Corrective work is carried out depending on what type of violation is present in the child.

With labio-tooth sigmatism, the child is shown the correct articulation in front of the mirror and the lower lip is removed from the teeth.

With interdental sigmatism, the child is asked to pronounce the syllable "sa" with clenched teeth.

With lateral sigmatism, special preparatory work is carried out to activate the muscles of the tongue.

When staging whistling sounds, such articulatory gymnastics exercises as “Smile”, “Let's brush the lower teeth”, “Groove”, etc. are used. The child’s ability to strongly blow air through the mouth and control exhalation with the palm of a cotton wool or strip of paper is practiced. The air jet should be cold and strong. You can use speech therapy probes or sticks. You need to ask the child to smile, rest his tongue on the lower teeth. Place a stick along the tongue so that it presses only the front part of it. Close your teeth and blow hard. Fix pronunciation of sound [With] You can first with a stick, and then without it.

The sound [c] can be imitated if the pronunciation of [t] and [s] is good. With the tip of the tongue lowered, the child is asked to pronounce [t] with a strong exhalation. The front part of the back of the tongue is pressed against the upper incisors. Usually [ц] is placed in the reverse position, and reinforcement begins with reverse syllables.

When setting voiced pairs, the voice is additionally turned on.

sigmatism sizzling.

"cheek" pronunciation[w], and [w]. Articulation occurs without the participation of the tongue, the teeth are very close together or compressed, the corners of the mouth are pressed against the teeth. A "dumb" noise is generated. When pronouncing [g], a voice is added to it. With this type of disorder, the cheeks are usually swollen.

"Lower" pronunciation[g] and [w]. hissing ones acquire a soft shade, as with [u].

Posterior pronunciation[g] and [w]. In this case, the gap is formed by the convergence of the hard palate with the back of the back of the tongue. There is a noise resembling noise at the sounds [x] or [g].

Sometimes there may be cases of replacing hissing sounds with others, for example, whistling.

Techniques for setting sounds[w] and [g]. First put [w], and then - [g].

Lip exercises are used: “Donut” - round the lips, as if pronouncing [o]. Exercises for the tongue: "Cup", "Delicious jam", "Focus", etc.

The sound [w] can be put from the sound [s]. The child is asked to say the syllable "sa" several times. At this time, the speech therapist smoothly, using a probe, spatula or spoon, raises the tip of the tongue towards the alveoli. As it rises, the noise changes and acquires a character corresponding to [w]. The speech therapist fixes the child's attention on this position. Later, the child tries to independently take the correct articulatory position.

If the pronunciation of the sound [r] is not disturbed in the child, then the sound [w] can also be put from him. The child is asked to pronounce the syllable "ra". At the moment of its pronunciation, the speech therapist touches the lower part of the tongue with a spatula and slows down its vibration. If the child speaks in a whisper, then “sha” is heard, with a loud pronunciation, “zha” is heard. The sound [g] can be delivered from the sound [w] with the inclusion of voice or from [h] as [w] from [s].

Disadvantages of pronunciation of the sound [u].

The articulation of this sound is similar to the articulation of the sound [w]: the lips are located in the same way, the tip of the tongue is raised up, but slightly lower than with [w]. The front part of the back of the tongue bends, and its middle part rises to the hard palate. The back is lowered and moved forward. The palatine curtain is up. Exhaled air passes in the middle of the tongue into the resulting gap. The air jet is long and warm.

Sound u can be put from the saved sound [w] by imitation.

Another way of setting is from the sound [s "]. The child is asked to pronounce the syllable "si" or "sya" several times with a long whistling. With the help of a spatula, the tongue is somewhat moved back until the desired sound is obtained.

If the sound [h "] is pronounced correctly, then it is easy to put [u] from it. The child pronounces the sound [h"] elongated, resulting in [u]. This sound must immediately be introduced into syllables, and then into words.

Disadvantages of pronunciation of sound [h].

Sound articulation [h "]: lips are pushed forward and rounded, teeth are drawn together or closed, the tip of the tongue is lowered and touches the lower teeth. The sound begins with a stop element and ends with an explosive element that sounds short. The soft palate is raised and closes the passage to the nose, the sound deaf and soft.

Pronunciation flaws are usually the same as other sibilants. Sometimes instead of the sound [h "] a soft affricate [ts"], [t"] or [sh"] is pronounced.

The sound [h "] is set from [t"]. The child is asked to pronounce the syllable “at "” several times, and at this time the speech therapist, using a probe or spatula, slightly pushes back the tip of the tongue. The sound [h "] is easier to put in reverse syllables.

3. Disadvantages of pronunciation of sounds [l] and [l "] - lambdacism and paralambdacism. See the articulation of these sounds in fig. 5.

When articulating the sound [l], the lips are neutral and take the position of the next vowel. The tip of the tongue is raised and may be in contact with the alveoli. A gap is formed on the sides of the tongue through which air passes. The air stream is weak, warm. The soft palate is raised and closes the passage to the nose. The anterior middle part of the back of the tongue is lowered, and its root part is raised and pulled back, forming a spoon-shaped depression.

When articulating a soft [l "], the lips are somewhat pulled to the sides, and the anterior-middle part of the back of the tongue rises to the hard palate and moves forward, the back of the back of the tongue is significantly advanced and lowered.

Among the violations of pronunciation [l] there is sound distortion: a two-labial sonorant sound is pronounced, reminiscent of a short [y] or English [w].

Much more common are cases of paralambdacism, when [l] is replaced by a short [s] or [l "] and [j] .

When setting the sound [l] use the exercises "Chatterbox", "Cup".

The child is invited to pronounce the combination "ya" with a short pronunciation [s]. As soon as the child learns the desired pronunciation, he is asked to pronounce these sounds again, but at the same time the tongue should be clamped between the teeth. Then the combination "la" is clearly heard.

It happens that already knowing how to pronounce the sound correctly, the child continues to hear his former sound. Therefore, it is necessary to draw his auditory attention to the sound that is obtained during staging.

4. Disadvantages of pronunciation p and [p "] - rotacism and pararotacism. Articulation is shown in fig. 6.

When pronouncing [p], the lips are open and take the position of the next vowel, the distance between the teeth is 4-5 mm. The tip of the tongue is raised and vibrates at the alveoli with a hard [p] or at the upper incisors with a soft [p "]. The root part of the tongue is lowered, the lateral edges of the tongue are pressed against the upper molars, the air stream is strong and passes in the middle.

Rotacism is of several types:

♦ [r] is not pronounced at all;

♦ velar [p] - not the tip of the tongue vibrates, but the palatine curtain, to which the root of the tongue is close;

♦ uvular [p] - a small tongue vibrates;

♦ lateral rotacism - one of the lateral edges of the tongue vibrates, resulting in a combination of sounds "rl";

♦ coachman [r] - closed lips vibrate, and it turns out "prr";

♦ single-hit [r] - instead of vibration, a single blow of the tip of the tongue against the alveoli occurs, and an apparent sound [r] is formed, similar to the sound [d];

♦ buccal [r] - one or both cheeks vibrate due to the fact that a gap for the exhaled jet is formed between the lateral edge of the tongue and the upper molars.

There are several types of pararotacism:

♦ [r] is replaced by the sound [v], pronounced without vibration, with lips;

♦ [p] is replaced by the sound [d];

♦ [r] is replaced by the sound [s];

♦ [p] is replaced by the sounds [l], [g] or [y].

When staging the sound [p], the exercises “Fungus”, “Horses”, “Coachman”, etc. are used.

Usually the sound [r] is set mechanically using a speech therapy probe. The child is asked to raise the tongue to the alveoli, the lateral edges should be pressed against the molars. Say “tdd”, “ddd” repeatedly at a fast pace.

When the child has mastered the pronunciation of these combinations well, he is asked to blow strongly on his tongue, and at this moment a vibration should occur.

