Correction of sound pronunciation in children 5–7 years old
Irina Kuzyanova
Correction of sound pronunciation in children 5–7 years old
Beautiful, correct, competent speech is one of the foundations of a person’s success in society. A child needs correct pronunciation for confident communication, successful learning, competent reading and writing, and harmonious development. Sounds are the main building material of human speech, and only with their clear, accurate transmission can speech be understood correctly, and therefore serve as a means of communication.
Impaired sound pronunciation is not only a cosmetic defect, but also a serious obstacle to a child’s mastery of written language. It negatively affects the child’s emotional state, his self-esteem, the formation of personality traits, and communication with peers.
The question of the purity of children's speech will arise even more seriously when the child enters school. From the first day of school, a child has to use speech extensively: answer in the presence of the whole class, ask questions, read aloud, and speech deficiencies are immediately detected. At school, speech deficiencies can cause student failure. The inconveniences that the child experienced in the family, in kindergarten, are even more pronounced and aggravated in the school community.
Throughout preschool age, the child acquires the vocabulary necessary for communication, masters grammatical forms, and becomes ready to master the sound and morphological analysis of words.
In many children, the lack of correct sound pronunciation is accompanied by deviations in phonemic development, which often goes unnoticed. It should be noted that such pronunciation deficiencies as substitutions, mixtures, and rearrangements of sounds are already an indicator of insufficient discrimination of sounds , which often accompanies general speech underdevelopment. If a child confuses sounds in pronunciation , he may confuse them in writing. That is why great attention when working with preschoolers should be paid to the development of phonemic processes. The ability to distinguish between phonemes is the basis for successful literacy acquisition. If a preschooler at one time was not able to master the skills of phonemic perception, analysis-synthesis and representations, then at school he will face great difficulties, since the time allocated by the school curriculum for mastering this material is designed for children with normal speech development.
Raising clear speech in preschool children
Speech therapists and teachers of speech therapy groups pay great attention to correcting the pronunciation of sounds and the development of phonemic functions in preschoolers.
Initially, we teach children to listen to non-speech sounds , arouse attention and interest in them, and show that non-speech sounds can inform or warn about something. At the same time, children develop auditory attention and auditory memory (without which it is impossible to successfully teach children to differentiate phonemes).
Next, we develop the ability to listen to the sounds of the human voice, distinguish the voices of familiar people, and develop auditory attention. All this work is closely related to the correction of incorrect pronunciation of sounds in a child .
Often, deficiencies in sound pronunciation in children, for one reason or another, are very persistent. Sometimes months of persistent, painstaking practice pass before the child independently correctly articulates a new sound . Therefore, not only a competent, but also a creative approach to the process of sound . How to make sounds automation classes interesting , varied and at the same time productive for a child? After all, you want to captivate your student, surprise, evoke positive emotions, and not just dryly pronounce the material.
In preschool age, play copes well with this - one of the forms of practical thinking, an activity that is cognitive in nature. In it, children willingly, easily and quickly, often unnoticed by themselves, learn the correct pronunciation of sounds .
The game is based on a system-activity approach, because the natural mental need inherent in the child by nature itself continues to be the desire for independent study and mastery of the world around him, devoid of external pressure.
The psychological and physiological characteristics of students are taken into account. The child can use one of the analyzers to a greater extent (auditory, visual, tactile, kinesthetic)
and better perceive information. In the game, the child connects several analyzers, which ensures maximum impact.
In play, it is easier for a child to open up, he becomes more emotional and sociable. Therefore, games occupy a large place in the lesson on sound , which requires a lot of repetition, which tires and bores children . To avoid this, games should be varied. When selecting them, it is necessary to take into account the individual characteristics of children , their age, elements of entertainment, interest in its content and clarity of purpose.
For example: sound automation games [p] .
At the word level (word formation and inflection)
Game: “Which, which, which?”
Purpose of the game: the formation of relative adjectives formed from nouns.
