The lesson of setting the letter sh. Speech therapy exercises

Sound [w]

Preparatory stage

Lesson 1

Spatial orientation

cross orientation.

Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. Touch your right cheek with your left hand.

"We go up the mountain, we go down the mountain." Pronunciation of syllables in combination with the movements of the index finger.

"Let's warm up the hands." Take a deep breath through your nose. Round your lips and forcefully exhale the air through your mouth. A warm air stream should be felt. Repeat 3-4 times.

Lip exercise

"Astonishment". Round the lips and pull them forward. Pronounce the sound [o].

Language exercises

"The tongue is looking for a crack in the fence." Stick a wide tongue into the gap between the teeth.

"Spatula". Smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold in this position for a count of up to 10.

Coordination of breathing, articulation and phonation

Game tasks

"The boat is rocking on the waves." Drawing wavy lines in a box with millet groats.

Isolation of the sound [w] from a number of sounds distant in terms of acoustic and articulatory features. Sounds: [c], [w], [l], [w], [p], [b], [f], [w], [m], [n], [w]. syllables: la, sha, fu, wu, po, ko, would, gee. The words hat, ball, fur coat, jar, shirt, raspberry.

Lesson 2

Exercise to develop a long exhalation

"Football". Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".

"Let's put out the candle." Exhale evenly and slowly into the candle flame.

Pronunciation of vowels ah-ah, ah-ah, ah-ah-ah on one exhalation with exaggerated articulation.

Lip exercises

"Wide tube" Close your teeth. Round out protruding lips. The corners of the lips do not touch. The lips do not cover the teeth. Hold the lips in this position for a count of up to 6.

Language exercises

"Delicious jam" Slightly open your mouth. Lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom. Repeat 5-6 times.

"The tongue goes to visit the spout." Open your mouth, lift the wide front edge of the tongue to the nose. Hold it in this position for a count of up to 5-6.

"The teeth with the tongue play hide and seek." Open your mouth, close your upper teeth with your tongue.

"Conversation of Cuckoo and Owl". Pronunciation of syllables and sounds ku-ku, ku-ku, ku-ku; uh, uh, uh with a change in tone.

Development of phonemic perception

Isolation of the sound [w] among sounds similar in acoustic and articulatory features, against the background of syllables and words. Sounds: [s], [w], [h], [s], [w], [c], [g], [s]. syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee etc. The child raises his hand or claps his hands if he hears the sound [w].

Lesson 3

Exercise to develop a long exhalation

Close with a wide tongue on the upper lip, bring a strip of paper (just above the nose). Blowing on a paper sultan (the air jet should go obliquely upwards).

"The plane is buzzing." Pronunciation of the sound [y] with a change in pitch and strength of voice.

Lip exercise

Alternating exercises "Smile" and "Tube".

Language exercises

"The tongue swings on a swing." Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.

"Let's hide our teeth." Close the upper teeth with a wide tongue, then the lower ones.

"Get a candy." Put a piece of candy on the edge of the tongue protruding from the mouth. Offer to glue it to the sky behind the upper teeth.

Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

"We play drums." Pronunciation of syllable combinations ta-da, ta-da, ta-da, ta-da, you-da, you-da, you-da with the movement of the index fingers of both hands.

Development of phonemic perception

Definition of sound [w] in words. Find toys that have the [w] sound in their names. ( Matryoshka, rattle, Cheburashka, bear, car, ball.)

ball, bear, baby.

Lesson 4

Exercise to develop a long exhalation

"Focus". Place a piece of cotton on the tip of your nose. Smile, open your mouth. Put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a “groove” in the middle. Blow off the cotton. At the same time, the air should go through the middle of the tongue, then the cotton wool will fly up.

Lip exercise

"Elephant's trunk". Round the lips and pull them forward. Hold the lips in this position for a count of up to 6.

Language exercises

"Swing". Raise and lower the wide tongue behind the teeth, touching it with the tip of the upper gum, then the lower one.

Bring the tip of the tongue under the upper lip, then tear it off with a click.

"Cup".

Prepare a "cup", I will treat you with juice. What juice will you drink?

Open your mouth, put a wide tongue on the lower lip, then lift the tip and lateral edges of the tongue up, a depression should form in the middle part of the tongue.

"The conversation of piglets Naf-Naf and Nuf-Nuf". Pronunciation of syllables na-na-na, na-na-na, na-na-na, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).

Development of phonemic perception

Find pictures on the topic "Clothes", in the name of which there is a sound [w]. Determining the position of the sound [w] in words hat, scarf, shirt, pants, shower.

Arrange the pictures on the typesetting canvas. Objects in the name of which the sound is heard at the beginning of the word, put on the top strip, on the middle - those in whose names the sound is in the middle, on the bottom - those in the names of which the sound is at the end.

Lesson 5

Exercise to develop a long exhalation

"A strong wind drives the leaves." Put a wide tongue ("shovel") on the lower lip. Blowing with the formation of a "groove" along the midline.

Lip exercise

"The trunk of a large elephant and a small elephant." Alternation of wide and narrow "tube".

Language exercises

"We're riding a horse." Clicking tongue. The wide tip of the tongue sticks to the sky and with a click comes off it.

"Rose petal". Tongue "cup" outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.

Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

"Hippo Talk". Pronunciation of syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in tone.

Development of phonemic perception

Determining the position of the sound [w] in words Shura, Masha, Natasha, strong man, short man, silly, naked.

Lesson 6

Exercise to develop a long exhalation

"The wind is blowing." Set the vial upside down at the level of the nose. Raise the wide tongue to the upper lip and blow hard on the tongue. There is noise in the bubble.

"Elephant is drinking water." Make a "proboscis". Inhale and exhale air through your mouth.

Lip exercises

Repetition of previous exercises.

Development of coordinated movements of the lips and tongue. Extend the lips with a “tube”, and the tongue with a “cup” (outside the mouth).

Language exercises

Repetition of previous exercises.

"Harmonic". Smile, open your mouth. Glue the tongue to the sky, then, without lowering the tongue, close and open the mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.

Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

Hippo Booby learns to pronounce syllables bdi-bdi-bdi, bdi-bde, bdy-bde, bde-bde-bde.

Development of phonemic perception

Selection of pictures, in the names of which there is a sound [w], from other pictures, in the names of which - [s] and [g]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].

Sound setting [w]

The position of the organs of the articulatory apparatus with the correct pronunciation of the sound [w]

The lips are slightly rounded and extended forward in a "tube". The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised "cup", but does not touch the sky. The lateral edges of the tongue are pressed against the upper molars, and the middle of the anterior part of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled stream of air is strong. If the back of the hand is applied to the mouth, then heat is felt.

Techniques for setting sound [w]

Auditory perception of sound. Creating an auditory image of the sound "Noise Maker". Onomatopoeia

Wind noise in the forest; rustle of leaves on trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a mink, tires on the pavement; the noise of escaping air from a punctured balloon, a locomotive letting off steam.

Formation of a visual image of sound [w]

Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.

Formation of a sense of the position of the organs of articulation with the help of toys. Look how the monkey raises the tongue with a “cup” by the upper teeth.

ёёё129 Drawings for tasks used at the stage of sound automation [s]

Showing the correct articulation of the sound [w]. Draw the child's attention to the position of the lips, teeth and tongue.

Plastic image of the shape of the tongue with the hands

With the right hand, depict the shape of the tongue with a "cup", and with the left - the sky.

Setting the sound [w] according to R.I. Levina (1965)

Setting the sound [w] by imitation

Raise the tongue to the upper lip and exhale evenly, with force, controlling the air stream with the back of the hand.

Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue behind the upper teeth to the sky with the mouth open. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. It should sound like [w].

Setting the sound [w] based on the sound [t]

Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the installation is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with a breath, while a weak and short hissing sound is mixed with the sound of the explosion.

Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue to the molars. Transition from sound [t] to sound [w]: t-t-tshshshsh. In the future, the noise lengthens and is released from the previous sound [t].

Setting the sound [w] based on the sound [p]

Pronounce the sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a slight hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a deaf sound [r].

Hissing can be obtained by touching the underside of the tongue with a spatula, slowing down the vibration of the tongue.

Setting the sound [w] based on the sound [s]

Set the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue up. With the fingers of the right hand, lightly press on the cheeks and push the lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat syllables sa, so, sy, asa, aces, as, os with simultaneous lifting of the tongue with a probe or spatula.

Setting the sound [w] based on the sound [h]

Pronounce the sound [h] followed by a long exhalation. A warm stream of air should be felt on the hand raised to the mouth.

The native language plays a unique role in the formation of a person's personality. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a node in which various lines of mental development converge: thinking, imagination, memory, emotions. Being the most important means of human communication, knowledge of reality, language serves as the main channel for introducing a person to the values of spiritual culture, as well as a necessary condition for education and training. The development of oral monologue speech in preschool childhood lays the foundation for successful schooling.