Another way of staging this sound is to pronounce "tzh" with an elongated second element. When the child pronounces these sounds, the speech therapist inserts a probe with a ball at the end under the tongue, touching the lower surface, and moves the probe right and left with quick movements.

The technique of setting the sound [r] from the combination “zzz-a” turns out to be effective. The child moves the tongue up, continuing to pronounce this combination of sounds. At this moment, the speech therapist with the help of a probe produces fluctuations of the tongue to the right and left, reaching the vibration of the tongue. The sound [p "] is put similarly from the syllable "zi".

5. Disadvantages of pronunciation of sounds k, g, x, [k "], [g"], [x"] - cappacism, gamacism, chitism. The articulation of these sounds is shown in Fig. 7, 8.

When pronouncing the sound [k], the lips take the position of the next vowel, the distance between the teeth is about 5 mm. The tip of the tongue is lowered and distant from the lower teeth, the back of the back of the tongue closes with the palate. At the moment of pronouncing the sound, the bow between the sky and the tongue explodes, and air flows through the resulting passage, forming a characteristic noise.

When articulating the sound [x], the back of the back of the tongue does not completely close with the palate: a gap is formed in its middle part, through which air escapes, producing noise.

When pronouncing soft pairs of these sounds, the tongue moves slightly forward, towards the middle part of the hard palate.

With cappacism, instead of the sound [k], a laryngeal click is heard, with gamacism, a voice is added to it. With chitism, a faint guttural noise is heard.

Paracapacism includes substitutions such as replacing [k] with [t] or with [x].

The production of the sound [k] can be done by imitation or mechanically. With mechanical action, the child is asked to pronounce the syllable "ta" repeatedly. At this time, the speech therapist, using a spatula, advances the child's tongue back, pressing on the front of the tongue. First, the syllable "ta" is transformed into the syllable "tya", then into the syllable "kya", and then the syllable "ka" is heard.

When correcting paracapacism, the child's attention should be drawn to the difference in sounds, i.e. on their differentiation, along with the production of sound [k].

The shortcomings of the pronunciation of the sounds [g] and [x] are generally similar to the described varieties of cappacism and paracapacism.

The techniques for correcting and staging these sounds are the same as when staging the sound [k]. The sound [g] is put from the syllables “yes - dya - gya - ha”; sound [x] from the syllables "sa - xia - hya - ha".

This is followed by exercises on consolidation, automation and differentiation of sounds, if substitutions of sounds were observed.

6. Disadvantages of sound pronunciation ([th]) Usually the child replaces this sound with a soft [l "].

When pronouncing the sound [th "], the lips are stretched, but less than when [and]. The tip of the tongue lies at the lower teeth, the middle part of the back of the tongue is strongly raised to the hard palate, and the back part is pushed forward. The edges of the tongue rest against the upper lateral teeth. The vocal folds vibrate and create a voice, the exhaled stream of air is weak.

There are two ways to fix the sound. With the first method, the sound can be put from the vowel [and]. The child is asked to pronounce the vowel combinations “ai”, “aia”, “oi”, “io”, increasing the exhalation at the moment of pronouncing [and]. Gradually, the child is asked to pronounce [and] more briefly, reaching the desired sound [th].

Another way to set the sound [and] is to set it from soft [z "] with mechanical help. The child pronounces the syllable "zya" several times, and at this time the speech therapist pushes the tongue back with a spatula or probe until the desired sound is obtained.

Dysgraphia- a specific violation of the processes of writing. Children with dysgraphia are characterized by violations of visual analysis and synthesis, spatial representations, phonemic, syllabic analysis and synthesis, division of sentences into words, disorders of mental processes, emotional-volitional sphere.

It is customary to distinguish several types of dysgraphia.

1. Articulatory-acoustic dysgraphia. With her, the child both pronounces words and writes them. It manifests itself in substitutions, omissions of letters, similar to the omissions of sounds in oral speech. Occurs with dysarthria, rhinolalia.

2. Acoustic dysgraphia - dysgraphia resulting from violations in the differentiation of phonemes. The child replaces letters that sound similar. Most often, whistling - hissing, voiced - deaf, affricates and their components are replaced. Sometimes children incorrectly indicate softness in writing, as a result of a violation of the differentiation of hard and soft consonants.

This type of dysgraphia is most clearly manifested in sensory alalia, when letters that are distant in articulation and acoustically can be mixed.

3. Dysgraphia as a result of a violation of language analysis and synthesis. It manifests itself in distortions of the structure of words and sentences. Due to violations of phonemic analysis, the sound-letter structure of the word is especially affected. The following errors may be observed: omissions of consonants during their confluence; omissions of vowels; permutations of letters or their addition; omissions, permutations and additions of syllables. Violations at the sentence level are manifested in the continuous spelling of words, especially words with prepositions, separate spelling of words, for example, separating the root from the prefix.

4. Agrammatic dysgraphia is associated with underdevelopment of the grammatical structure of speech. It manifests itself at the level of words, phrases, sentences and texts. The child breaks the sequence of sentences that do not match the sequence of events. In sentences, the morphological structure of the word is violated, prefixes, suffixes, case endings, prepositions and the number of nouns are replaced. In addition, the child has difficulty constructing complex sentences.

5. Optical dysgraphia. It manifests itself as a result of underdevelopment of visual gnosis, analysis, synthesis and spatial representations. When writing, letters are distorted and replaced. Most often, letters similar in spelling are interchanged, which consist of the same elements, but are arranged differently when writing (“v” and “y”); letters that have the same elements, but differ in some additional elements (“l” and “m”). There is a mirror spelling of letters; omissions of elements, especially when connecting letters, which may contain the same, extra elements or incorrectly located elements.

Dysgraphia can also be accompanied by non-verbal symptoms.

7. Dyslexia is a partial specific violation of the reading process. Dyslexia occurs as a result of the lack of formation of higher mental functions and manifests itself in persistent errors. The causes of dyslexia can be organic and functional in nature. Most often, dyslexia manifests itself in speech and neuropsychiatric disorders. Children with dyslexia have difficulties in spatial orientation, in determining the right and left sides, top and bottom. In the psychological aspect of the study of dyslexia, it is considered as a violation of the operations of the reading process, namely, visual perception and discrimination of letters, the choice of a phoneme, the fusion of sounds into syllables, the synthesis of syllables into a word, and words into sentences.

There are several types of dyslexia.

Phonemic dyslexia associated with the underdevelopment of the phonemic system of the language. The following functions of the phonemic system are distinguished: a semantic function, when a change in one phoneme or one feature can lead to a change in meaning; auditory differentiation of phonemes - one phoneme differs from another articulatory and acoustically; phonemic analysis or decomposition of a word into phonemes. Phonemic dyslexia is divided into two forms. The first one is associated with the underdevelopment of phonemic perception, which manifests itself in the difficulties of assimilation of letters and the replacement of letters that are similar in articulation and acoustically (“k-g”, “sh-s”, etc.). The second form of reading disorders is associated with a violation of phonemic analysis. At the same time, violations of the sound-syllabic structure and letter-by-letter reading are observed. The child can skip letters when consonants collide, insert extra vowels between consonants, rearrange letters and syllables in words.

semantic dyslexia It manifests itself in the fact that the child does not understand the meaning of what is read with a safe reading of the text. These difficulties arise in a child as a result of a violation of sound-syllabic synthesis and fuzzy ideas about syntactic links in a sentence. In the process of reading, the child divides words into syllables and, as a result, does not understand the meaning of what they read. Children are not able to combine successively pronounced syllables into a single whole. They read mechanically, without understanding the meaning. Children with such a disorder cannot pronounce a word that is pronounced separately by sounds with short pauses between them (c, o, d, a); reproduce a word divided by voice into syllables (ma-shi-na-e-ha-la). In the process of reading, words are perceived out of touch with the rest of the sentence.