Examples: vegetable garden - vegetable garden (scarecrow, parade - ceremonial (uniform, city - urban (transport, magazine - coffee table (table, carpenter - carpentry)
(workshop, cargo - cargo (transport, hand-hand (parrot)
.
Game “Name it kindly”
Purpose of the game: to learn to form words with diminutive and affectionate suffixes according to the model.
Sample: wind-breeze.
Examples: wind, evening, boat, sugar, cheese, wire, cord, worm, attic, pie, cottage cheese, circle, friend, horn.
Sample: mountain-slide.
Examples: hole, mountain, hole, notebook, chest, eyebrow, pipe, path, grass, string, sheet, spring, pyramid.
Sample: ship-ship
Examples: ball, borscht, ship, mattress, ruff, brother, steamer, crucian carp, story, pencil, crab, square, mole, rod, axe, yard, watermelon, cake, brick.
Sample: pocket pocket
Words for examples: samovar, motor, tomato, fence, fly agaric, marshmallow, uniform, tram, briefcase, drum, sundress, barn.
Even timid children enjoy participating in the educational game. They build dialogues, compose small stories, select words-actions, words-signs, etc. To learn how to speak sounds you need to be friends with your tongue, then it will be obedient and will clearly pronounce all sounds . children's articulatory apparatus for the correct pronunciation of sounds, fairy tales and games about the “Jolly Tongue” are very suitable. 5- and 7-year-old children like to do useful, necessary exercises while traveling with the Tongue. For this I use “Tales of the Merry Tongue”, I have assistants Slysh and Sound .
However, when using standard methods when automating sounds, you have to wait much longer for the result than if you use elements of non-traditional methods in the lesson. After all, simply repeating verbal material after a speech therapist is not interesting for a child; he quickly gets tired, begins to get distracted, and, of course, the quality of work decreases. The modern educational process requires the latest forms, methods and technologies of education, development and training. There is a shift in emphasis from the activity of an adult to the activity of the child himself, who is at the center of the educational process. The use of innovative pedagogical technologies opens up new possibilities for correcting sound pronunciation . The main methods of work are: motor-kinesthetic and auditory-visual-kinesthetic.
The use of symbols, colored visual material in the form of locks of consonant and vowel sounds , sounds - blue , green, red, bell (ringing sound )
when getting acquainted with the characteristics of
sound , dolls-sounds , at the automation stage gives a positive result. Children examine and remember the position of the lips, tongue, teeth when pronouncing a sound , and compare their performance with the sound "Tongue"
manual ).
The diagram gives a sufficient idea of the sound and allows the child to control the execution of the exercises, helps to visually remember and kinesthetically feel the accuracy of the execution. The child here is an active participant in the learning process.
A necessary condition for producing sounds is articulatory gymnastics. To avoid child fatigue and loss of interest when repeated many times, I use speech therapy stories where the characters are either children or favorite children's characters.
It has been scientifically proven that finger movements are closely related to speech function. With rhythmic movements of the fingers, the coordinated activity of the frontal and temporal parts of the brain sharply increases. In my work I successfully use a simulator made from a Kuznetsov applicator or Lyapko applicators from Argo. Since the movements of the fingers stimulate the maturation of the central nervous system, it is useful when pronouncing vowel sounds in syllables and words to consistently press the fingers against the applicator.
To automate sounds , I use visual supports - symbols for vowel sounds , which not only tell you which vowel sound to pronounce , but also remind you that your lips should be actively working. This ensures clarity of articulation.
Often in isolation, children pronounce all sounds correctly , but in the speech stream the sounds lose their differentiated characteristics and are pronounced distorted. For each child, taking into account impaired sounds , I use E. F. Arkhipova’s modules. During the consolidation period, great importance is attached to the repeated repetition of words that include a given sound . tactile-kinesthetic stimulation at the stage of sound of sounds .