Violation of sound pronunciation indicates that the child has deviations in the development of certain mental functions (for example, attention, auditory perception and memory, self-control), and also that he experiences certain psychological difficulties. All this causes the formation of pronunciation defects in children. Correction of pronunciation leads not only to the elimination of speech disorders, but also corrects the listed developmental deficiencies in the child.

Download:

Preview:

Khanty-Mansi Autonomous Okrug-Yugra

Pyt-Yakh

Municipal budgetary educational institution

secondary school No. 6

by setting the sound [Ш]

Compiled by:

Zainullina Dinara Faritovna -

teacher speech therapist

2013

Explanatory note

Finger gymnastics
Sound setting [W]

Setting the sound [W] from the sound [T]
Setting the sound [W] from the correct sound [S]
Setting the sound [W] from the correct sound [P]
Setting the sound [Ш] with mechanical assistance
Setting the sound [Ш] by showing articulation
Setting the sound [W] on inspiration
Setting the sound [Ш] with anomalies in the structure of the speech organs

Isolated pronunciation of sound [Ш]
Sound automation [Ш] in syllables
Sound automation [Ш] in words
Sound automation [Ш] in phrases
Sound automation [Ш] in sentences
Automation of sound [Ш] in literary works (pure tongues, sayings, poems, text)

Bibliography

Explanatory note

It should also be noted that the shortcomings in the pronunciation of sounds provoke the appearance of such a severe, difficult-to-correct speech defect as stuttering.

The main goal of sound pronunciation correction is the development of students' oral speech in unity with the development of their thinking and the formation of a child as a person: the development of cognitive interests, activity, independence, and the ability to overcome difficulties.

The tasks of correcting the sound pronunciation of children are determined primarily by the role that the language plays in the life of society and each person, being the most important means of communication between people, knowledge of the world around them.

The specific tasks of sound pronunciation correction are diverse and closely interconnected:

Mastering speech activity in its various types;

Development of sound analysis of words;

The development of phonemic perception, i.e. differentiation of phonemes having similar characteristics;

Development of the ability to arbitrarily control attention, regulate the pace of activity, synchronize their work with the work of the group;

Formation of speech skills that ensure the perception, reproduction and creation of statements in oral form;

Enrichment of vocabulary;

Aesthetic, emotional, moral development of the student.

Articulation gymnastics for sound production [Ш]

Let's punish a naughty tongue (self-massage of the tongue)

Smile broadly. Put a wide tongue on the lower lip and, biting it lightly with your teeth, say "ta-ta-ta" for 5-10 seconds. Then slap your tongue with your lips, saying “pah-pah-pah” for 5-10 seconds.

shoulder blade

Open your mouth, smile. Put a wide relaxed tongue on the lower lip and hold it in this position for 5-10 seconds. Then remove your tongue, close your mouth. Repeat the exercise 2-3 times.

Swing

Open your mouth, smile. Perform the following up and down movements with your tongue: 1) a wide tongue rises to the nose and falls to the chin; 2) the wide tip of the tongue touches the upper incisors, then the lower ones. Movements are performed at a calm pace 5-10 times.

Painter

Open your mouth, smile. With a wide tip of the tongue, you need to stroke the palate, making movements back and forth (from the teeth deep into the mouth and back). Perform 5 - 10 movements.

Fungus

Open your mouth, smile. Press the wide tongue with the entire plane against the palate, then suck it against the palate and hold it in this position for 5-10 seconds. The tongue will look like a fungus cap, and the stretched hyoid ligament will look like its thin leg. Then peel off the tongue. Shut your mouth. Repeat the exercise 2-3 times.

delicious jam

Open your mouth, smile. Lick the upper lip with the wide tip of the tongue, moving the tongue from top to bottom.

Perform 5-10 movements, then remove the tongue and close the mouth.

Cup

Open your mouth, smile. Stick out your tongue and give it the shape of a bucket: the side edges and the tip are raised, the middle part bends down. Hold your tongue in this position for 5-10 seconds. Then remove your tongue and close your mouth. Repeat the exercise 2-3 times.

Focus

Keeping your tongue in the "Cup" position, blow on the tip of your nose so that the cotton wool placed on the tip of your nose flies up. Repeat the exercise 3-5 times.

Finger gymnastics

"Finger games" are a very important part of the development of fine motor skills. These games are very emotional, exciting. They contribute to the development of speech, creative activity.

Sun
One, two, three, four, five!
-Show the specified number of fingers.
The sun peeked into the bed!
- The cam "wakes up" (compress and unclench the cam).
One, two, three, four, five!
Let's recharge together!
- The cam "wakes up".

Cockerel
Our cock suddenly woke up,
- Palm up, index finger rests on the thumb, the rest are placed up.
Turned straight to the sun.
- Turn your hand in different directions.
Crowed one, two, three!
- Raise and reduce the index and thumb.
You don't sleep today.

ball
Cheerful friend, my ball!
- Make a round ring from the thumb and forefinger.
Everywhere, everywhere you are with me!
- Read the poem and change the top finger in the ringlet one by one.
One, two, three, four, five
It's good to play with you.

Houses for fingers
One, two, three, four, five -
-Children open their fingers simultaneously on both hands, starting with the little finger.
The fingers went out for a walk.
Rhythmically squeeze and unclench the fingers of both hands.
One, two, three, four, five-
-Close your fingers into fists.
They hid in the house again.
-Starting with the little fingers, turn the fists in turn, as if examining "houses" of fingers.

Lock

There is a lock on the door (hands in the lock)
Who could open it? (pull fingers without opening)
Pulled, (pulled)
Twisted, (rotate hands)
Knocked (knocking with the base of the palms)
And - opened! (hands open)

Cabbage

We chop cabbage, chop (we chop with our palms)
We three cabbage, three (fists rub each other)
We salt the cabbage, salt (salt with a pinch)
We mash cabbage, mash (we squeeze and unclench our fingers)
Put it in a jar and try it.

Mosquito

A fly flies around the ear, zhzhzh (we move our finger around the ear)
Wasps fly around the nose, ssss (we move our finger around the nose)
A mosquito flies, on the forehead - op (touch the forehead with a finger)
And we - clap (palm to forehead)
And to the ear, zzzz (clamp the fist, bring it to the ear)
Shall we release the mosquito? Let's let go!
(we bring the fist to the mouth and blow on it, unclenching the palm)

cat (perform meaningful actions)

The cat washes his paw
Looks like he's going to visit
Washed out the nose.
Washed out the mouth.
Washed my ear.
Wiped dry.

Kitty

I walked alone along the path, (show one finger)
My two legs went with me (shows two fingers)
Suddenly three mice meet, (show three fingers)
Oh, we saw a kitten! (clapping his hands on his cheeks and shaking his head with his hands)
He has four paws (show four fingers)
There are sharp scratches on the paws, (we scratch the surface of what is at hand with our nails)
One, two, three, four, five (for each count we show the corresponding number of fingers)
You need to run fast! (two fingers, index and middle, run along the surface)

Hen

The chicken went out for a walk, pinching fresh grass
(clap hands on knees)
And behind her are the guys - yellow chickens (we go with our fingers)
Co-co-co, co-co-co, do not go far! (threaten finger)
Row with your paws (we rake with handles),
Look for the grains (we peck the grains with our fingers)
They ate a fat beetle, an earthworm
(we show with pens what a fat beetle)
We drank a full trough of water
(show how we draw water and drink).

Sound setting [W]

METHOD I. SETTING THE SOUND [SH] FROM THE SOUND [T].

The child must pronounce the sound [t] for a long time, putting the wide tip of the tongue to the upper incisors, a whistling sound will be heard with the second sound. Let this second sound “aim” at your palm.

Then, smiling broadly, the child should pronounce the sound [t] for a long time, touching the outer surface of the alveoli with a wide tongue. Make sure that the child does not tear off the tongue from the alveoli. The second sound will be a hissing sound, this sound also needs to be “aimed” at the palm.

You can first feel with your finger the place in your mouth where you need to put your tongue, you can perform the exercise in front of a mirror.

Point out to the child this not very distinct hissing sound that is heard after [t], tell him that the snake “hisses” like that.

With a long pronunciation of the sound [t], the child's mouth will be slightly ajar (especially if he looks in the mirror). While the child is making a hissing sound, tell him to cover his mouth (place the upper incisors over the lower ones). You will hear an almost full-fledged sound [w]. "Snake hiss" should "lay down" on the palm of a hot wide jet.

Then the child should immediately “hiss” like a snake. The lips should be in a wide, opening upper and lower incisors, smile.

During a long pronunciation of the sound [w], with the thumb and middle fingers, press the child’s cheeks near the corners of his mouth so that his lips come forward (mouthpiece). From this, the pronunciation of the sound [w] will become quite accurate.