Agrammatical dyslexia arises as a result of underdevelopment of the grammatical structure of speech, syntactic, morphological generalizations. With this type of dyslexia, changes in case endings and the number of nouns are observed, nouns incorrectly agree in gender, number and case with adjectives; incorrectly used generic endings of pronouns; verb forms change.

mnestic dyslexia It manifests itself in the fact that it is difficult for a child to learn letters and it is difficult to differentiate them. It is caused by a disturbed process of establishing a connection between a sound and a letter and a violation of speech memory. It is difficult for children to reproduce a chain of 4-5 sounds or words. Even if they reproduce them, there are gaps in sounds, their substitutions, a violation of the sequence of sounds.

Optical dyslexia manifests itself in the difficulties of assimilation and mixing of letters that are graphically similar. This type of dyslexia is similar to optical dysgraphia in its manifestations, but here the letters are not capitalized, but printed. Children mix [l] and [d], which differ from each other in additional elements; they mix [n] and [n], which differ from each other in that the same elements of these letters are located differently in space. This happens because the child's optical-spatial perception is underdeveloped, visual gnosis, analysis and synthesis are disturbed, there is no differentiation of ideas about similar forms.

Non-verbal manifestations can also be observed: when drawing complex objects, the child misses, distorts some details of the drawing. It is difficult for children to construct a letter from its elements, complete one or more elements and make another letter, because all these operations require a certain analysis and synthesis. In literal optic dyslexia, impairments occur in isolated letter recognition, while in verbal optic dyslexia, impairments occur in reading.

Tactile dyslexia observed in blind children. It is based on difficulties in tactile differentiation of Braille letters. When reading, there is a mixture of letters that have the same number of dots or dots that are mirrored; points below or above, or those that differ by one point.

When examining children, the state of vision, hearing, nervous system, cognitive activity. The survey is carried out comprehensively, with the involvement of various specialists.

The types of disorders in dysgraphia and dyslexia are largely similar, so the methods of correctional work have much in common and are considered together.

Firstly, work is underway to develop phonemic perception, which is especially impaired in phonemic dyslexia, articulatory-acoustic dysgraphia and dysgraphia based on phoneme recognition disorders. The work is carried out in two stages. At the first stage, the pronunciation and auditory images of the sounds that are mixed are refined. The work is carried out based on visual, auditory, tactile analyzers: the sound is distinguished in syllables, its place in the word is determined, its place in relation to other sounds, it is distinguished from the text and the sentence. At the second stage, a comparison of sounds that were mixed by ear and by pronunciation is carried out. Differentiation occurs in the same way as at the first stage, but the speech material should not contain an isolated sound, but mixed sounds. In the process of work, each practiced sound is associated with a specific letter and written exercises are carried out that contribute to the differentiation of sounds. Before starting work on the elimination of articulatory-acoustic dysgraphia, the sound pronunciation is corrected.

When correcting phonemic dyslexia and dysgraphia due to a violation of language analysis, the development of language analysis and synthesis is carried out. For this, the following types of exercises are offered: come up with a sentence based on a plot picture and count how many words it contains. A number is called, and the child must make a sentence with that many words. Then it is proposed to increase or decrease the number of words in the sentence. Draw up a sentence scheme, indicate the place in the sentence of the named word, etc.

Work on the development of analysis and synthesis in syllables should begin with non-speech techniques: ask the child to tap or slap the number of syllables in a word. Gradually, the child is taught to distinguish vowels in words and explain to him that there are as many syllables in a word as there are vowels. Previously, the child must be able to distinguish vowels from consonants. For this, they are used various tricks and methods. Work begins with monosyllabic words, gradually becoming more complex.

Various exercises are carried out for consolidation. For example:

♦ speech therapist calls the word, the child must raise the number corresponding to the number of syllables in the word;

♦ name the first syllables in the names of objects depicted in the proposed pictures, write them down. Read the word or sentence that came out;

♦ find out the missing syllable with the help of a picture;

♦ select from the text words with a certain number of syllables.

In the formation of phonemic analysis and synthesis, it is necessary to first use only vowel sounds, and then gradually introduce consonants to them. Initially, this work is carried out with the help of auxiliary tools - chips and graphic diagrams. The child learns to isolate sounds and fill in graphic schemes with the help of chips.

At the next stage, phonemic analysis is performed on speech material, the child determines the number of sounds in words, names the first and subsequent sounds in words.

At the third stage, the child no longer pronounces syllables, but performs all actions mentally, i.e. work goes at the level of representations.

Here the principle of complication is applied: from easy to complex. Widely used written works: insert a letter into a word; write out words with a certain number of syllables; transform words by adding sound, rearranging sound, changing sound; make graphic schemes of proposals.

At the initial stages of work, pronunciation occurs, which is gradually reduced. All subsequent work takes place in the mental plane, according to the idea.

When eliminating agrammatic dysgraphia and dyslexia, the task is to form morphological and syntactic generalizations in the child, ideas about the structure of the sentence.

Work begins on refining the structure of proposals. First, simple two-part sentences are taken, consisting of a noun and a verb in the third person of the present tense (The boy is walking). Then the sentences are supplemented with a direct addition (Mom washes the frame. Daughter writes a letter to dad). It is useful to add words denoting a sign of an object to sentences.

When constructing a proposal, it is necessary to rely on graphic diagrams. First, instead of a sentence, the child draws up a graphic diagram, and then writes it under the sentence.

Additionally, such types of tasks as answering a question, making sentences orally and in writing are used.

The function of inflection is formed, i.e. the change of nouns by cases, numbers, gender is explained to the child; agreement of nouns with adjectives and verbs, etc. This includes written and oral work.

The same work is carried out in the elimination of semantic dyslexia, which is due to the underdevelopment of the grammatical structure of speech. Semantic dyslexia is manifested in an inaccurate understanding of the sentences read. If semantic dyslexia manifests itself at the word level during syllabic reading, then it is necessary to develop sound-syllabic synthesis. You can use the following exercises:

♦ name a word pronounced separately by sounds;

♦ name the word, pronounced in syllables together;

♦ to form a word from the syllables given in disorder.

At the same time, you need to carry out exercises for reading comprehension: read the word and find a picture for it; choose from the text the sentence corresponding to the picture; read the sentences and be able to answer questions on them.

When eliminating optical dysgraphia and dyslexia, work takes place in several directions. First, it is necessary to develop visual perception, recognition of shape, size, color. First, the work is based on various images of the contour of the object, and then the transition to letter recognition is gradually carried out (for example, find a letter in a number of others, correlate printed and written letter, add or remove elements of letters, etc.).

Children's ideas about size, shape and color are being clarified and developed. To complete these tasks, you must have geometric figures different color and forms. Tasks are selected to clarify any of the features.

With this form of dyslexia and dysgraphia, it is necessary to develop visual memory. To do this, use the game "What has changed?", "What is gone?" and others that require memory development.

Work on the formation of spatial representations and the designation of these relations in speech is also considered necessary. First, the child is taught to navigate in his own body, and then in the surrounding space.

To develop orientation in the surrounding space, the child first determines the place of objects relative to himself, then relative to objects located on the side, then the spatial relationships between 2-3 objects or their images are determined. Then the speech therapist offers the child instructions on how to place the object in space. The child must follow this instruction, and then say how the objects are located relative to each other and relative to him.

Gradually, the transition to the spatial arrangement of letters and numbers is carried out. Sample tasks:

♦ draw a circle, below - a dot, and on the left - a square;

♦ write letters to the right or left of the dash, etc.

At the same time, work is being carried out to develop a visual analysis of letters and images, to decompose letters into separate elements, to identify similarities and differences between letters and their elements.

When eliminating optical dyslexia and dysgraphia, a great place is occupied by work on the differentiation of optical images of letters that are mixed. For better memorization of images, these letters are correlated with the image of any objects or animals (for example: O - donut, F - beetle, F - eagle owl). Techniques for constructing letters from their elements, various riddles about letters are used.