Sand therapy, used in individual speech therapy work, also belongs to innovative technologies. Children are happy to touch the sand, find certain objects in it, using brushes, tubes (to develop an air stream, dig out objects with their fingers. This is especially important for children who are hyperactive and get tired easily.
Playing with water unloads the child’s emotional sphere. They create an emotional and joyful mood.
The use of testoplasty helps in the development of fine differentiated movements, coordination, and tactile sensations that children need in work. In this case, productive activity acts as a specific imaginative means of understanding reality, and therefore is of great importance for the mental, and, consequently, speech development of children .
An excellent stimulus for children and a means of creating speech situations is the finger theater, which is in the arsenal of the speech therapy room. Its use allows the child to transform into a fairy-tale character from a given plot. And the use of a fairy tale plot also ensures the child’s interest, concentration of attention and unobtrusive implementation of the assigned correctional tasks by the speech therapist .
When automating sounds in syllables , when it is not yet possible to use subject and plot pictures with a given sound the “Magic Cube” to attract the interest of children
(with a different number of spots on the ribs,
“Royal”
, where the child imitates playing the piano and at the same time repeats the syllables: ro-ro-ru-ry, etc.
a huge role in correctional work. The speech therapy room has a sufficient number of manuals, games for automation, differentiation of sounds , for the formation of phonemic processes, lexical and grammatical categories, the development of coherent speech, the development of correct air flow, and fine motor skills. Author's teaching aids and simulators “Funny Tongue”
,
“Aeroball”
,
“Snowflakes”
,
“Multi-colored curtains”
,
“Swing”
,
“Cocktail”
,
“Football field”
,
“Magic ponytails”
, etc., which contribute to the development of the correct air stream.
“Colored mesh”
, “Clothespins (large, small,
“Telephone”
,
“Cereal pool”
,
“Buttons for a clown”
,
“Sandbox”
,
“Beads”
,
“Aquarium”
(with water,
“Merry Men”
, etc. contribute to the development of fine motor skills. There are also manuals for working with
sound , sound-letter analysis of words , syllabic structure of a word, grammatical structure of the language, for automation and differentiation of sounds : “Merry little frogs”
,
“Trains”
,
“Flowers in the meadow”
,
“ Magic yellow cube”
,
“Aquarium”
,
“Icicle grass”
,
,
Houses ”
,
“Make friends with words”
,
“Castle
of sounds ” ,
“Funny
sounds ” , various speech therapy lotto, etc. there is a lot of visual material in the office , drawn with your own hands.
I would like to pay attention to the physical minute. Physical exercise is one of the mandatory, well-thought-out elements in classes with children. It is necessary and important because it is a “minute” of active and healthy rest. The purpose of the procedure is to prevent fatigue, poor posture, vision and psycho-emotional relaxation. Physical exercises are loved by children. In my work, I observed how, during a familiar physical exercise, an insecure child relaxed, without noticing it, he overcame his motor awkwardness.
For children attending speech therapy groups, physical therapy is of particular importance. Pronouncing poetic texts with movements makes children's speech clearer , rhythmic, emotional, and also develops auditory perception , attention and memory in such children, develops coordination and improves general motor skills.
Thus, a thoughtful rest of 2-3 minutes contributes to the development of children’s , and can smoothly lead them to the next element or stage of the lesson.
The interaction between kindergarten specialists and families has always been and remains the center of attention. A modern teacher, teaching and raising children , along with parents, becomes a very significant adult for the child, therefore, the effectiveness of the formation and training of a preschooler’s personality largely depends on his ability to interact with the family.
According to his status, a speech therapist teacher is the main subject of correctional work with students. He develops the basic strategy and tactics for interaction between the preschool institution and the family to work together to correct the child’s speech , acts as an adviser, specialist consultant, and direct representative of the educational process in the field of correctional pedagogy.