In the future, the child should round his lips himself (it is possible in front of a mirror).

When the sound [w] is pronounced unmistakably, tell the child what sound he pronounces, and fix it in syllables (according to the pictures).

METHOD II. STATEMENT OF THE SOUND [SH] FROM THE CORRECT [S]

1. If the child pronounces the sound [s] with the upper position of the tongue, start giving him the sound [w] (see below).

2. If a child pronounces the sound [s] with the lower position of the tongue, he must first put the "upper lingual" pronunciation of this sound.

Setting the sound [s] with the upper position of the tongue.

The child should lean the tip of the tongue against the upper incisors (show him how to do this) and after you make the sound [s].

If the sound [s] does not work out, you need to start pronouncing the sound [s] for a long time at the lower position of the tongue and at this time move the tongue up the front teeth, moving from the lower to the upper and making sure that the sound of the sound does not change.

Practice the upper pronunciation of the sound [s] with your child a little.

The final setting of the sound [w].

The child should pull the sound [s] (tongue on the upper teeth). At this time, you need to move the tongue along the palate (without tearing off the tongue) towards the alveoli until the tongue is on the outside of the alveoli. At first, an indistinct hissing sound will be heard, when the tongue reaches the alveoli, a full-fledged sound [w] will be heard.

Tell the child to "crawl" with the tip of the tongue from the teeth to the alveoli, as if "feeling their way." The lips of the child should always be in a smile, such that the upper and lower incisors are visible.

When the child pronounces the sound [w], tell him that the snake “hisses” like that.

While pronouncing the sound [w] for a long time, press the corners of the child's mouth with the thumb and middle fingers and push his lips forward.

In conclusion, proceed to the pronunciation of syllables (according to the pictures). Train the snake to talk.

When the sound is pronounced correctly, tell the child what sound he is making.

METHOD III. STATEMENT OF THE SOUND [SH] FROM THE CORRECT [P]

Let the child pronounce the sound [r] for a long time (lips in a smile that opens the upper and lower incisors).

Then you need to pronounce this sound in a whisper, very quietly, so that the tongue in the mouth stops vibrating. At the same time, the sound [w] will be heard.

Tell the child that this is how the snake “hisses”.

Round the child's lips by pressing the corners of his lips with your thumb and forefinger.

When the sound is pronounced freely, tell the child what sound he is actually pronouncing.

After that, move on to the pronunciation of syllables.

METHOD IV. SETTING THE SOUND [SH] WITH MECHANICAL ASSISTANCE

Let the child pronounce the sound [s] for a long time with the tongue in the upper position (see method 2). The lips should be in a smile that opens the upper and lower incisors, a small gap should be visible between the teeth.

During such a pronunciation, you insert a spatula into the child’s mouth and, pressing it on the tip of his tongue, slowly move the tongue inward until the sound [sh] is heard.

The child should bite the spatula with his teeth and continue to “hiss”.

At this time, round the baby's lips by pressing the corners of his mouth with your fingers. A full sound [w] will be heard.

In the future, let him round his lips on his own (looking in the mirror).

Draw the child's attention to the sound that he utters, tell him that the snake “hisses” like that.

After that, proceed to pronouncing the syllables (according to the pictures), first with a spatula, then without it (“teach the snake to talk”).

When the child is free to pronounce the syllables, tell him what sound he pronounces, and ask him to repeat it after you.

METHOD V. SETTING THE SOUND [Ш] BY SHOWING ARTICULATION

The child must perform the exercise "Cup". As a result, he will learn to give the language the form that is needed to pronounce the sound [w].

The child should open his mouth, “make a cup” with his tongue and lean “its edge” (the wide tip of the tongue) against the upper incisors (to their very top or slightly in front - from the outside).

In this position, the child should “blow on the edge of the cup” (“to cool the tea poured into it”). Exhalation should be felt on the palm of your hand put to your mouth. An indistinct whistling sound will be heard.

Then the “cup” will need to be “brought” into the mouth (“so as not to spill the contents”) and lean the wide tip of the tongue (“edge of the cup”) in front of the alveoli. At the same time, the "edge of the cup" should slide without breaking off first along the inside of the upper incisors, then along the palate to the alveoli.

All this time, the child should continue to "blow on the edge of the cup." The indistinct whistling sound will first be replaced by [s], then the sound [sh] will be heard (somewhat harsh due to the mouth being too wide open).

All this the child must do according to your show (you just can’t pronounce sound [w]).

When the child learns to “put the cup” into his mouth and pronounce the sound [sh], pay attention to this sound. Tell him that's how the snake hisses.

In the future, you need to immediately put the "edge of the cup" to the alveoli and "hiss".

After that, you will need to close your mouth (put the upper incisors on the lower ones) and continue to “hiss” in this position.

During a long “hiss”, round the baby’s lips by pressing the corners of his mouth with your fingers. A full sound [w] will be heard.

In the future, the child should round his lips on his own (looking in the mirror).

Then fix the sound in syllables (according to pictures).

When the child is free to pronounce the sound [sh], tell him what sound he is pronouncing.

METHOD VI. STATEMENT OF THE SOUND [Ш] ON THE INHALE

Let the child pronounce the sound [t] for a long time, touching the upper incisors with the tip of the tongue and feeling the exhaled air on the palm of the hand held up to the mouth. The upper incisors are above the lower ones, there is a small gap between them.

Then let him exhale the air and pronounce the same sound with a short breath. You will hear the sound of rubbing against the teeth of the "absorbed" air inside. On the upper incisors, a chill should be felt from the air “leaking” into the mouth. Make sure that the child does not “grab” the air with the “throat” (then no sound will come out), but draw it (as through a straw) into the gap between the upper incisors and the tip of the tongue.

After that, pronouncing the sound [t] while inhaling, you need to “suck” into the depths of the mouth along with the air and the tongue until it is leaning against the front surface of the alveoli. You can first feel this place with your finger.

Point out to the child that when his tongue hits the alveoli, a “rustle” is heard, as if the air in this place rubs against the alveoli. From this, a chill is felt on the alveoli.

Let the child immediately put the tongue on the alveoli and reproduce this sound of “rustling” while inhaling.

Then the child should “suck in” a little air, so that a “rustle” is heard and air movement is felt on the alveoli, and then the same air with the same “rustle” is “blown out” back (so that the air “leaks” between the tongue and the alveoli ). A slightly softened sound [w] will be heard.

Point out to the child that the “rustle” is more sonorous on exhalation.

After that, you need to pronounce the sound of “rustle” alternately on a short inhale and exhale, between the alveoli and the tongue the movement of the air stream should be felt (how it “walks” back and forth).

While pronouncing the sound [w] while exhaling, push the child's lips forward by pressing the corners of his mouth with your fingers. A full sound [w] will be heard.

Pay attention to the fact that in this way the “rustle” has become even more sonorous and has already turned into a real “hiss”, as if a snake hisses.

In the future, let the child round his lips on his own and without a preliminary breath, immediately “hisses” on the exhale.

"Train" your snake to "pronounce syllables".

When the child is free to pronounce the sound [sh], tell him what sound he pronounces.

Setting the sound [w] with anomalies in the structure of the speech organs

If the child has signs of dysarthria, do the articulatory gymnastics exercises designed to produce this sound (see p. 84) with him until he develops the necessary motor skills.

It is best to put the sound [w] in the fifth way. If the child already pronounces the sound [s], you can use the fourth method.

With a lower extended bite, the sound [w] is best placed in the first, second, third and sixth ways. To improve the pronunciation of sound, the tip of the tongue should be leaned closer to the upper incisors (at their base) than usual.

In the same way, you need to work with a high palate.

If the child does not have upper molars and they do not grow for a long time, you can put a temporary pronunciation of the sound [w]. In this case, the tip of the tongue will touch the back surface of the alveoli (sometimes a sound can also occur when the tip of the tongue leans against the top of the alveoli). The sound [w] will be unnecessarily hard.

Sound can be set in the first way. Then the sound [t] must be pronounced by pressing the tip of the tongue against the inner surface of the alveoli. You can also use the second, fourth and fifth methods. In all cases, the child will have to push the tongue deeper into the mouth than usual. You will have to rely on your own hearing: as soon as the sound [w] is heard in the pronunciation of the child, the desired point of articulation has been found.

When the child has molars, it will be necessary to clarify with him the pronunciation of the sound [w]. To do this, while pronouncing a sound, the tip of the tongue will need to be moved forward so that it is on the outside of the alveoli. The sound will sound softer.