First, children learn to distinguish letters in isolation, then - in syllables, words, sentences and texts.

These types of work involve as many different analyzers as possible.

8. Stuttering is a violation of the tempo-rhythmic organization of speech, which is due to the convulsive state of the muscles of the speech apparatus. Allocate predisposing and producing causes leading to stuttering. Predisposing reasons may be:

♦ neuropathic burden of parents;

♦ neuropathic features of a stuttering child;

♦ constitutional predisposition of the child;

♦ hereditary burden plus adverse effects environment which include the physical weakness of children, the accelerated development of speech, the lack of positive emotions and the development of motor skills, a sense of rhythm;

♦ brain damage during intrauterine development or in the postnatal period of development due to infectious diseases.

The group of producing causes consists of numerous anatomical and physiological causes: injuries, concussions, organic brain disorders, the consequences of childhood diseases, diseases of the nose, pharynx and larynx, etc.; mental and social causes: one-time or short-term trauma, most often fright or fear, improper upbringing in the family as a long-term psychological trauma, acute psychological trauma, incorrect formation of speech in childhood, excessive speech overload, age mismatch with the requirements, polyglossia (simultaneous mastery of several languages ), imitation of stutterers, retraining of left-handedness.

There are two groups of symptoms in stuttering. Physiological symptoms include speech convulsions, disorders of the nervous system, speech and general motor skills. Psychological symptoms include speech stutters and various disorders of expressive speech; the child fixes attention on his defect, logophobia, various speech tricks can develop.

The main symptom of stuttering is speech spasms. They are tonic - short jerky or prolonged muscle contraction - tone (n-finger); clonic - rhythmic repetition of the same convulsive muscle movements - clonus (pa-pa-finger). Depending on where the convulsions predominate, they can be respiratory, vocal and articulatory.

When stuttering, three forms of respiratory failure are noted: convulsive exhalation, convulsive inhalation, convulsive inhalation and exhalation, sometimes with a break in the word.

Convulsions in the speech apparatus are also different, they can be closing, opening, vocal. In the articulatory apparatus, convulsions can be labial, lingual, convulsions of the soft palate.

Stuttering is characterized by violations of general and speech motility, manifested in a variety of tics, violent movements and speech tricks.

When stuttering, children can be divided into 3 groups based on the degree of fixation on their defect.

1. Zero degree of painful fixation: children do not experience discomfort from the consciousness of their defect or do not notice it at all. They are not shy, touchy, and do not try to correct their speech.

2. Moderate degree of painful fixation. Older children are aware of their defect, shy, hide it, avoid communication.

3. Pronounced degree of painful fixation. In children, most often adolescents, there are constant worries about the defect, there is a feeling of inferiority. They have a fear of communication and care in a painful state.

There are three degrees of stuttering: mild, when stuttering occurs only in an excited state or when trying to speak quickly, it is overcome quickly; medium, in which in a calm and familiar environment they stutter a little and speak easily, and in emotional situations a strong stutter is manifested; severe degree, when they stutter constantly, throughout the speech.

Stuttering can be permanent; undulating, i.e. then intensify, then weaken, but not completely disappear, and recurrent - it can disappear, and then reappear.

Examination of children is carried out in a complex, together with a psychologist, a neuropathologist, if necessary, specialists of various medical profiles are involved.

Treatment is also complex and includes drug treatment, physiotherapy and psychotherapeutic effects.

Drug treatment aims to normalize the activity of the nervous system, eliminate convulsions and improve the body as a whole.

Psychotherapeutic influence is carried out directly and indirectly. Direct influence implies the impact of the word in the form of clarification, persuasion and training. Indirect influence is the influence through the collective, the surrounding world, nature, regimen, etc. All types of psychotherapy are aimed at eradicating the fear of speech and situation in stutterers, the feeling of inferiority and fixation on their defect.

Logopedic work is the pedagogical part of an integrated approach and includes a system of various speech therapy classes work with teachers and parents. This work can also take place with direct and indirect impact. Direct impact is carried out during speech therapy classes, individual or group. Indirect impact involves a system of speech therapy for all regime moments in the life of the child and the attitude towards him of his environment. Particular importance is attached in this work to the speech mode of the child.

Speech therapy classes are conducted sequentially, in stages, taking into account the degree and type of stuttering, personal and psychological characteristics child, based on the activity and consciousness of the child. Various teaching methods are used, including visual and technical means.

An important section of this work is the use of speech therapy rhythms, which is a complex of musical and motor exercises for speech therapy correction.

When organizing all types of work, it is important to take into account the age of the child and know that for preschoolers the main place is occupied by gaming and educational activities, to a lesser extent - drug treatment; in adolescents and adults, on the contrary, greater importance is attached to medical influence and psychotherapy, and less importance is attached to pedagogical methods.

Speech therapy classes use technical and visual teaching aids. Visual textbooks are Board games, filmstrips, records, etc. Special technical means include devices that help in working with stuttering children: for example, the Derazhnya proofreader, the Echo apparatus, and tape recorders.

The Derazhnee apparatus works on the muting effect. Noises of different strengths are fed through special tubes, ending with olives immediately into the ear canal, and drown out one's own speech. This makes it easier to carry out various auditory exercises, because. hearing control is turned off. Gradually, the force of muffling decreases, and children learn to speak without the device.

This type of correction is not shown to everyone, because. some react painfully to extraneous noises.

TYPES OF PRONUNCIATION DISORDERS

From the letters of the Greek alphabet.

Rotacism is a defect P-Pb.

Labdacism

Sigmatism: - whistling

Hissing

palatal sound defect

Back-lingual - cappacism, gamacism, chitism.

Middle-lingual - jotacism.

Voice defect. softening defect.

PAIR - replacement for another sound.

Stages and content of correctional and speech therapy work with dyslalia.

The stage is preparatory.

Stage - the stage of formation of primary pronunciation skills and abilities.

Sometimes stage 3 is the formation of communicative skills and abilities.

Stage 1 - Types of work:

A) article. gymnastics

B) development of phonemic hearing

C) working out basic basic sounds

D) development of fine motor skills

D) development of general motor skills

A) ART. GYMNASTICS - This is a complex of general and special articulation exercises.

Purpose: to develop the mobility of the organs of articulation, precise switchability from one arculema to another, the development of automatism of articulatory movements, the elimination of articulatory apraxia (violation of the arbitrariness of movements if present in an involuntary variant). Conduct Requirements!

Exercises are: static and dynamic. (COMPLEX GENERAL ART. CONTROLS) - distribute. Run.

Types of conduct to tell, show pictures, fairy tales about a cheerful tongue.

Combination with air jet development - breathing exercises, control for the development of an air jet.

B) development of phonemic hearing (perception)

We learn to hear and distinguish this sound from a number of others! Distinguish between correct and incorrect pronunciation. Before the child learns to speak it!

Games - examples, manuals.

B) working out reference sounds

In parallel with art. gymnastics and the development of phonemic hearing, we refine the articulation of reference sounds, their sound.

For those who whistle - I, F.

For hissing - T, S.

For the sound L - T, S.

For the sound R - D, J.

D) development of fine motor skills

Closely related to speech motor skills. Frequent violations. Special control - finger gymnastics. Development of self-service skills - lacing, bows, buttons. Modeling, drawing, hatching (negligence and asymmetry in dysarthria!) EXAMPLES

D) development of general motor skills

Physical minutes, logarithmic exercises. (EXAMPLES) Common in dysarthria. Uncoordinated gait, unable to hit the ball, difficult to walk in a straight line, stumbling. Rhythm classes, physical swarm, games for a walk.

Stage - the formation of pronunciation skills and abilities.

staging

Automation

Differentiation

Introduction of sound into speech

staging

There are several ways:

By imitation

Mechanical

Mixed

We use the previously worked out art. controls, combine them into the desired article, add an air jet and call the desired sound. A sound is considered set if the child at any time correctly pronounces the sound in isolation.

