [r];
• deaf - [s], [w], [f], [x], [sch], [h].

A child does not need to learn all sounds in kindergarten, but he must understand the mechanism of their formation and clearly pronounce both hissing and whistling sounds.

Sounds in Russian

Sound group table

A speech therapist teaches a child not just to talk, but to do so taking into account the norms of the language. Ideally, at least an average result should be achieved when the speech is delivered, but it needs to be consolidated.

Table of division of sounds into groups:

Attention! When pronouncing sounds from different groups, the position of the tongue changes. A child in kindergarten must learn to distinguish types of sounds and use articulation.

Disadvantages of pronunciation of the sound [S]

1. Interdental sigmatism . When pronouncing the sound [C], the end of the tongue falls between the teeth. This prevents the air stream from escaping. The blown air becomes warm. The resulting sound resembles [T].
2. Nasal sigmatism . The tongue goes back, the lips are connected. The air rises to the soft palate and exits through the nose. Often, instead of [C], a similarity to [X] is heard. Here it is important to make sure that the child does not have rhinolalia or rhinophony.
3. Lateral sigmatism . The tongue goes to the side. And not just to the side, but one edge of the tongue at the top, the other at the bottom. The distance between the teeth increases. Exhaled air flows from the sides. The sound produced resembles a “squelching”.
4. Labial-dental sigmatism. The sound produced resembles [F]. The upper jaw comes forward. It turns out that the lower lip comes into contact with the upper teeth.
5. Dental sigmatism . The sound resembles [T]. The end of the tongue simultaneously rests on the upper and lower incisors. As a result, air cannot escape freely.
6. Hissing sigmatism . The end of the tongue goes deeper into the oral cavity, the back rises high, and a groove does not form in the middle of the tongue. A “hissing” appears. Reminds me of the sound [Ш] (shabaka).

In the case of parasigmatism, persistent replacements of whistling sounds occur. The softening is not [S], but [S'], also replacing with [T], [F]. Those. the sound does not resemble a certain one, due to incorrect articulation, and the child specifically replaces [C] with another sound.

Disturbances in the reproduction of C and C

Speech therapists here

Defects are divided into 2 groups:

1. Sigmatism (distorted reproduction). This includes types of violations:

• 
  labiodental
  . The sounds “S” and “S” are replaced with the phoneme “F” (Son - Background, Owl - Fova);

  Read also:  “Invisibility - air” (experiments) summary of an integrated lesson in the middle group (4-5 years old)
• interdental.
  When playing, the tip of the tongue is between the teeth.
  The child has a lisp when pronouncing words
  ;
• side.
  The tongue falls to one side when pronouncing a sound;
• nasal.
  It is observed in children with anatomical and physiological defects (rhinolalia, rhinophonia).

2. Parasigmatism (the sound “S” is replaced by other letters). Kinds:

• dental
  Replacing “S” with “T” and “S” with “Th” (Son - Tone, Blue - Tiny);
• hissing.
  “S” and “S” to “Sh” to “Shch” (Light - Shvet - Shvet);
• mitigation errors. The hard
  “S” is replaced by “S” (Dog - Syabaka);
• defects of deafness and voicedness.
  “S” and “S” to “Z” and “Z” (Snow - Zneg).

Violations lead to defects in sound pronunciation (dyslalia)

. The child may also develop problems with reading (dyslexia) and have difficulties in writing speech (dysgraphia here).

Sound setting [C].

The first stage is preparatory.

Sound production begins with preparatory work, which includes: articulatory gymnastics, development of speech breathing, establishing the level of auditory perception.

The speech therapist needs to know that the child differentiates sounds. If speech breathing is poorly developed, then difficulties may arise during sound production. And, of course, the most important part of preparation is articulation gymnastics. The development of articulation of the speech apparatus is an excellent way to prepare the speech organs.

Examples of articulation exercises for whistling sounds:

1. "Smile." The lips are very stretched in a smile. The teeth are hidden.

2. "Frog" . The child smiles widely. The teeth are visible and closed. Hold the position for about ten seconds and rest. Repeat 5-7 times.

“We imitate frogs,

We pull our lips straight to our ears.”

3. “Brushing our teeth.” Smile, open your mouth slightly, and use the tip of your tongue to “brush your teeth.” We move the tongue along the inside of the lower teeth. It is important that the tongue slides closer to the gums, and not along the edges of the teeth. The jaw is fixed.

4. “Swing” . Smile, mouth slightly open, tongue alternately rises and falls, the tip of the tongue rests on the incisors (upper and lower, respectively).

“The children sat on the swing and flew higher than the spruce tree. On the swing up and down, don’t be lazy about swinging.”

5. “Punish your tongue.” We open our mouth slightly, place the tongue on the lower lip (we try to relax the tongue, remove tension). We begin to spank it with our lips, saying “five-five…..”. You need to hold your tongue relaxed for about 10 seconds. “Clapping” occurs with one exhalation.

6. "Slide". We open our mouth. The tip of the tongue rests on the lower incisors. The back of the tongue is raised up.