4 - ISOLATED SPEECH

Sh-sh-sh-sh-sh-sh-sh

5 - AUTOMATION IN syllables:

5.1. - in straight lines

sha-sha-sha

sho-sho-sho

shu-shu-shu

shi-shi-shi

sha-sho-shu

sho-shu-shi

shoo-shi-sha

shi-sha-sho

sha-shu-sho

shu-sho-shi

sho-shi-sha

shi-sha-shu

sha-shi-sho

shi-sho-shu

sho-shu-sha

shu-sha-shi

sho-sha-shi

sha-shi-shu

shi-shu-sho

sho-sho-shu

5.2. - in reverse

Ash-ash-ash

osh-osh-osh

wow wow

ish-ish-ish

ash-sh-sh

osh-osh-osh

ush-ish-ash

ish-ash-osh

ash-sh-sh

osh-osh-ish

osh-ish-ash

ish-ash-ush

ash-ish-osh

ish-sh-sh

osh-osh-osh

ush-ash-ish

osh-ash-ish

ash-ish-ush

ish-sh-sh

osh-osh-ouch

5.3. - with a confluence of consonants

shta-shto-shtu-shta

what-thing-thing-thing

shtu-shtu-shta-shto

shty-shta-shto-shtu

asht-ost-usht-ysht

osht-usht-ysht-asht

usht-ysht-asht-ysht

ysht-asht-ost-usht

tsha-tsho-tshu-tshu

tsho-tshu-tshu-tshu

tshu-tshu-tshu-tsho

tsh-tsh-tsh-tsh-tsh

shka-shko-shku-shki

shko-shku-shki-shka

shku-shki-shka-shko

shki-shka-shko-shku

ksha-ksho-kshu-kshi

ksho-kshu-kshi-ksha

ksu-kshi-ksha-ksho

kshi-ksha-ksho-kshu

aksh-oksh-uksh-yksh

oksh-uksh-yksh-aksh

uksh-yksh-aksh-oksh

yksh-aksh-oksh-uksh

shpa-shpo-shpu-shpy

shpo-shpu-shpy-shpa

shpu-shpy-shpa-shpo

shpy-shpa-shpo-shpu

ashp-shp-usp-yshp

opsh-upsh-ipsh-apsh

ushp-yshp-ashp-shp

ypsh-apsh-opsh-upsh

psh-psh-psh-psh

moss-msho-mshu-mshy

amsh-omsh-umsh-imsh

shma-shmo-shmoo-shma

ashm-shm-ushm-ypsh

6 - automation in words:

6.1. - with a direct syllable

Hat

the seam

chess

shock

mine

whisper

washer

neck

chance

rustle

shaman

rustle

step

whisper

champignons

stir

fur coat

noise

jester

joke

noisy

make noise

skimmer

joker

tire

sew

hiss

spikes

rose hip

chiffon

hiss

chimpanzee

mice

interfere

breathe

ushanka

bag

fluff

cockerel

hood

breathe

error

injury

silence

couch

collar

target

sour

6.2. - with reverse

our

your

porridge

tower

ear

front sight

mouse

donut

give

mouse

reeds

shower

ink

eat

you drink

finish

bug

scarf

shoe

chestnut

checker

cat

midge

window

pillow

coil

cuckoo

wah

gossip

grandmother

grandfather

hut

tower

cone

bottom

speck

bear

cherry

pawn

successfully

6.3. - with a confluence of consonants

headquarters

stamp

state

barbell

pants

darn

thing

bayonet

cupboard

sword

leg-split

putty knife

spire

spinach

latch

spy

bumblebee

schnitzel

seams

plume

helmet

Gateway

boat

hat

7 - automation in phrases:

7.1. - with a direct syllable

naughty steps

eats stew

a gang of devils

Collar Mongrel

neck and ears

sewing on a machine

Scots from Scotland

sew an overcoat

chimpanzee whispering

fizzy already

sage bag

Dasha the cat lover

seam on a coat

galoshes and gaiters

found a pebble

an awl in the tire

interfere with sewing

prank kid

I write jokes

checkers and chess

reeds sway

eats stew

embroider a shawl

scammer's mistake

donkey staggered

footstep noise

stewed champignons

walked at a pace

noisy hedgehog

Natasha's fur coat

horse plows

coat on a hanger

silence in the hut

wide scarf

noise in silence

walk wide

chic chignon

good at heart

charlatan with a hurdy-gurdy

abandoned wallet

chop a pear

roof slate

wide slate

the saddler came up

jester behind the screen please do not make noise

crash the car

chiffon ruffles

wobbles on hinges

a gang of cheaters

I write with a pencil

good charlatan

chocolate charlotte

shuffling steps

I don't break the silence

scare the riff-raff

rustling of car tires

Marisha in chignon

wide screw

wobbly chiffonier

the driver has checkers

chess player cartoon

the miner did not make noise

shushera shushukala

7.2. - with reverse

eat porridge

found lily of the valley

you can't hide the awl

eat cherries

baby's pencil

the hut is good

brooch decorated

finish ahead

drinking juice

give me mascara

went to shower

saw reeds

scared mouse

give me a bump

7.3. - with a confluence of consonants

grandfather's chess

sews panties

panties for Yasha

Yasha has a bag

bag of chestnuts

bear connecting rod

Grandfather and grandmother

seamstress sews

found in a bag

bump on top

in a coil box

hissing cat

choking cough

cat in a basket

mushrooms in a bowl

beshmets and hoods

crumbs in a hole

walking in boots

boy and girl

left our school

found in closet

the bear has a bump

on grandma's neck

chinchilla coat

milf tree frog

frog on the pillow

grandma's fur coat

noisy birds

millet porridge

silk scarf

chinchilla coat

baby monkey

bear connecting rod

millet porridge

play pranks at school

sniffle and cough

noisy chestnut

above the tower

hat in the closet

grandpa's spoon

darned shawl

frog frog

give me a basket

cheesecake under the pillow

Sharik naughty

daisies on the field

silk curtain

Alyosha shirt

stain on shirt

bugs rustle

bumblebee and hornet

plopped down a nut

good-natured horse

Alyonushka's brooch

bug on chamomile

peas on the palm

marshal marching

good schoolboy

school charade

fish in a bowl

sash on the shirt

reckless young lady

Glasha manicurist

good shoes

lattice on the tower

pasha shirt

mug with lid

the baby is wearing a shirt

a book about a mouse

broad-brim

driver "Skoda"

good cheat sheet

peas on the palm

8 - automation in offers:

8.1. - with a direct syllable

The hatmaker sews hats.

Misha eat chocolate.

Shock is our way!

Masha eats stew.

Shushera whispers noisily.

I wear a fur coat and a hat with earflaps.

I embroider a shawl with silk.

Sheikh was served sherbet and whispered.

Pasha was given galoshes and gaiters.

The miner destroyed the mine.

The baby's mother is brown-haired.

I am writing a petition about the miners.

I hurt my neck.

Marshal left with a bang.

I went to the garage [sh].

Natasha writes with ink.

Barrel-organs mumble and shawls shuffle.

Chiffon ruffles and wide sewing were sewn to the dress.

The shuffling of feet did not break the silence.

The saddler went up to the hut.

There is a meter of silk in the purse.

I write jokes for Dashutka and Mishutka.

The steps of the jackal are silent.

Please don't make noise.

The wind rustles over the roof and the reeds sway.

You are welcome to our hut.

I went along the bank, found a white pebble.

Misha writes well.

A good team and a horse in the body.

A good fur coat was presented to Dashutka.

Good Masha, but not ours.

8.2. - with reverse

You take, you rub and you give.

Our hut is good.

Do you want a barbecue?

If you lose, you won't find.

Masha, eat some porridge.

In "already", "married", "unbearable" you will not find this letter ("b").

What silence - only the wind stirs the reeds.

You're naughty again, my baby.

You will leave the drop, and you will fall into the rain.

As soon as you approach the shore, you will see a small hut.

You can't heat the sea with an awl.

Not nice in a good way, but good in a nice way.

When you eat, chew well.

If you lose good, you will make money again, if you lose a friend, you will not return it.

With a good friend, you will move mountains, with a bad friend, you will sip grief.

You can't clap with one hand.

When you speak, think well.

Natasha found a lily of the valley, and I found three lilies of the valley.

8.3. - with a confluence of consonants

Alyoshka has a wide tortilla.

The brooch adorned the grandmother's neck.

The mouse rustles under the overcoat.

Arisha has champignons in a basket.

Grandpa and grandma side by side.

A seamstress sews on a sewing machine.

The kids are playing tag.

Masha found twine in the bag.

Boy are you silent?

Dasha is embroidering a pillow for her grandmother.

Shrek is wearing a chiffon scarf.

The pillow is embroidered with a cat and a mouse.

Grandmother sewed a hat from a chinchilla.

The cat has a neck and ears.

Grandfather, shuffling, went to Katyusha.

Grandmother embroiders cockerel.

The baby has a rustling rattle.

Yasha has millet porridge.

Grandmother sews panties for Yasha.

I sew shorts on a sewing machine.