Sound automation

Through repeated training, we achieve the introduction of sound into speech. It is carried out in stages.

isolated

In syllables (we automate sounds in syllables, direct and reverse, in a position between vowels, a confluence of consonants.

Automation in words.

From syllable to word: sa-sleigh, so - juice ... so-so-so - the wheel rolled. Spelling Rules! (eye - no). Not d.b. defective sounds! The sound should be at the beginning, middle, end. At the same time, we are working on expanding and clarifying the vocabulary, forming the skills of sound analysis and synthesis.

Automation in offers.

Requirements: we include previously worked out words in sentences. Vocabulary should be saturated with sound. Not d.b. defective sounds. We are working on a proposal (analysis).

Automation of sound in texts.

Lexical material d.b. interesting: riddles, sayings, poems, nursery rhymes, short and long stories. That. gradually we lead the sound into a coherent independent speech of the child.

This stage ends work with children who have only phonetic underdevelopment (sound pronunciation).

3. Differentiation For FF.

In speech there is a mixture of sounds, substitutions. Carries out in stages:

Mixed sounds are differentiable in isolation, in syllables, words, etc.

1 type of words: s - sh. use symbols!

Type 2 (paronyms): cape - mouse, mouse - bowl.

3 type: highway, sun, drying.

Differentiation by acoustic, articulatory, motor signs.

Difference in sentences - selection of sentences, where there are a lot of sounds: A clumsy bear collected cones in the forest.

Introduction of sound into speech

Children with intellectual disabilities, alaliki, mental retardation, when pronunciation is part of a complex defect (stories, retellings - stage formation of communicative skills and abilities).

SOUND MAKING. METHODOLOGY OF WORK

Sigmatism whistling

Sound articulation is normal (PROFILE)

The lips are in a smile, the teeth are open 1-2 mm, the incisors are exposed, the tip of the tongue rests against the lower incisors, the back of the tongue is wide, flattened, the lateral edges fit snugly against the upper molars. In the middle of the groove, there is a strong cold stream, the soft palate is raised, closes the passage of the air stream into the nasal cavity, the vocal folds are open. SOUND CARD. VOICEPOINTING,

Types of violations:

Pass. The language doesn't work.

Working off from F - S.

Complex AG.:

2. spatula (we scold, punish a naughty tongue)

4. accordion

5. slide, reel, pussy

6. brush your lower teeth

Development of an air jet: blowing into bubbles, blowing in a smile, candles, sultans, tea.

Interdental sigmatism - between the teeth. as a transitional stage.

Lateral - squelching sound.

Nasal - snoring, nasal H.

Labial - dental parasigmatism - replacement with F.

Dental parasigmatism - substitution for T

Hissing parasigmatism

Staging probe No. 1-2. SHOW. PROBE SUBSTITUTES.

The sound CSH - set from C + I. Softness is noted by the rise of the middle part of the tongue, the tension of the tip of the tongue. Ex. i-i-i-i-i...

The sound ЗЬ - similarly by voicing СЬ.

The sound C is an affricate. We put from the TS. Automation in reverse syllables ATS, OTS. Well, hare, finger...

CL is common, C is not. With dysarthria. With C - the back is tense, with Cb - weakened.

Remedy: differentiating C - C. Relieve tension in the middle part of the tongue. Ex. "Spatula" - blow on the tip, knead. We call from C by connecting with I.

Sigmatism of hissing

SOUND PROFILE S. Show and explain. CARD.

Violations as in sigmatism whistling. The views are the same. + buccal pronunciation (the whole way must be formed).

Hissing sigmatism of hissing = hissing parasigmatism.

Work on the differentiation W = S, correct articulation, set the sound.

Complex AG.:

1. shoulder blade

2. lick your lip

3. delicious jam

5. cup

6. horse - fungus - accordion

staging

1. from the sound C - raise the tongue and squeeze the cheeks.

2. from "Cup".

3. from T - with blowing.

4. from R - whispers a sound, with a spatula we muffle the vibration.

Staging F - from W by voicing. Tactile-vibration control.

Statement Ш - from imitation from the sound Ш we stretch the corners of the mouth. From the sound СЫ - we lift up AS (in reverse syllables).