We use the following methods of interaction:
• organization of parent conferences, meetings, non-traditional
workshop meetings showing fragments of classes using elements of sand therapy, testoplasty, finger theater, Kuznetsov applicators, Lyapko applicators from Argo, where parents become direct participants in the educational process;
• individual meetings between parents and speech therapist;
• thematic consultations;
• organizing a telephone line through which parents can
contact a speech therapist and get advice about home
tasks and methods for completing them or other issues of interest to parents;
• use of regular mail (mailbox based on the principle:
question answer);
• holding informal meetings of parents, children , and teachers
(holidays, round tables, etc.)
;
The work is aimed at increasing the level of pedagogical culture of parents, their activity in training and education. As a result of the diagnostic work, it was revealed that psychologically the parents are ready to support all the demands, activities and undertakings of the kindergarten. Even those parents who do not have pedagogical training and high education treat raising children .
Thus, the coordinated actions of the preschool educational institution and the family increased the efficiency of the education and training process. As a result of the work carried out, the feeling of constraint disappears in children , confidence in the ability to realize their goals is formed, self-control develops, and correct, clear, grammatically formed expressive speech is formed.
Despite the increase in the number of children with severe speech disorders, organized pedagogical activities contribute to high-quality learning of the material and produce stable results.
Stages of speech therapy work when correcting disorders.
Sound pronunciation technologies.
Correction of sounds is carried out in stages: preparatory, sound production, sound automation, differentiation. Each stage has its own tasks and content of work. At each subsequent stage, simultaneously with the development of new material, there is a partial repetition of the material from the previous material.
I. Preparatory .
Purpose of the work: to prepare the speech-auditory and speech-motor analyzers for the correct perception and reproduction of sound.
Direction of work: formation of precise movements of the organs of the articulatory apparatus, directed air flow, development of fine motor skills of the hands, development of phonemic hearing, practicing reference sounds, hand massage, self-massage of the fingers (massage balls can be used), subject-based practical activities (lacing, modeling, mosaic , construction set, weaving, stringing games with handkerchiefs, etc.):
a) The formation of movements of the organs of the articulatory apparatus is carried out mainly through articulatory gymnastics, which includes exercises for training the mobility and switchability of organs, practicing certain positions of the lips and tongue, necessary both for the correct pronunciation of all sounds, and for each sound of a particular group. Exercises should be targeted: it is not their quantity that is important, but the correct selection and quality of execution.
First, the exercises are performed at a slow pace in front of a mirror. After the child learns to perform the movement, the mirror is removed.
With the help of leading questions, the child determines what his tongue (lips) does, where it is located, how wide, narrow it is, etc. etc.
For each exercise, in accordance with the action being performed, a picture-image is selected (an image is a visual representation of something), which serves as a model for imitation of the object or its movements when performing articulatory gymnastics exercises.
The teacher performs exercises in front of the mirror together with the child. To do this, he must show correct articulation, feel the position and movements of his organs of the articulatory apparatus without visual control, which requires a certain skill achieved through training.
Pronouncing most sounds of the Russian language requires b) a directed air stream, the development of which is carried out simultaneously with articulatory gymnastics, since the cheeks, lips, and tongue take an active part in the formation of the air stream. The following exercises are sequentially given to strengthen the muscles of the cheeks - inflate the cheeks and hold air in them (“Inflate two balloons”), retract the cheeks with closed lips and with the mouth slightly open (“Skinny Petya”); to produce a directed air stream - do not puff out your cheeks, through your lips brought together and slightly pushed forward, forming a round “window” in the middle, blow off any soft object (a cotton ball, a paper snowflake, etc.) from the palm of your hand raised to your mouth, or blow onto one lying on the table pencil so that it rolls.
Simultaneously with articulatory gymnastics and exercises for developing a directed air stream, c) fine motor skills of the hands are practiced.