Yasha has a bag of chestnuts

Shahinya walked in high heels.

Pasha wandered around the school.

Masha-baby has a warm hat and a scarf.

The navigator went to the helm.

I give the box to the young lady.

You can't hide an awl in a bag.

I'm good at mooring a boat.

A tiny bug darted into the basket.

Naked babies slap in flip flops.

I have a big closet.

I have good shoes.

Matryoshka flopped off the hurdy-gurdy.

Natasha entered, rustling her silk shawl.

Sprouted potatoes in a bag.

Grandma's box was found in the closet.

Hats, beshmets and hoods were sewn in the hat atelier.

A storm squall threw the boat onto the skerries.

A young lady entered in a dressing gown adorned with slots and a train.

We watched the mooring of the schooners Schwab, Spree, Stuttgart, and the Swede dinghy.

Car tires rustled beside the footpath.

In the hut, only a bumblebee was noisy.

The crumb mouse has crumbs in its hole.

Good for the path of pies with potatoes.

The horse walked.

A boy and a girl from our school came out the winners of the checkers and chess tournament.

The cracklings hissed on the stove.

The work didn't go well.

The silence of the stuffy afternoon was broken by the steps of the brother-in-law's grandfather.

The cat is only good for mice.

Mind is good, but two is better.

The sooner you start, the sooner you finish.

Know more - talk less.

An inept seamstress and a needle and thread interfere with sewing.

And we will eat and dance, but we will not plow the arable land.

At the feast and beaters dance.

Talk less, do more.

In the cold, the cat does not catch mice.

According to Ivashka and a shirt.

Misha and Pasha are playing checkers.

Misha lost two pawns.

The tractor driver plows the field.

Aunt Dasha is sewing a shirt for me.

Alyosha and grandfather went to collect cones.

Masha went to the edge of the forest and saw a cuckoo.

A mouse rustles in a mink, and a cat guards it.

Children in our house love to read books.

Grandmother and Alyonushka went for a walk, picking nuts.

It is good to walk along the edge of the forest in the morning.

Two jumping frogs made some noise at the edge of the forest.

Grisha has a book under his arm.

I found a bug on a big daisy.

The naughty cat rolls a ball.

In the palm of your hand is a tower, a tiny tower, a toy tower painted white.

At the edge of a small house.

9 - automation of sound in literary works (pure tongues, sayings, poems, text)

Shi-shi-shi, shi-shi-shi

The reeds whisper something.

She-she-she, she-she-she

This is a duck in the reeds.

Sha-sha-sha, sha-sha-sha

Get out of the reeds.

She-she-she, she-she-she

There is no duck in the reeds.

Shi-shi-shi, shi-shi-shi

What do the reeds whisper?

sho-sho-sho, sho-sho-sho

I write very well

shoo-shoo-shoo, shoo-shoo-shoo

Anything you want, I'll write

shi-shi-shi, shi-shi-shi

"Eat porridge" - write,

shoo-shoo-shoo, shoo-shoo-shoo

I'll write this

sho-sho-sho, sho-sho-sho

I see you write well.

They gave Masha semolina.

Masha is tired of porridge.

Masha did not finish her porridge.

Masha, finish your porridge,

don't bother mom!

Good seamstress Natasha

She sewed a fur coat -

sewed a skirt.

Sewed a hat

sewed a slipper.

Well, Natasha!

Natasha, how does a mouse rustle paper?

Shi-shi-shi!

And how does it hiss?

Sh-sh-sh-sh!

How do people whisper?

Shu-shoo-shoo!

And how do you, Natasha, know all this?

The horse is taking us

horse, horse

neither shaky nor roll,

neither roll nor shaky.

Would quilt

with a whip

horse,

yeah, sorry...

A. Shibaev.

Dream.

Mom, wait a little

Don't wake up! Alyoshka screams.

Blanket - closer to the nose:

I see five in my dream.

L. Korchagin.

Misha writes.

Here are the kids Masha, Misha.

Masha is smaller, Misha is taller.

Misha Masha is writing something.

Guess what Misha writes.

The porridge ripened in the meadow.

Cow Masha eats porridge.

Masha likes lunch:

nothing tastes better!

A. Shibaev.

Katyushki

There are three Katyushas in the village

picked up three coils,

Shura sewed a sundress,

sewed a caftan for grandfather,

sewed a jacket for grandma,

sewed a vest for uncle.

And girls and boys

to all Andryushkas and Natashas,

sewed bright pants,

sewed colorful shirts.

A. Stroilo.

Midges.

Midges stuck around the lamp,

warm thin legs.

Watch out, midges!

Burn your feet!

V. Lunin.

jumping frogs,

Eyes on top.

Hide from the frog

Mosquitoes and flies!

Hat.

At the hat with earflaps

Ear laces,

To tie up

Hat ears.

I. Lopukhin.

Scarf.

For baby bear

Masha knits a warm scarf,

He will tie a scarf around his neck

And "thank you" Masha will say.

I. Lopukhin.

Mittens.

Misha's grandmother knits

warm mittens,

To warm your hands

Little bear.

I. Lopukhin.

Coat.

Warm coat

Let's put on Mishutka.

Baby in a coat

Like a teddy bear!

I. Lopukhin.

Shirt.

On Misha's shirt

embroidered daisies,

Lilies of the valley and "porridge".

I. Lopukhin.

Masha to our baby

Sewing new pants

I sewed a fur coat, I sewed a scarf,

For Mishutka - baby.

On baby shirt

Embroidered pockets with silk.

Our Mishutka is so good -

You won't find better Misha!

He walks along the path

In clothes sewn by Masha.

I. Lopukhin.

Our naughty Pavlushka!

The baby will gut the pillow!

Both shirt and pants

Everything is in the fluff of the baby!

I. Lopukhin.

Feeding baby Natasha

From a wide bowl of porridge:

Eat, baby, chew, Antoshka!

Here's a big spoon for you!

I. Lopukhin.

Hat, mittens and coat,

Buckle, strap, pants...

So wrapped up - even lips

Not visible from under the scarf!

I. Lopukhin.

Mouse and Mouse (whisper)

Mouse mother - mouse

Whispered: - Naughty!

Noise, rustle, chatter!

You're bothering your mother to sew!

And I, - the mouse whispered, -

I sew a pillow, baby!

Not fluff in the pillow

And jokes and jokes.

Eat some wheat

And go to sleep, my baby.

Just lay your head

In a dream you can see

What whispers in your ear

Magic pillow.

I. Lopukhin.

* * *

Our Masha is small,

She is wearing a scarlet fur coat,

beaver edge,

Masha Chernobrova.

* * *

Masha has a midge in porridge.

What should our Masha do?

Put the porridge in a bowl

And fed the cat.

What do we have in the forest with the letter Sh?

This bump flopped, rustling.

A bumblebee and a hornet rummage noisily in the porridge.

Insects rustle in the wild rose.

What else is in the forest with the letter Sh?

Noise and rustle near the hut.

M. Yasnov.

* * *

Bumblebee sells balloons.

The balls are so naughty!

Balls rustle and burst into the sky,

And the silk threads are torn.

G. Sapgir.

* * *

The bumblebee darted, rustled in the sage,

The bumblebee made a terrible noise,

He did so many things...

Even the hornet woke up.

A. Pudval.

***

Rustling autumn bushes

Leaves rustle on the tree.

Rustling reeds

And the rain rustles.

And the mouse, rustling,

In a hurry to the hole.

And there they quietly rustle

Six nimble little mice.

But everyone around is outraged:

- How noisy rascals!

A. Usachev.

***

The bumblebee and the hornet lived noisily,

On a sewing machine

Coats, hats, pants

Unprecedented width.

V. Kozhevnikov.

***

Cute bear, nice bear,

Clumsy and funny.

The bear is all sewn from plush,

Filled with lush cotton.

***

Dropped the bear on the floor

tore off the bear's paw.

I won't leave him anyway

because he is good.

A. Barto

Bibliography:

Vakulenko L.S. Correction of violations of sound pronunciation in children: a guide for a beginner speech therapist: a teaching aid. - St. Petersburg: LLC "Publishing house" CHILDHOOD-PRESS ", 2012. - 128p.
Hegelia N.A. Correction of pronunciation deficiencies in schoolchildren and adults. - M., 2001
Konovalenko V.V., Konovalenko S.V. Individual-subgroup work on the correction of sound pronunciation
Correctionsound pronunciation in children: didactic materials / ed. L. E. Kylasova. - Volgograd: Teacher, 2009. - 404 p.
Polyakova M.A. Self-instruction manual for speech therapy. Universal guide. - M .: Iris-press, 2007. - 208s.
Tumanova T.V. Correction of pronunciation in children. didactic material. Educational and methodical manual for a speech therapist, educators and parents / Edited by prof. T.B. Filicheva - M .: "Gnome-Press", 1999. - 96p. - (Correctional work in special preschool institutions).