7. “The ball is in the goal.” We stretch out our lips with a straw and blow on a “ball” made of cotton wool into an improvised goal. The peculiarity of this exercise: the ball must hit the goal with one exhalation. Also make sure that children do not puff out their cheeks.

Techniques for developing speech breathing can be found in the article “Development of speech breathing in preschool children.”

The time allotted for articulation gymnastics is on average 5 minutes per lesson. It is better to do it several times during the day. You shouldn’t immediately introduce your child to all kinds of exercises. Choose 3 tasks and practice them. Working on the articulation of the speech apparatus is working on the muscles and it requires effort from the baby. Do not forget that all exercises must be performed in front of a mirror so that the child can see whether he is doing the exercise correctly.

The second stage is the actual production of the sound [C].

There are three methods of sound production: by imitation, production from reference sounds, production with mechanical assistance (probes, cotton swabs, spatulas). Often there is a mixed method.

The imitation technique is suitable if there are minor defects in sound pronunciation or the sound [C] is absent. A mirror is required during the lesson, as the child must see your articulation and his own.

• Invite your child to smile widely so that his teeth are visible.
• We tense the tip of the tongue and rest it on the lower incisors.
• Ask your child to blow (on a balloon, into a bottle, on a feather) and you will hear the sound [C]. For preschool children, it is important to have a playful moment.

Labial-dental sigmatism - try to pronounce [S] with lips parted and teeth exposed. The lower lip should not “go” up. You can hold it with your hand. The exhaled speech stream should not go into the cheeks. We practice interlabial blowing (into a bottle, onto a candle). Invite your child to smile and blow - this results in interdental blowing. The next step is to hide the tongue behind the lower incisors.

Interdental and subdental sigmatism. Mechanical action is required. Press the tip of the tongue with a cotton swab and hide it behind the lower incisors. Hold your tongue and ask your child to blow and then say [C]. First separately, and then in a syllable. In the case of hissing sigmatism, interdental blowing is used, “snorting” into the tongue. Then we practice interdental pronunciation [C] of syllables, words and phrases. The tongue should fix the required position. After this, we move its tip behind the lower incisors.

With lateral sigmatism: interlabial blowing, interdental blowing, interdental pronunciation [C] in syllables, words, sentences. Then, using mechanical action, we move the tongue behind the teeth.

Nasal sigmatism. Here you need to develop an air stream in the center of the tongue (blowing on a candle, cotton wool). We start by practicing interlabial blowing, then interdental blowing and pronunciation of [C] in syllables, words, phrases. We move the tip of the tongue to the tooth position.

Setting the sound [C] - “whistle” technique.

There is a technique for setting [C], which is suitable for all types of sigmatism.

Let's call it "whistle". The mechanical effect on the tongue is exerted by the child himself with the help of his finger. What is the essence of this method? The preschooler places his index finger (about 2 centimeters) on his wide tongue, which lies behind his lower teeth. He bites his finger with his upper teeth. Conventionally, he has a “whistle” in his mouth. At the same time, the lips are stretched in a wide smile, in which the teeth are clearly visible. The speech therapist offers to blow on the child. The organs of articulation must remain fixed. With this method, it is better to fix [C] in reverse syllables.

The third stage is consolidation and automation.

Establishing the correct pronunciation of an isolated sound is only the beginning of the journey. Now it is important to automate it. Automation is happening gradually.

Examples of tasks and exercises for automation:

• Syllables for repetition reflected SA - SA - SY SA - SY - SA SY - SA - SY

AS - OS - US US - YS - AS

SVA SMO SPA (choose those sounds that the child pronounces correctly) SVO SMU SPU

• Learning pure sayings. Sa - sa - sa - the wasp is flying. Su - su - su - did you see the wasp? Sy - sy - sy - no wasp. (the child can pronounce the syllables, and the speech therapist can continue the sentence. Then you can switch places).

• “Choose and name.” The preschooler has pictures in front of him. His task is to select and name those that depict food products. (juice, sugar, sofa, cheese, soup, chair).

• Words to repeat reflectively. Juice, Sonya, owl, sock, piece, falcon, forest, voice, wheel, sun, beans.

• “One is many” An adult says the word in the singular, children in the plural). Juice - juices dog - dogs pump - pumps

• “Finish the sentence.” The adult begins the sentence, and the child finishes by finding the corresponding picture.

An owl sits on a branch. (Pine) grows in the forest. Sonya drinks (juice).

• “Call me kindly.” (dog - doggie, owl - owl).

• Working with a plot picture. Select the picture based on the sound you are working on. And ask relevant questions.

Stages of working on sound.

Working on a new sound that a child pronounces incorrectly includes a number of stages: 1. Clarifying 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. The appearance of the sound - staging the sound, 3. Mastering the sound - 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.