Stage - STATEMENT OF SOUNDS

Violation of sound pronunciation	Sound defect	articulation is normal	Complex AG	Types of violations	staging
Sigmatism whistling	WITH	The lips are in a smile, the teeth are open 1-2 mm, the incisors are exposed, the tip of the tongue rests against the lower incisors, the back of the tongue is wide, flattened, the lateral edges fit snugly against the upper molars. In the middle of the groove, there is a strong cold stream, the soft palate is raised, closes the passage of the air stream into the nasal cavity, the vocal folds are open. CL is common, C is not. With dysarthria. With C - the back is tense, with Cb - weakened. Remedy: differentiating C - C. Relieve tension in the middle part of the tongue. Ex. "Spatula" - blow on the tip, knead. We call from Cb by connecting with N.	1. smile 2. spatula (we scold, punish a naughty tongue) 3. football 4. accordion 5. slide, reel, pussy 6. brush your lower teeth	Interdental sigmatism - between the teeth. Lateral - squelching sound. Nasal - snoring, nasal H. Labial - dental parasigmatism - replacement with F. Dental parasigmatism - replacement with T Hissing parasigmatism - replacement with Sh.	1. From I. 2. From F. 3. Interdental variant of pronunciation 4. Probe No. 1-2
CL	It is distinguished by the rise of the middle part of the tongue, a large tension of the tip of the tongue.			From C with the addition of the sound I.
W	Voice participation.			We put from C + connect the voice. Tactile control.
3b	Greater tension in the middle part and tip of the tongue.			Similarly, by voicing SH or from Z + I.
C	Lips slightly in a smile. The lower and upper incisors are visible, the teeth are brought together, the tip of the tongue is wide, behind the lower incisors, the lateral edges of the tongue are raised and tightly closed with the upper lateral teeth. The air stream is strong, jerky, cold.		Interdental Skip Replacement with Components (T or C)	1. We put from the vehicle. Automation in reverse syllables ATS, OTS. 2. "Reel"
Sigmatism of hissing	W	Lips are rounded. The teeth are open. The incisors are exposed. The tip of the tongue is raised. The lateral edges fit snugly to the upper molars. The back of the tongue is wide, takes the form of a "cup". At the end of the tongue there is a wide warm air jet. The soft palate is raised, the vocal folds are open.	1. spatula 2. lick your lip 3. delicious jam 4. trick 5. cup 6. horse - fungus - accordion 7. swing	Similar to whistling sigmatism	1. from the sound C - raise the tongue and squeeze the cheeks. 2. from "Cup". 3. from T - with blowing. 4. from R - whispers a sound, with a spatula we muffle the vibration. 5. Probe No. 3.5.
AND	Similar to Sh with the inclusion of voice. There is a slight vibration of the tongue.			Staging F - from W by voicing. Tactile-vibration control
SCH	The lips are rounded, the tip of the tongue is raised to the tubercles behind the upper teeth. The lateral edges of the tongue are tightly pressed against the upper molars. The back of the tongue is raised. The language is tense. The vocal folds are not working (open).			1. by imitation 2. from the sound Ш we stretch the corners of the mouth. 3. from the sound СЬ - raise up AS (in reverse syllables).
H	Affricate. Consists of T and Shch. Strong jerky air jet. Lips are rounded. The tip of the tongue touches the palate (behind the tubercles). The lateral edges are tightly pressed against the upper molars. The back of the tongue is raised. Under the pressure of the exhaled air, the tip of the tongue comes off the palate. The throat does not tremble.			1. Pronounce T + W together, speeding up the pace. 2. from BE in the upper position (in reverse syllables BE)
Lambdacism	L	Lips in a neutral position, teeth open, incisors exposed. The tip of the tongue is raised. The middle part of the back of the tongue is lowered, the back and the root are raised. The side edges are omitted. The air stream goes into the cheeks, the vocal folds are closed. The tongue takes the form of a "saddle".	1. Working out the sound T - we strengthen the tip of the tongue. 2. Horse - fungus - accordion. 3. The steamer is buzzing. 4. Balalaika, Turkey. 5. Brush your teeth. 6. Delicious jam. 7. Punish a naughty tongue	Omissions Lip-labial pronunciation (B). Interdental (explicit or hidden). Nasal pronunciation. Paralambdacism (l, d, v, ng, d, y, r)	1. The steamer is buzzing or "Catch the tail" (interdental position). 2. Exerc. "Bell". 3. Exerc. "Turkey", "Chatterbox" (in the dental position). 4. Through closed teeth, we rest with our tongue, we buzz. We quickly open our mouth. 5. Probe #4
L	Lips in a smile, the tip of the tongue is raised slightly higher, rests against the alveoli, the middle and back parts of the tongue are raised and moved forward, which gives softening.			We differentiate L - L. Big doll - small (affectionate song - rough)
Rotacism	R	The lips are in a neutral position, the teeth are open, the incisors are exposed, the wide tip of the tongue and the front are raised. The lateral edges fit snugly to the upper molars. A strong air jet is directed to the tip of the tongue, while the tip of the tongue vibrates. The soft palate is raised, the vocal folds are closed and vibrate.	1. Shoulder. 2. Delicious jam 3. Cup 4. Horse 5. Fungus - accordion. 6. Brush your teeth. 7. Tap on the alveoli. 8. Painter.	Sound skip. Interdental pronunciation. Lateral pronunciation. Throat rotacism (velar, uvular). Single-hit (protorny). Kuchernoe.	1. From D (J) - shoot. 2. From remote sensing. 3. From Z (DZE) - in the upper position. We call a protorny sound. 4. We start the motor - mechanically (D, G) 5. "Fungus" 6. "Chatterbox" 7. Probe No. 1, 6
Pb				R + I
Cappacism	TO	The tip of the tongue is pulled back, lowered down. The back of the lateral edges of the tongue fits snugly against the upper molars. The back of the back of the tongue is raised, forming a bow on the border of the hard and soft palate, the vocal folds are open.		Defective pronunciation - with the help of vocal folds. Thetism	1. From T - mechanically. 2. Cough. 3. From silent articulation, like snoring. On the inhale "KA".
KY				K + I
Gammacism	G	The same goes for turning on the voice.		Dialect. Paragammacism (Tetism)	1. From D - mechanically.
Gb				G+I
chitism	X	The tip of the tongue moves slightly away from the lower teeth. The back of the tongue is in the form of a "slide", curved. The throat does not tremble.		Pass, replacement (P)	1. From C - move deep into the mouth. 2. By imitation - we warm the handles. 3. By imitation - from laughter after exhalation.
xx
Yotacism	Y	Lips in a smile. The teeth are visible. The tip of the tongue is pressed against the lower teeth, the back of the tongue is curved in a steep hill. The vocal folds work.		No Sound Replacement (L)	1. We pronounce instead of Y - I. Then briefly. 2. AIA combination. Slowly, then, on a signal, accelerating the pace, in one breath AIAIAI.
Voicing defect	Replacing all voiced sounds with voiceless sounds	Dysarthria, alaliki, in children with hearing impairment.			We first put fricative sounds from Sh - Zh. Then explosive: b (vibration of the lower lip). We also fix in syllables. From B _ D (interdental, remove lips). From D - G.
softening defect	There are no soft sounds. Replacing with solid or mixing them.	Alaliki, hearing-impaired children.	Fortifying ex. + Develop phonemic awareness!		1. By imitation. 2. Differentiation of hard - soft. We combine with iotized vowels: i-e-e-yu.

Technology for overcoming wheezing disorders in children preschool age.

Speech therapy work to overcome violations of sound pronunciation is carried out in a certain sequence, in stages. Parents should also imagine its general course, since their active and conscious participation in the speech therapy process significantly reduces the time of work and increases it. overall efficiency. The entire content of speech therapy work on the correction of sound pronunciation disorders can conditionally be divided into four main stages, each of which has a very specific goal.

Let's consider each of these stages separately.

The first stage, preparatory, is its main goals: preparing the articulation apparatus for the formation of articulation patterns, in a young child - educating the need for speech communication, developing and clarifying a passive vocabulary, correcting breathing and voice.

An important task at this stage is the development of sensory functions, especially auditory perception and sound analysis, as well as rhythm analysis and reproduction.

Methods and techniques of work are differentiated depending on the level of development of speech. In the absence of speech means of communication, the child stimulates initial vocal reactions and causes onomatopoeia, which is given the character of communicative significance.

The second stage is the formation of primary communicative pronunciation skills. Its main goal: the development of speech communication and sound analysis. Work is underway to correct articulation disorders: in case of spasticity - relaxation of the muscles of the articulatory apparatus, development of control over the position of the mouth, development of articulatory movements, voice development, correction speech breathing, development of sensations of articulatory movements and articulatory praxis.

Speech therapy work to overcome violations of sound pronunciation is carried out in a certain sequence. Parents should also imagine its general course, since their active and conscious participation in the speech therapy process significantly reduces the time of work and increases its overall efficiency.

Sound staging (the term is somewhat "mechanistic" and does not fully correspond to the essence of the matter) is understood as the very process of teaching the child the correct pronunciation of this sound. The child is taught to give his articulatory organs the position that is characteristic of the normal articulation of sound, which will ensure the correctness of its sound.

The sound is "put" again in the event of its complete absence in speech or replacement by another sound, as well as in the presence of such a defect in pronunciation that cannot be partially "corrected" and brought to the norm. Sometimes they are limited to the so-called sound correction, which consists in clarifying only individual elements of its articulation, which is generally close to normal. So, for example, with interdental pronunciation of C, in order to achieve normal articulation, you only need to teach the child to hold the tip of the tongue at the lower incisors, remove it by the teeth (another thing is that this may require preliminary articulatory exercises or bite normalization).

In many cases, the production of sound cannot be started immediately, because the child cannot give his tongue the necessary position.

Under these circumstances, preparatory work is necessary. It consists mainly in the so-called articulatory gymnastics, the main goal of which is to develop sufficient mobility of the lips and tongue. Usually, such training should be carried out with motor functional and mechanical dyslalia, and in particular with dysarthria, which is characterized by paresis of the articulatory muscles.

With a polymorphic violation of sound pronunciation, general articulatory gymnastics is performed, which includes all the main movements of the articulatory muscles. The “commonality” of the exercises is dictated by the fact that in these cases sounds from different articulatory groups are disturbed and therefore each movement is “useful” if not for one, then for some other sounds. In addition, in itself, the polymorphism of the violation of sound pronunciation in most cases indicates an unfavorable state of speech motor skills, and hence the need for its serious “training”.

With monomorphic disorders of sound pronunciation, the choice of articulatory exercises is determined by two main conditions. First, it depends on the characteristics of the normal articulation of the newly raised sound.

The help of parents during the preparatory period plays a very important role. It should consist in the systematic implementation with the child of all the articulatory exercises offered by the speech therapist, as well as exercises in the auditory differentiation of sounds.

After carrying out the necessary preparatory work, they proceed directly to setting the sound. It can be produced by imitation, with mechanical assistance and in a mixed way.