Hissing and whistling sounds are not always easy for growing babies. Some features of the pronunciation of hissing can persist until the end of elementary school, and without the control of teachers - for life.

It is important that the child, under the supervision of parents or a speech therapist, trains in the correct articulation of the “sh” sound, then other difficult sounds will give up under the onslaught of exercises.

From this article you will learn

Examination of the pronunciation of the sound "sh"

Usually, kindergarten teachers or teachers point out problems with pronunciation. Parents, on the other hand, can attribute a lot in the child’s speech to individual characteristics and not notice the impending difficulties. It is worth taking a few minutes as part of your daily book exercises to test your child's pronunciation.

There are at least two ways to do the procedure yourself: observation and exercise. In the first case, it will take a long time to notice how the baby pronounces sounds. In the second - you need 25-30 minutes of perseverance and doing a few simple exercises.

Invisible test. It makes no sense to explain to your son or daughter what to do. The easiest way is to involve the child in the game " Repeaters". Start with words and sounds that are not related to the topic. Then let the child set the tasks himself. In the next turn, offer one of the blocks.

1. Syllables.

Start with two-letter combinations:

[sha] [she] [shu] [shi] [sho].

Then move on to three-letter two-vowel ones:

[a-sha] [e-she] [u-shu] [i-shi] [o-sho] [s-shi].

The next block is combinations of "sh" with consonants:

[shka] [ksha] [shki] [kshi].

More complex:

[shish] [shis] [shish] [shush] and [as-shi] [u-shis] [i-shish] [ush-ush].

Pronounce all sounds clearly, deliberately expressively articulate so that it is easy to repeat after you. As you complete the exercise, notice which combinations are most difficult for the child. Similarly, they work with the sounds "u", "g", "h".

2. Words.

To diversify the lesson a little with a new type of activity, prepare in advance cards with known objects that have a difficult sound in the name:

Next to vowels: mouse, reeds, shower, lily of the valley, hat, fur coat, car, galoshes, hut, pencil, overcoat, neck.
Next to consonants: cat, flip flops, hat, closet, hairpin, bumblebee.
Occurs twice: bump, checkers, whisper, rustle.
With another complex sound: ball, scarf, skin.

3. Offers.

Automation of the sound "sh" in sentences requires the readiness of the speech apparatus. Therefore, a test with sentences will show how much the child has mastered the art of sh-articulation:

The mouse rustles behind the stove.
Papa Masha waves his hat.
I sewed a shirt for a bear, I'll sew pants for him.
The well-known tongue twister about Sasha on the highway, etc..

If you have any difficulty at this stage, do not try to finish the block. Better return to the phrases from the previous block: a cat in a hat, got out of the shower, a scarf for Dasha etc. and end the test on a positive emotional note.

Important! In some children with a normally developed articulatory apparatus, the production of the “sh” sound can occur right during the test exercises or the first lessons, simply because directed training is needed to develop the skill. Other kids will need to work in stages over time.

Possible deviations

Pronunciation may be less than ideal. Despite the fact that in the language "sh" is a dull sound, it should be pronounced loudly and clearly. There are speech therapy characteristics of the incorrect "sh":

A lisping echo is obtained if the child pushes the tongue between the teeth too much. This is an interdental pronunciation.
The nasal connotation (sigmatism) of “sh” occurs when the deep part of the tongue is overly tense, its root, as it were, is pulled up to the sky, a deep hissing “x” appears.
With lateral sigmatism, the sound is like cotton.
If the tongue rests on the upper incisors, this is called dentitional parasigmatism. As a result, "sh" is replaced by "t";
With labio-tooth parasigmatism, "sh" is forced to turn into "f". It is worth checking if the baby has bite problems.
If instead of "sh" sounds "s", this is whistling parasigmatism.

You need to tell the child how to properly fold the lips and hold the tongue so that the sound comes out correctly. It is best to demonstrate on yourself and apply visual analogies.

What to do to make "sh" hiss

Among the methods of stimulating speech development at an early age, it is necessary to talk about the necessary stage of crawling, and the dangers of early sitting, and the importance of sensory development. Finger gymnastics, rhymes, nursery rhymes and sand work help kids.

Even a simple wooden ball is a source of sensory experience. It can be rolled between the palms, a finger on the palm, held in different ways, studying its physical properties is also very useful for broadening one's horizons.

Don't limit yourself to sand making and don't forbid your child to play with castles in the yard or on the beach. Bury pebbles and small toys in the sand. Ask your child to guess the shape of the toy without taking it out of the sand. Do the same with other textures: rice, buckwheat, semolina. The role of a sandbox can be played by any wide capacity, even in winter.

When it comes to correcting the “sh” sound in a preschooler, fine motor skills and sensory exercises should not be neglected, but it is already possible to include the child in full-fledged structured classes, logorhythmics. It is necessary to use tongue twisters, tongue twisters and more difficult verses.

Methodical bases for parents

The reluctance to visit a speech therapist can be associated with financial difficulties and parental beliefs. In any case, the parent himself needs to know how to teach the child to say the letter "Sh". If you seriously decide to deal with the child on your own, do it systematically. It is not bad to introduce a kind of ritual of preparing for the lesson so that the child is included in it without conflict. The course itself should include:

1-2 minutes: organizational moment (activation of the child's attention). Do not speak " Now we are going to teach...", it's better to say" Come let's play together!”, because the game is the most effective way to teach a child something important.
1-2 minutes: introduction (activation of interest). Tell us what kind of fun game you offer and why.
10-15 minutes: warm-up 2-3 minutes and main part(actual occupation). Every 3-7 minutes, depending on the perseverance and age of the baby, be sure to spend a physical education minute. This is necessary to switch attention and relieve stress.
1-2 minutes: conclusion: thank and praise the child for his efforts.

When each lesson has a structure, it is easier for parents to navigate the situation, and at the same time the child perceives the exercises as a game and is simply happy to communicate with mom or dad. Lessons become desirable. According to the same structure, you can build any other homework.

Warm-up for the tongue and lips

Before exercising at home, you also need to warm up. At the same time, the child should not be tired, but interested and immersed in a fairy tale story or an interesting competition with oneself. There are many ready-made warm-up programs based on classical articulatory gymnastics.

Warming up helps relieve tension on the lips and tongue, making them more mobile and obedient. Gradually, the warm-up will take less and less time and turn into a fun ritual.

Do not forbid the child to make a little face - this will not harm his behavior if it is built into the training session. Combine gymnastics with training of emotions (for example, use cards or masks) and intonation (facial expressions and intonations should be interconnected). Integrated development is more interesting and effective.

Exercises for the main stage of the lesson

Never try to follow the same algorithm. Change speech therapy exercises from time to time. Give them in different combinations and do not try to do everything in one lesson!

Exercise "Cup"

The lower jaw is relaxed, a flat, wide tongue rests on the lower lip, while the tip and edge are raised, forming a flat cup. In a similar way, " pancake» - the tongue remains flat lying on the lower lip. It is advisable to periodically alternate two exercises for 10-15 seconds. If the bowl is lowered and raised without changing the shape, then you get " Chatterbox».

Exercise "Focus"

The already familiar cup should be put out of the mouth and, without touching the lips, wrap the tip of the tongue up. On the tip of the nose, you can put a piece of cotton wool or a napkin. On exhalation, the air must be directed exactly to the object.

Exercise "Horse"

All children like to portray the clatter of horse hooves, but as part of the exercise, this must be done not once, but within 10-15 seconds. Naturally, you can combine speech therapy clatter with a game of knights!

After the exercises, you must definitely talk: read poetry, train in speed and clarity of pronunciation of sounds. The more often the repetition occurs, the faster the skill will be fixed.

Exercise "Fence"

Little students love it. Task: smile broadly and fix the smile for a few seconds. This trains the facial muscles of the cheeks.

Other exercises - " tubule"(pull the lips forward with a tube and fix)," Jam"(tasty and wide lick lips in a circle)," Swing”(Open your mouth wide, and alternately move your tongue rhythmically to the upper, then to the lower teeth) - you can leave at the end of the lesson to use all the muscles in turn.

Remember with your child in what situations the sound “sh” is still found:

how the trees rustle in the wind
how an angry cat hisses
how the leaves rustle underfoot in autumn
how a punctured wheel hisses
how the mouse rustles under the table

All this the child must depict with the help of voice and sound [Ш].

Sound staging and automation

With the help of exercises, the correct articulation of the sound “sh” is developed. But a skill is a mechanical process that needs to be worked out. It will take time to fix. It happens that within the framework of the lesson, the pronunciation improves, and by the next session it turns back into a lisping or whistling. To prevent the opposite effect from appearing, constant supervision of the skill plays a big role:

Gently, in a joking way, remind the student to watch the tongue.
Control your own pronunciation.
Pay attention to the phonemic errors of others and each time ask the child to pronounce the sounds correctly. If he is already a schoolboy, let him read aloud with the correct pronunciation.