Speech therapy session: hear and pronounce the sound [n] correctly

Speech therapy classes in the garden sound p are carried out according to the following program:

1. Organizational moment, the beginning of the lesson. Children enter the office, the speech therapist asks 5-6 riddles, after which he announces the topic of the lesson.
2. The teacher reads a poem to develop speech hearing.
3. Articulation of the sound "p". The speech therapist asks the children whether “p” is a vowel or a consonant, shows them how to pronounce it and asks them to repeat after themselves, noting the children who do not succeed. Individual work will be carried out with them.
4. Exercise “Attentive Ears”. The teacher reads the text and asks them to clap when the children hear the letter “p”.
5. Work in a notebook - writing letters, selecting words.
6. Zaitsev's cubes. Children find the syllables PA, PO, PU and pronounce them.

Cubes for speech therapy

At the end of the lesson, children are given homework - to find words and sentences with the letter “p”, write them down and learn to pronounce them.

Preparatory activities

Staging whistling sounds first begins with training the child's breathing. He must be able to release a jet of air with force. To do this, you can ask him to take air into his mouth and blow strongly through the tube from his lips. You can use cotton wool or something else light, place it on a flat surface and blow it away over some distance. Or you can come up with a competition to see who can blow away the ball of cotton wool next. This will make it more interesting for the child to complete the task.

It is also a good idea to carry out various exercises that develop the breathing process. You can perform the following tasks:

• "Harmonic". Stand up straight, place your hands on your stomach with your palms, inhale deeply through your nasal cavity and hold your breath for a couple of seconds. Then you should exhale using your mouth. This exercise will help you exhale more forcefully and learn how to correctly direct the air stream.
• "Breeze". Extend your lips with a straw, draw in air and blow strongly through it. In this case, you need to place your palm in front of your mouth, which should feel a sharp cool stream of air.
• "Storm". Take a bottle with a narrow neck. Bring it to your lower lip and blow. A characteristic noise will indicate the correct direction of the air stream.

After doing the breathing exercises, you will need to articulate the sound. It helps a person to train the muscle tissue of the speech apparatus, to practice the skills of the correct arrangement of organs during the pronunciation of a particular sound.

To make a hard “S” or a soft “S” sound, you can use the following tasks:

• "Naughty tongue." You need to smile, open your mouth a little. Place your tongue on your lower lip and slap your lips against it, pronouncing the syllable “five” several times. Do this for one inhalation, and then fix the tongue in a passive state on the lip for a few seconds. At the same time, you can calmly exhale air. You need to make sure that the lower lip is not tucked in or pulled under the jaw. Also, the sides of the speech organ should touch the corners of the oral cavity.
• "Crap". You need to open your mouth and smile. Place the front part of the tongue on the lower lip and fix it in this state for a few seconds. In this case, you should not strain your lips, stretch them wide, tuck them in or pull them over the lower jaw. Also, do not stick out your tongue too much; it should only cover the lip, and its sides should touch the corners of the mouth.
• "Mountain". You need to open your mouth and smile. Then, with the wide tip of the speech organ, rest against the tubercles that are located behind the lower jaw. Next, you should raise the middle part of the tongue until it touches the upper incisors, and then lower it. When performing the exercise, you need to make sure that the tip of the tongue does not come off the tubercles, and that all other organs of the speech apparatus remain motionless.

First, you need to conduct simple classes, then gradually add more complex tasks. The main thing is that this is done regularly and with the desire to achieve success in producing whistling sounds. You can find more detailed information about articulation exercises in our article - articulatory gymnastics for the sound “C”.

In order for the pronunciation of the sound “C” to be correct, you need to control the position of the organs of the speech apparatus, as well as the breathing process while reproducing the letter.

After preparing the organs, you can proceed directly to the exercises.

How to teach a child to say the letter K

Parents often ask a speech therapist how to teach their child to pronounce the letter k. There is only one answer - the most effective method is constant pronunciation.

The simplest task is to regularly pronounce words with the letter “k”: cabbage, strawberry, potato, card, book, dill, spark.

At the same time, it is important to focus the child’s attention on this letter and pronounce it clearly and slowly. Children most often achieve the main progress in pronunciation in classes at preschool educational institutions.

Speech therapy lesson on differentiation of sounds [g] and [k]

How to teach a child to say the letter k if he refuses to do speech therapy? Home training often does not bring the expected result, but in kindergarten the speech therapist uses a playful approach and engages the child in play. A ready-made outline is used for the lesson.

Lesson progress on differentiating “g” and “k”:

1. The teacher asks the child to guess riddles, the answers to which contain the sounds being practiced. Then he announces the topic of the lesson and the purpose.
2. Kids are asked the question: “What is the difference between “g” and “k”? Children should say that they have different sounds, teeth and tongue positions when pronouncing. The speech therapist invites children to pronounce words with their hand on their throat. The sound is very different.
3. Work is underway with notebooks. The guys write down the syllables: gu-ku, gi-ki, go-ko, ga-ka and pronounce them. A fast pace and its alternation with a slow one is important.
4. At the end of the lesson, the children pronounce pure sayings: “ha-ha-ha - the geese came out into the meadows.”

Lesson on speech development in the younger group

After the main block of the lesson, children do a warm-up and then do an exercise in which they need to insert the missing letters in a word.

Important! During the lesson, the speech therapist pays attention to the children for whom pronunciation is most difficult, and then conducts individual work with them.