As soon as it is possible to achieve the correct sounding of an isolated sound, one must immediately proceed to the next stage of sound pronunciation correction - to the stage of automation, that is, to teaching the child the correct pronunciation of sound in coherent speech. We should not linger on its isolated pronunciation for a long time, since our speech is a stream of continuous changes, and the movements of the lips and tongue when pronouncing consonants are not standard, but depend on which complex of movements (that is, in what sound combinations) they are carried out. This determines the importance of the soonest possible inclusion of the newly educated sound into the most typical sound combinations for it. However, one cannot go to the other extreme here: it is premature to proceed to the automation stage, that is, until the correct isolated sound is obtained. Exceptions in this regard are sometimes allowed only in cases of mechanical dyslalia and pronounced dysarthria. In general, at the stage of automation, in contrast to the stage of sound production, for any causation of defects in sound pronunciation and any nature of their external manifestation, work is carried out in approximately the same way and in the same sequence: the pronunciation of syllables, words, specially selected phrases, texts with newly cultivated sound. This similarity of approach is explained by the fact that here in all cases the child already has the correct sound, no matter how different ways and no matter how different the time it is received.

The need to single out a special stage of automation is connected with the fact that even after mastering the normal articulation of a sound, the child, by virtue of an established habit, continues to pronounce it incorrectly in speech.

The stage of sound automation can be considered complete only when the child has mastered the skill of correctly pronouncing the “new” sound in ordinary colloquial speech. At this point, the reader has to pay special attention, since many children who have already mastered the correct pronunciation of a sound do not use it in their independent speech. Most often this occurs with the premature termination of speech therapy classes, which happens mainly due to the fault of the parents. It is for this reason that speech therapists are often turned to by adults who, from childhood, have been able to correctly pronounce this or that sound, but have not learned how to use it in their speech.

The help of a speech therapist from parents at this stage is simply irreplaceable. First, it should consist in systematically listening to all the syllables, words and phrases pronounced by the child with automated sound in order to control the correctness of its sound. In the future, exactly the same constant monitoring of the entire speech of the child in ordinary life situations: An incorrectly pronounced sound must be corrected each time. This is what will ensure complete automation of sound, and this will be done in the shortest possible time, which will save parents from the need to “take a long time” for a child to a speech therapist.

In cases of distorted sounding of the sound (and not its replacement), the automation stage usually ends with the work on correcting the sound pronunciation.

The main task of the stage of differentiation of sounds is to instill in the child a strong skill in the appropriate use of the newly raised sound in speech; without mixing it with acoustically or articulatory close sounds. This is achieved through special exercises. The work of distinguishing the mixed sounds by the child, in fact, begins already in the preparatory period and during the setting of the sound. Even then, his attention is drawn to the different positions of the lips and tongue and to the jet of speech exhalation, which is different in nature, when articulating the sounds he mixes.

The transition to a special stage of sound differentiation can be started only when both mixed sounds can be correctly pronounced in any sound combination, that is, when the ability to correctly pronounce the “new” sound is already sufficiently automated.

As in the previous stage, the complexity of speech material here also increases gradually. First, the sounds mixed by the child are differentiated in a wide variety of types of syllables (SA-SHA, AS-ASH, STO-SHTO, etc.), which should be pronounced by him without any sound substitutions, then - in words (SANKI-SHAPKA, BOWL-BEAR ), sentences (such as the well-known SASHA WALKING ON THE HIGHWAY AND SUCKED DRYING) and connected texts that include both mixed sounds.

A necessary prerequisite, both for preventing and for overcoming letter substitutions in writing, is the development in a child of the ability to accurately determine the presence of a “new” sound in a word, find its specific place in it and distinguish it from those in the same (or some other ) word sounds similar to it. In other words, it is necessary to educate the child's ability for phonemic analysis of words that include in their composition the sounds they mix. Such work begins already at the automation stage, but there it is aimed at “search” for only one newly staged sound.

When it comes to children of preschool age, they are, first of all, trained in the simplest types of such analysis - in isolating a sound against the background of a word and in determining the place of a sound in a word according to the principle: "beginning of a word, middle, end." However, one must be completely sure that the child understands well the meaning of each of these three words.

Children of 6 years of age can be offered tasks to highlight the sound of interest from the beginning and end of the word. In progress special education can practice more complex types sound analysis of words associated with a more accurate determination of the place of sound in a word. All the above exercises teach the child to be attentive to the sound composition of words and at the same time strengthen his skill in auditory differentiation of sounds.

The role of parents at the stage of differentiation of sounds is no less important than at the stage of automation, and it consists, firstly, in the systematic monitoring of the correctness of the child's speech therapy tasks, including written ones, and, secondly, in the constant monitoring of his speech in ordinary life. situations - until the complete disappearance of sound substitutions in it.

This is the general sequence of speech therapy work in the correction of defects in sound pronunciation in children. Compliance with just such a sequence in the work is mandatory, since any violation of it negatively affects the overall result and delays the timing of the work itself. So, for example, it is useless to try to immediately put a sound on a child if the state of his articulatory motor skills does not yet allow this. Or you can’t start automating a sound with a child who hasn’t learned how to pronounce it correctly, etc. In many cases, even before contacting a speech therapist, parents exercise their children in reading and memorizing poems for a certain sound in order to “correct” it, which ultimately leads to an even greater strengthening of the incorrect articulation of the sound.

Distortions in the pronunciation of whistling sounds are called sigmatisms.

We list the main approaches to overcoming the violation of whistling sounds:

While working to overcome labio-dental sigmatism, it is important to develop the ability to compare and distinguish between the sounds [s] and [f] in oral and written speech. To give the organs of speech the desired articulatory position, sets of exercises are used for the lips (the ability to hold the lips in a wide smile is practiced, opening the upper and lower incisors, as well as moving the lower lip up and down) and for the tongue (here it is important to learn how to hold the wide tip of the tongue behind the lower teeth ).

With labial-tooth sigmatism, it is necessary to remove the labial articulation. This is achieved by demonstrating the correct posture of the lips when articulating this sound, or with mechanical assistance (with a spatula or finger, the lower lip is removed from the teeth). In other cases, the child is asked to smile, pull back a few corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce a whistling noise typical of s. You can use mechanical assistance. The child pronounces the syllable ta repeatedly, the speech therapist inserts probe No. 2 between the alveoli and the tip (as well as the front of the back of the tongue) and slightly presses it down. A round gap is formed, passing through which the exhaled air stream produces a whistling noise. By controlling the probe, the speech therapist can change the size of the gap until the desired acoustic effect is obtained.

With interdental sigmatism, you can use the above technique. To avoid associations with a disturbed whistling sound, you need to pronounce the syllable sa with clenched teeth at the beginning of its pronunciation or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel[a]. Particular attention is paid to visual and auditory control.

The work to eliminate this type of violation is based on performing exercises to strengthen the muscles of the tip of the tongue, developing a directed air stream. In addition, the articulation of the sound [and] is practiced, in which the position of the tongue is close to the normal articulation of the sound [s].

The setting of the correct sound [c] is carried out from the reference sound [and], after which the pronunciation of the set sound is automated first in syllables, then in words, sentences and connected texts.

In case of nasal sigmatism, at the preparatory stage of corrective work, attention should be paid to the formation of a correct speech exhalation, the ability to keep the lips in a smile with the front teeth exposed, and the tongue wide and flat in positions on the lower lip and behind the lower teeth.

The reference sounds for the production are the sounds [i] and [f]. Stretching his lips in a smile (sound [and]) and holding a wide tongue between his teeth, the child pronounces the sound [f], directing an air stream in the middle of the tongue. Gradually, the tip of the tongue is removed behind the lower incisors - a sound [c] is heard.

When the sound is set, it is necessary to automate the sound in speech to consolidate its correct pronunciation.

Replacing the sound [c] with the sound [t] in speech therapy is called dental parasigmatism.

The cause of this disorder, in addition to hearing loss, may also be a malocclusion.

At the moment of pronouncing the sound, the speech organs occupy a position characteristic of the sound [t]: the tip of the tongue is raised up and rests against the upper front teeth, a groove in the middle of the tongue is not formed; the air stream coming out of the mouth is intermittent, jerky.