Children with insufficiently developed fine motor skills require increased attention during physical education classes (especially when exercises are carried out to develop coordination of movements), music classes (especially when musical-rhythmic movements are carried out). You can use, for example, finger games, accompanied by rhymes and nursery rhymes; exercises without speech accompaniment (finger gymnastics); games and activities with toys and objects, visual activities (coloring pictures, tracing contours, etc.), modeling from plasticine, shading, etc. etc. All this contributes to the development of the muscles of the fingers and hands.
d) Self-massage of the hands and fingers - for example, rubbing the palms up and down; kneading, then rubbing each finger lengthwise and crosswise. You can also use pencils, walnuts, massage balls.
One of the main types of work on the development of e) phonemic hearing at this stage is to educate the child’s ability to perceive the difference between correct and distorted sounds. It is necessary to give him the opportunity to listen to the speech therapist’s example and compare it with his own distorted image. In this way, we direct his auditory attention to these sounds, show the boundary in their sound and develop an incentive to overcome the violation.
When a child replaces one sound with another, differentiation is made by hearing between the desired sound and its substitute. Pictures-symbols serve as didactic material. For example, a child replaces the sound (p) with the sound (l), then he must give the picture “Tiger”, while saying “Listen to how the tiger growls: rrrrr.”
Then give a picture of a flying plane, saying: “The plane is flying in the clouds, you can hardly see it, but you can hear it humming: “llll.”
Next, covering your mouth with a piece of paper, you need to pronounce either the sound (r), then the sound (l). And the child silently shows the corresponding picture-symbol (that is, sounds are differentiated by ear, according to acoustic characteristics).
One of the important areas is e)) practicing reference sounds - similar to articulation disorders, but pronounced correctly by the child. Practicing reference sounds involves: clarifying the articulation of sound and its correct pronunciation in isolated form, in syllables, words, sentences.
For the sound (w) the references are (t), (s). The sounds (w), (t) are identical in place of formation (front-lingual), the tip of the tongue when pronouncing them is at the top. By processing (t), we achieve the ability to raise the tip of the tongue to the alveoli. The sounds (w), (s) are the same in the method of formation (slotted). By practicing (c), we achieve a directed air stream running down the middle of the tongue. By combining these two worked elements, we achieve the correct pronunciation of the sound (w). For ( l) the supporting ones are ( t), ( s) - ( ( t) gives the rise of the tip of the tongue to the alveoli, and ( s) – the rise of the middle-posterior part of the tongue to the palate), for ( p) - ( d) and ( c) – ((e) practices raising the tense tip of the tongue upward, (c) – directed air stream).
By practicing reference sounds, we already at the preparatory stage achieve their clear pronunciation in syllables, words, phrases, which helps in developing good diction; We teach the child to identify the reference sound in syllables, words, phrases, which develops his phonemic hearing and gives a practical understanding of such concepts as “sound”, “word”, “sentence”. All this contributes to the development of speech-motor and speech-auditory analyzers, the formation of skills in the analysis and synthesis of words and, accordingly, faster and more successful production and automation of impaired sound.
II . The stage of formation of primary pronunciation skills.
Goal: elimination of defective sound pronunciation; development of skills and abilities to differentiate sounds that are articulatory and acoustically similar; formation of practical skills in using corrected (phonetically pure, lexically developed, grammatically correct) speech.
1. Sound production.
Purpose of work: to achieve the correct sound of isolated sound.
Direction of work: combining the movements and positions of the organs of the articulatory apparatus worked out at the preparatory stage and creating an articulatory base for a given sound, adding an air stream and voice for sonorant and voiced sounds. Practicing the pronunciation of an isolated sound.
2.Sound automation.
Purpose of the work: to achieve the correct pronunciation of sounds in phrasal speech.