Try to use the new skill more often. For example, ask questions, the answer to which will be words or sentences with the sound “sh”, learn corrective nursery rhymes instead of ordinary poems. Clean tongues and tongue twisters in daily household chores on “sh” will help you quickly automate the sound:

We knit a hat for a baby, shoo-shoo-shoo, shoo-shoo-shu.
Dress up the baby, sha-sha-sha, sha-sha-sha.
Collect pencils, shi-shi-shi-shi-shi-shi.
Kids love fairy tales, sha-shu-shi, sha-shu-shi.

You can come up with any simple rhymes and combinations, your own rhyme. Name one of your favorite toys with a special name that will help your child learn the sound: " cowardly bunny», « wolf-tail».

Use this name daily in familiar situations to constantly refer to the skill. It is important that the parent himself does not feel embarrassed when using speech therapy techniques. Try to hiss yourself as sincerely as possible.

Important! Throughout the lesson, keep an eye on the volume of the voice and intonation. Do not forget about physical minutes. And, of course, each lesson should end positively. You can even give grades if you find that effective.

When classes become familiar, add similar sounds to them: “w”, “h”, “u”. Teach your child to distinguish them articularly. This will help at the same time put all the difficult sounds and master the Russian alphabet. Pictures and instructions are now available at any bookstore.

Why does the letter "Sh" not hiss

The speech apparatus and the child's speech itself take time to develop. If a child uses the sound “sh” for the first time, then pronunciation imperfection is normal. The only thing that needs to be done is to correct the children's skill in time.

Other possible reasons for the wrong sound can make a rating in which the first place will be physiological features: the structure of the bite, tongue, palate, diseases of the oral cavity.
The second place has a direct relationship with the first place: too long sucking on a pacifier. It has long been noted that the bite is sensitive to the presence of a nipple, and it is hissing and whistling sounds that suffer in speech.
Parental mistakes can give an honorable third place. Think about whether you are too "swaying" and "zasyukali" the child, and whether he is trying to imitate your manner of sound pronunciation. Any violation of the speech of adults can be the cause of children's speech therapy errors. Imitation and copying for children are the same ways of learning about the experience of adults as games or guided learning. Watch your own articulation.
Only in a fifth of cases we are talking about really significant difficulties for two reasons: general underdevelopment, inhibiting the formation of speech; hearing impairment and sound reproduction apparatus.

Advice. If you suspect that you will not be able to cope on your own, do not postpone a visit to a specialist. It is more difficult to get rid of the habit of fuzzy pronunciation of a sound than to form the correct pronunciation immediately.

When you can not do without a speech therapist

If the child is unable to speak clearly, his speech is incoherent or too illegible, it is worth seeking the advice of a teacher-psychologist, and then a speech therapist. There are two factors to be considered:

the level of formation and readiness of the speech apparatus;
level of mental development in accordance with age.

Deviations in at least one factor should be considered as a reason for training with a specialist. Visit them for at least some time and ask for parenting advice on how to work from home. What exercises to use, how to normalize the formation of speech, communication and development in general.

If there is an underdevelopment or defect of the articulatory apparatus, dysfunction of some of its parts, a speech therapist will definitely be needed. Speech therapy massage in combination with articulation exercises is very effective. At home, a speech therapist gives elements of such a massage, depending on the problem. Speech therapy probes are applicable only in the specialist's office.

Sometimes you need to visit a neurologist (for disorders of the National Assembly, changes in the GM, autism spectrum disorders and cerebral palsy, impaired perception and reproduction of information). A method that may be recommended by a neurologist is pharmacological assistance. In some cases, the use of drugs really gives impetus to the development of the necessary brain structures and, accordingly, speech function.

A special place in the formation of sound pronunciation is given to work with deaf children. Their training is based on a special methodology, parents are specially trained in it as part of rehabilitation courses.

Fortunately, serious-level problems are rare, and most cases of improper hissing can be dealt with at home by purchasing a ready-made set of didactic pictures or watching video tutorials.

In working on hissing from a child, perseverance and attentiveness are required. These are complex sounds. It is even more difficult for parents: they must maintain self-control, a friendly attitude and endurance along with perseverance and method. But the main element in this work is your love and desire to help.

Valuable Literature. There are several books with the general title "Help Your Baby Speak". These manuals provide comprehensive information on how to teach a child to say the letter "Sh" and others.

Correcting the pronunciation of each sound, of course, is more correct in isolation, in a separate exercise. But the best way to reinforce any skill is to bring it into real life and connect it with others. That is why everything starts with individual sounds, then they add up to syllables, words, phrases and sentences. Thus, the child understands that everything is interconnected, and everything that adults teach is really necessary.

Do not send your child to a class or group where they study foreign languages until he has mastered the sounds of his native language. In no case do not form a negative attitude towards speech defects. This will not only reduce the motivation to study, but can also make the student closed, affect his self-esteem.

IMPORTANT! *when copying article materials, be sure to indicate an active link to the first

There are children who cannot pronounce words with the “sh” sound. They say about such children that they lisp. This speech defect can cause ridicule from other children, because with such a sound, words are like a hiss, their meaning is distorted.

Causes of violation of the pronunciation of the sound sh

The absence, distortion of the sound “sh” in speech is called sigmatism. If it is replaced by other sounds, for example, from the word "hat" it turns out "slipper", this is called parasigmatism. There are 7 reasons why automation of the “sh” sound does not occur:

, in which words with the sound “sh” are obtained with a touch of lisp. This is explained by a shortened sublingual frenulum, which is why the tongue does not reach the palate or by the narrowness of this very palate.
Lateral sigmatism: instead of a solid “sh” sound, it turns out to be clapping. Difficulties with pronunciation arise from an open lateral bite, a weakness on one side of the tongue muscles, which occurs in children.
Nasal sigmatism: it is difficult for a child to pronounce it due to tension in the back of the tongue muscle, therefore it turns out an “x” with a nasal pronunciation.
Labiodental parasismatism: “sh” is replaced by “f”. It is difficult for babies with malocclusion to pronounce the sound “sh”. Also, distortion occurs due to a violation of phonemic hearing of a reduced tone of the language.
Dental parasigmatism: substitution of the letter “sh” for “t”. The reasons are the same as with labio-tooth parasigmatism.
Hissing and whistling parasigmatism - hard sounds change to soft ones, or instead of “sh”, “s”, “z” are pronounced.

Setting the sound sh

The production of the “sh” sound, namely, the correction of the “sh” sound profile, depends on the reasons for which this happens. Sometimes the correct articulation of the sound Ш occurs after a visit to the orthodontist, who, with the help of orthodontic structures, expands the upper palate and corrects the bite. If the teeth are normal or the pronunciation has not improved after the intervention of the dentist, speech therapy exercises are needed. They are based on the development of the correct articulatory structure of the sound “sh”.

Correct articulation

To set the sound Ш, it is important to understand how the language should be placed:

it should be wide with a raised front edge towards the top;
a gap should form between the tongue and the palate at the upper incisors;
at the same time, the lateral edges are in close contact with the molars of the upper jaw.

An important condition is the absolute symmetry of the language. The position of the lips is also important: they should form a funnel.

Articulation gymnastics

An individual speech therapy lesson begins with. Articulation exercises delight children. We put the sound sh by playing:

Behemoth: Open your mouth wide, count to five, then close.

"Frog": stretch the mouth in a smile without changing the position of the teeth.

"Tubule": stretch the lips with a tube, hold them.

"Pancake": put a wide, relaxed tongue on the lower lip.

“Jam”: lick the upper lip with a wide tongue in the shape of a cup.

“Brush”: drive the tongue across the sky, from the teeth to the throat.

Breathing exercises

In the field of a complex of articulation exercises, the child is offered to perform breathing exercises in a playful way:

"Air football": put a cotton ball on the table and offer to score a goal with an air jet from the mouth. For this, the lips are folded into a tube, and the cheeks are not involved. Before you teach your child this exercise, you need to hold your cheeks with your fingers so that he does it on one even exhalation.

“The butterfly sat on a flower”: cut out flowers and butterflies from colored cardboard, connect them with a thread. Blow the butterflies off the flowers with a jet of air.

Sound automation sh

An individual lesson on automating the sound Ш begins with the child being asked to say what the letter Ш looks like, what pictures with its images will help with.

Further, automation classes are built in the following sequence: put the sound in isolation, then automation of the sound Ш in syllables, then comes the pronunciation of words, sentences with the sound Ш, and at the end they learn speech therapy verses, tongue twisters, tongue twisters.

Automation of sound in syllables, in words, phrases, sentences

For preschoolers, sound production classes become interesting and expected if the speech therapy lesson is started in a playful way. For example, offer to find the letter “sh” in the picture, tell a funny rhyme about the letter “sh”.