Direction of work: gradual sequential introduction of the given sound into syllables, words, sentences and into the child’s independent speech.
a) Automation of each corrected sound in syllables:
As it is staged, it can be carried out either individually or in a subgroup:
* S, Z, Sh, S, Z, L are automated first in forward syllables, then in reverse syllables, and lastly in syllables with a consonant cluster;
* Ts, Ch, Shch, L - vice versa, first in reverse syllables, then in forward syllables and with a confluence of consonants;
* P, P can begin to be automated and simultaneously generate vibration.
b) - Automation of each corrected sound in words:
It is carried out following traces of automation in syllables in the same sequence. As you master the pronunciation of each syllable, it is immediately introduced and fixed in words with that syllable. To carry out work on automating sounds in words, children with similar defects are united into subgroups. All further correction work is carried out in subgroups.
c) - Automation of sounds in sentences.
Each word practiced in pronunciation is immediately included in separate sentences, then in short stories, nursery rhymes, pure sayings, and poems with this word are selected.
3. Differentiation of sounds.
Purpose of the work: to teach children to distinguish between mixed sounds and to use them correctly in their own speech.
Direction of work: gradual sequential differentiation of mixed sounds according to motor and acoustic characteristics (first isolated, then in syllables, words, sentences, in independent speech).
Simultaneously with all types of work on differentiating sounds, vocabulary work is also being carried out.
When differentiating sounds, poems and stories are selected (saturated with the necessary sounds), which the child memorizes, retells, and at the same time develops coherent expressive speech based on the correct pronounced sounds.
Thus, each lesson requires careful preparation from the speech therapist, taking into account the speech, mental, psychological and characterological characteristics of the child.
III . Stage of formation of communication skills.
Goal: to develop in children the skills and abilities to accurately use sounds in all situations of speech communication.
Direction of work: modeling and use of various situations of verbal communication to develop communication skills.
In parallel with correctional work on the development of articulation in children, phonemic processes are improved. At the preparatory stage, exercises are used that promote the development of speech hearing, activating children's attention to the speech of others and their own speech. At the stage of setting sounds and their automation, work is underway to form correct phonemic representations. Along with the articulatory characteristics of the sound, its acoustic characteristics are specified (duration of sound, pitch, presence of vibration, etc.). At the stage of differentiation of sounds, various methods of distinguishing sounds are used: the method of demonstrating the articulation of differentiated sounds (forms: visual, auditory, kinesthetic, tactile); a method of phonemic analysis, which traditionally includes three language operations: – phonemic analysis (singling out a sound against the background of a word, determining the position of a sound in relation to other sounds, etc.); phonemic synthesis (composing words from a given sequence of sounds, composing words with a given number of sounds, etc.); phonemic representations; connection between sound and letter.
Technology for staging different groups of sounds.
There are three main ways to produce sound:
1 . Staging sounds by imitation is the first method that a speech therapist should use when eliminating impaired sound pronunciation.
By imitation they make hissing sounds, paired soft sounds, paired ringing sounds; by imitation you can put in the missing sound.
With this method of production, the child’s attention is fixed on the movements, positions of the organs of the articulatory apparatus and the sound of the phoneme. The role model is an isolated sound or a sound in a syllable in the speech of a speech therapist. In addition to hearing, vision and kinesthetic sensations, tactile-vibration control is also used: with the back of the hand, for example, the quality of the air stream or the functioning of the vocal folds is checked. At the stage of production, pictures-symbols, dummies, and articulation models are widely used. In this way, the child creates a basis for conscious sound reproduction.
The second way is with mechanical assistance .
. The mechanical method involves the use of auxiliary means: spatulas, probes, the child’s finger. This method is used when a child does not have enough visual, auditory and tactile-vibration control. Using some initial articulation, the speech therapist, with mechanical assistance, corrects the position of the articulation organs.
* For example: when making the sound “sh”, the child independently cannot place the front part of the tongue at the level of the anterior part of the hard palate, but holds the wide tip of the tongue at the upper alveoli; the speech therapist can use the child’s index finger to lightly press from below on the front part of the back of the tongue and move the body of the tongue along with the tip a little deeper into the mouth, behind the alveoli.
* Having invited the child to pronounce the sound (s), the speech therapist, using the flat handle of a teaspoon or a spatula, lifts the wide front edge of the tongue by the upper teeth and puts the sound (w).
*If you pronounce the sound (p) in a whisper, you can get the pattern of the sound “sh” if you invite the child to stop the vibration of the tongue while maintaining the air stream.
The sound “sh” is also placed from the pattern of the sound “t”, if you pronounce the latter with aspiration, lightly touching the tip of the wide tongue not with the upper teeth, but with the alveoli or the palate behind the alveoli. Then the child is asked not to touch the palate with his tongue, but only to bring his tongue to the palate and continue to blow on it with aspiration - this is how the necessary position of the tongue is formed. By connecting to the formed position of the tongue the work of rounded lips extended forward with a “horn” in combination with a long oral exhalation, the speech therapist obtains a sound corresponding to the sound “sh”.
Sound production from articulatory gymnastics is an effective method of sound production, which allows you to qualitatively work out the missing elements of the structure, to form stable kinesthetic sensations, which will be the key to the quick and lasting introduction of sound into the child’s speech.
The third method is mixed , when all possible methods are used to achieve the final goal - establishing the correct pronunciation of an isolated sound.
*The sound “r” is placed with mechanical assistance from the reference sound “zh”. The child is asked to smile, open his mouth slightly, exposing the upper and lower teeth, and, without closing the corners of his lips, pronounce “w-w-w” for a long time. With the described position of the lips, the tip of the wide tongue will move slightly forward to the alveoli, which corresponds to the articulatory structure of the sound “r”. Against the background of the child pronouncing the sound “zh”, the speech therapist uses a ball probe to make short oscillatory movements from left to right along the lower side of the front part of the back of the tongue, as a result of which the sound “r-r-r” occurs.
-From [d]: exercises “Woodpecker”, “Drummer”. Quickly and abruptly “knock” the tip of the tongue on the upper alveoli, pronouncing [d] = “dr.”
-From alternating [t] and [d]: exercise “Train” (imitation of the sound of wheels) = “tr-dr.”
-From the combination “j”: exercise “Start the engine” = “drrr”. 4. Setting in 2 stages: 1) fricative [p] from [zh], [z] or [d], possibly from the syllables “zha”, “for”, “yes”;
- mechanical achievement of vibration using a ball probe = [p], syllables “ra”, “dra”.
*Sound "Ш"
By imitation and mechanically: raising the tip of the tongue with a probe when pronouncing “sya” or “sya” = [sch] or the syllable “sha”.
*Soft consonants.
-By imitation.
It involves the auditory perception of soft sounds and the visual perception of the articulation of these phonemes when comparing them with paired hard phonemes (pa - pya, apa - apya, etc.).
The child is asked to: – pronounce the vowel [i] for a long time, and then the syllable pi; - repeat the same syllable in a whisper, gradually shortening [i], resulting in a distinct [p'], with some aspiration; - go to the sound combination api, which should be pronounced first loudly, then in a whisper, then so that the first vowel is pronounced loudly, and the second in a whisper and briefly: the combination ap is obtained; – having consolidated the resulting soft sound [p] - [p'], you can move on to the open syllable pya, first separating the consonant phoneme from the vowel ([p'] - [a]), and then merging them; – then introduce syllables and words with other vowels.
-Mechanical method. The initial consonants used are [t], [d], [n], since these sounds are simple in their structure and are pronounced with half-open teeth and lips. When pronouncing [t] or a syllable (ta), hold the tip of the tongue with a spatula behind the lower incisors (pressing the front edge of the tongue): it turns out [t'] in an isolated form or in an open syllable (tya, tya, tya). In a similar way, the syllable (at) is obtained from the syllable (at).
The same mechanical method is used when making sounds [d'] from [d], [n'] from [n].
With all three methods of producing any sound, you should always use verbal instructions, visual, auditory, tactile-vibration control and reference sounds.
Thus, when producing sound, all analyzers must work simultaneously: visual, auditory, motor, tactile.