Automation in syllables begins with the pronunciation of those combinations where “sh” comes first: sha, sho, shu.

After mastering, there are reverse syllables - ash, ush, etc.

Then syllables, closed and open, associated with other sounds: shto, jester, state.

Words starting with the letter “w” are the next step. You need to train the pronunciation of words with the sound “sh” at the end and in the middle.

The sh sound in phrases.

The sh sound in sentences: start with short sentences and work your way up to more complex ones.

If the child is already reading, a summary of an individual lesson can serve as a working material, namely, a fragment of it with syllables and words so that he reads them on his own.

Automation in poetry, proverbs, tongue twisters, riddles

There are many funny poems, nursery rhymes, proverbs and tongue twisters that will help to achieve the automation of this sound.

Poetry:

Pure tongues:

Sound strengthening games

Speech therapists have a special tactic in their approach to classes: the child is offered those tasks that he likes. Children who play are much easier to teach than those who are bored.

We offer a number of games to automate the sound “sh”:

"Snake": the picture shows a snake that wants to get into the house. It is on the other side of the labyrinth. The task of the baby is to help the snake crawl home, leading the finger through the maze and pronouncing the sound “sh”.

"Help the mouse": the plot of the game - the mouse runs away from the cat. The child needs to read the syllables in sequence, and then the words with the letter w, so that the rodent can run away from the cat. For the first time, focus on the correct pronunciation, and then you can suggest increasing the speed of the mouse, reading syllables, words faster.

“Speech therapy fairy tales with pictures”: come up with or take a ready-made fairy tale from the Internet, where there are many words with the sound “sh”. The task of the child is to read the fairy tale, correctly pronouncing the sounds.

The structure of an individual speech therapy lesson

should start every session. This will help prepare the muscles of the tongue, cheeks, lips. The duration of this part is about 5 minutes.
Reviewing what was learned in the previous lesson. If the child has difficulties, it is worth stopping at this stage and going through it again.
If the baby completes the tasks easily, you can proceed to the development of more complex stages.
Games to consolidate the material.

The total duration of classes should not exceed 20-25 minutes, so that the baby does not lose interest in them.

Children in the process of forming speech have various problems with many letters. One of the most common difficulties is staging the sound sh. It is usually difficult for children to pronounce hissing sounds for the reason that they cannot relax the tongue and place it in the required shape, which is required by the correct articulation of the sound sh.

The main reason that a child cannot correctly make hissing sounds is the way the parents communicate with the baby. Many adults deliberately copy the speech of the child, speaking to him in a childish way. Thus, the child hears the wrong pronunciation and gets used to just this manner of staging the sound sh. That is why experts strongly recommend that parents speak to their children correctly.

In addition to the parental craving for imitation of baby talk, some structural features of the articulatory apparatus play an important role in staging the sound sh, which include the following points:

the movement of the tongue is limited due to the shortened hyoid ligament;
articulation is affected by the size of the lips (too thin or full) and the size of the tongue (too big or small);
dental anomalies;
disruption of the auditory canal.

In most cases, a violation of the production of sound sh is quite simply corrected at home with regular and careful work with the child. In some cases, babies who have problems with the pronunciation of hissing will be helped by a speech therapist.

Articulation

The key to good pronunciation is the correct articulation of the sound w and w. To teach a child to pronounce the letters w and w correctly, it is necessary to study one method of articulation, since the speech apparatus works almost the same when pronouncing both letters.
So, in order to correctly pronounce the letter sh, it is necessary to work with the articulatory apparatus as follows:

the baby's lips should be slightly pushed forward in the form of a tube;
the tip of the tongue is raised to the sky so that a small gap remains between them;
with the lateral edges, the tongue of the child is pressed against the upper extreme teeth, giving the tongue the shape of a cup;
a stream of air easily passes through the unused vocal cords, creating the necessary sound.

In order to understand how to teach a child to say the letter zh, it is necessary to resort to the articulation described above, while connecting the vibrations of the vocal cords.
Regular exercises for setting sounds are very important. These exercises can be done both with a speech therapist and at home.

Exercises

Specialists have developed special speech therapy exercises for the sound w and w to help kids learn how to pronounce it correctly. This technique includes many different exercises. Below are the most effective and popular in use among speech therapists.

shoulder blade

This exercise for setting the sound sh is aimed at relaxing the tongue. You need to open your mouth and smile. In a relaxed smile, stretch the tongue forward and place the tip in a calm position on the lower lip. The side walls of the anterior part of the tongue gently touch the corners of the mouth.

It is important to maintain this position without tension for a few seconds. This exercise is basic for such a problem as staging hissing sounds, including the letters zh and sh.

Pie

The task "Pie" must be used to strengthen the muscles of the tongue, as well as to develop the mobility of the side walls of the tongue. As in the previous exercise, the mouth is open in a smile, the tongue lies on the lower lip. Without straining the lips, it is necessary to lift the side walls of the tongue so that a depression forms along the central axis of the tongue.

You need to hold this position for 5 to 10 seconds.

Swing

"Swing" is used to make the children's tongue more mobile. The initial position of the articulatory apparatus is as follows: an open and relaxed smile on the lips, the tongue lies wide and flat (do not allow it to become narrow).

Alternately carried out movements of the tongue:

first, to set the sound w, a wide and flat tongue reaches for the ceiling, after which it goes towards the floor;
then the tongue moves first to the upper lip, then to the lower;
it is necessary to climb with the tongue between the upper lip and upper teeth, and also do the same with the lower lip and teeth;
then the tongue touches the upper and lower incisors;
at the end, you need to touch the wide tip of the tongue to the alveoli behind the lower dentition, and then behind the upper one.

The tongue goes through the teeth

This task is useful for setting the sound w in that it develops the baby's ability to control his tongue well. To complete this task, you need to open your mouth and relax smiling lips. With a wide tip of the tongue, touch the lower dentition from the side of the tongue, and then from the side of the lip.

Painter

This task for working out the letters zh and w helps, first of all, to strengthen control over the setting of the language. It also gives the baby a feel for how to guide the tongue to the top of the mouth.

It is necessary to open the mouth in a half smile, relax the lips and fix the lower jaw in one position. Next, imagine that the tip of the tongue is a paint brush, and the sky is the ceiling that needs to be painted. In order to do this, it is necessary to stroke the palate with the tongue from the larynx to the teeth and vice versa, not allowing the tongue to go beyond the mouth.

The above exercises for setting the sounds w and w should be performed regularly. At the same time, parental control over exactly how the baby performs the exercise is very important - it is important to control the correct fixation of the jaw, the position of the lips and the movement of the tongue.

In order to say the sound sh without problems, you need not only articulation, but also automation.

Automation

For the correct pronunciation of complex sounds, staging and automation of sound are equally important. If the production of the sound w has already been carried out with the help of speech therapy exercises, you can proceed to fixing the sound, that is, to automation.

Automation of the sound w is carried out by working out the sound itself, syllables with this sound, and then words, sentences and texts. The production of hissing sounds is of particular benefit from working with pure phrases, rhymes, proverbs, etc.

The letter sh in syllables and words.

scamp, chess, scarf; Rustle, Chocolate, Shorts, Silk, Whisper, Silk; JOKE, NOISE, FUR COAT; Latitude, Bump, Sewing; Six, Shelest, SHEST, etc.

The letter w in syllables and words.

Heat, Pity, TOAD; Zhor, Juggler, Jockey; Acorn, Yellow, Perch; Crane, Beetle, Horror; Belly, Life, Animal; Iron, Wife, Jaundice, etc.

Automation of the sound w with the reading of phrases.

Masha feeds the baby.

In the summer it's good to walk down the street.

Pasha and Dasha gave porridge to the baby.

GLASHA wrote a poem about our BABY.

Our songs about the BOWL with porridge are good.

Speak in a WHISPER: MORE haircuts are sleeping at the swift.

At the window on the couch I lie.

Mishenka, give me a donut and tell me a fairy tale.

Our Natasha is more beautiful than all girls.

Children's rhymes will also help to pronounce the sound w correctly.

A miner came from the mine
With a wicker basket,
And in the basket is a lump of wool.
A miner found a puppy for our Dasha.
Dancing and jumping Dasha on the spot:
“How good! I have a friend!
I'll bake him a pie
I'll sit down to sew him a fur coat and a hat -
My black puppy will be happy.”

The correct operation of the articulatory apparatus and the careful consolidation of the studied sounds are the only true methods of sound production.

In order for a child to understand how to pronounce complex sounds correctly, it is necessary not only to perform special exercises, but also to monitor the correctness of their own speech.

If you regularly work with your child on the production of sounds, then soon it will be possible to forget about the problem of how to teach a child to speak the letter w.