In the process of setting the correct sound [s], work is necessarily carried out to develop phonemic perception, during which the ability to compare and distinguish between the sounds [s] and [t] in speech and writing is developed. In addition, with the help of special exercises, it is necessary to develop a long continuous air stream running in the middle of the tongue, as well as the ability to keep the tongue wide, flattened and move it from the position “behind the upper teeth” to the position “behind the lower teeth”.

The reference sounds for [c] in this case are the sounds [i] and [f].

Hissing parasigmatism is called the replacement of the sound [s] with the sound [w ’] (“u”). Such a violation can occur with progeny (bite defect, in which the lower incisors protrude forward), and also, as already mentioned, due to a violation of phonemic perception or a decrease in physical hearing. At the moment of pronouncing the sound, the lips are slightly pulled forward and rounded, the wide tongue rests on the lower gums. The groove in the middle of the tongue is not formed, as a result of which the exhaled air leaves the mouth in a scattered stream, warm to the touch.

During the preparatory stage of work on the correct pronunciation of sound, the child learns to distinguish between the sounds [c] and [w] in speech and writing, and also, using a set of exercises, to hold a wide tongue behind the lower teeth and form a narrow directed air stream going in the middle language.

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises, can rise to close contact with the lateral teeth.

To eliminate this type of violation, it is necessary to perform exercises aimed at spreading the tongue, the ability to keep it wide, strengthening the lateral edges of the tongue; the development of an air stream going in the middle of the tongue. It is important to ensure that both halves of the tongue work evenly. It is also useful to work out the articulation of the sounds [i] and [f] (with [f] there is a strong air stream directed in the middle of the tongue). To eliminate lateral pronunciation at the initial stage of work, it is recommended to develop an interdental pronunciation of the sound [s] - the tip and lateral edges of the tongue are fixed between the teeth - this contributes to the development of the correct symmetrical posture of the tongue. In this position, you can start the automation of the sound. In the future, when the tongue stops deviating, it is gradually transferred to a serrated position, characteristic of the correct articulation of sound.

To obtain a clear pronunciation, a two-stage method of staging this sound is used: an interdental pronunciation is called to get rid of the squelching noise, and then the tongue is transferred to the tooth position.

The sound [ц] is set from the sound then with the tip of the tongue lowered to the lower incisors and the front of the back of the tongue pressed against the upper incisors. The child is asked to pronounce the sound [that] with a strong exhalation. At the same time, as it were, they consistently pronounce [then] and [s]. The whistling sound element turns out to be extended. To get a continuous sound with a short whistling element, the child is asked to pronounce the reverse syllable with the vowel a. When pronouncing, it is as if a combination of ats is heard. Then you need to bring the front of the back of the tongue closer to the teeth (until it touches simultaneously with the upper and lower incisors) and again pronounce the combination of ats with a strong exhalation at the moment of transition from a to ts. In cases where it is difficult for a child to keep the tip of the tongue at the lower incisors, mechanical assistance is used. With a spatula or probe No. 2, the speech therapist holds the tip of the tongue at the lower incisors or places the probe between the front of the back of the tongue and the teeth and asks the child to pronounce the syllable ta with a strong exhalation. At the moment the child pronounces the explosive element of the syllable, the speech therapist slightly presses the tongue. A fricative noise is heard, joining the explosive noise without interval, as a result, a continuous sound [ts] is heard.

In cases where all whistling sounds are defective, the production usually begins with a deaf hard [s]. In the future, it becomes the base for staging other whistling, as well as hissing. In some cases, with disturbed fricative whistles, the sound [ts] in children is pronounced without distortion. In such situations, you can call the sound s from the sound [ts] The speech therapist asks the child to pronounce [ts] for an extended time, an extended s is heard: tsss. Then the speech therapist asks to pronounce this element without closing the tongue with the teeth. A condition that facilitates articulation is the position of q at the beginning of an open syllable, for example, tsa.

Lessons can be given in the form of individual and subgroup lessons.

The main goal of subgroup classes is the initial consolidation of the sounds set by the speech therapist in various phonetic conditions. They are organized for 3-4 children with the same type of violation of the sound side of speech.

Individual work includes: the development of differentiated movements of the organs of the articulatory apparatus and the production of sounds that are absent in the child by methods generally accepted in speech therapy. The sequence in which these sounds appear in speech depends on which particular sounds are defectively pronounced by the child. So, in a group of whistlers, sounds are placed in the following sequence [s] - [s '], [s] - [s '], [ts].

Thus, speech therapy work to overcome violations of sound pronunciation is carried out in a certain sequence and consists of four stages: preparatory, the formation of primary communicative pronunciation skills, automation and differentiation. At the same time, active and conscious participation of parents in the speech therapy process is necessary, which significantly reduces the time of work and increases its overall efficiency.

Without special corrective influence, the child will not learn to distinguish and recognize sounds by ear, analyze the sound-letter composition of words, which will lead to persistent errors in mastering written speech. Children with impaired pronunciation of whistling speech sounds need timely elimination of pronunciation deficiencies, i.e. in the formation of the ability to correctly and clearly pronounce sounds both in isolation and in words, phrases and coherent speech, to distinguish them by ear from the speech of others and from one's own. Conscious assimilation of the acoustic-articulatory image of a sound contributes to the formation of a phonemic idea of ​​it and is a necessary condition for overcoming phonemic underdevelopment.

Normal articulation of whistling sounds

Normal articulation of sounds s, s", z, z". The lips are stretched as if in a smile, in the position of a grin, the teeth are at a distance of 1-1.5 mm, the tongue is wide, the tip of the tongue is lowered down and located at the base of the lower incisors, the back of the tongue is curved, a groove is formed in the middle of it. The passage of a stream of air through the groove causes a specific sharp noise, similar to a whistle. The lateral edges of the tongue are raised and adjacent to the inner side of the upper teeth. The soft palate is raised and closes the passage to the nasal cavity. Vocal folds when pronouncing a sound With open, when pronouncing a sound h closed and vibrating. When pronouncing palatalized s", z" the anterior part of the back of the tongue becomes more arched, the longitudinal groove in the form of a groove is destroyed, the middle part of the back of the tongue rises more than when pronouncing siz.

Normal sound articulation c. Lips, teeth, palatal veil, vocal folds when pronouncing a sound c are in the same position as when pronouncing a sound With. In the articulation of sound c two stages stand out. Stage I: the tip of the tongue is lowered down, rests against the lower incisors, the back of the tongue is steeply curved and forms a bow with its front part at the necks of the upper incisors. Stage II: the front part of the back of the tongue after the explosion moves away from the necks of the upper incisors, forming a gap, in the middle of the tongue - a groove.

Types of violations of the pronunciation of whistling sounds

In speech therapy literature, the following main types of sigmatism are distinguished, which are also noted in mentally retarded children:

1. Labio-tooth sigmatism. With this type of sigmatism, the lower lip approaches the upper incisors, pronounced

sound close to sound f. A predisposing factor in the occurrence of labio-tooth sigmatism is prognathia.

Interdental sigmatism. The tip of the tongue is pushed between the teeth. The following factors predispose to the appearance of this type of sigmatism: anterior open bite, change of teeth, absence of incisors during the period of whistling sounds, flaccid tip of the tongue with erased dysarthria, adenoid growths when the child is forced to breathe through the mouth, etc.

Tooth sigmatism. With this type of sigmatism, the tip of the tongue is at the level of the gap between the incisors. Pronunciation produces a dull noise rather than a whistle.

Hissing sigmatism. With this deficiency, the tip of the tongue is pulled deep into the oral cavity, the back of the tongue is highly raised, bulged, the groove is not formed. Instead of a whistle, there is a hiss.

Lateral sigma. Two-sided and one-sided lateral sigmatism is distinguished. With bilateral sigmatism, the lateral edges of the tongue do not touch the molars. Slits are formed on the side through which the exhaled air passes. With unilateral lateral sigmatism, a gap is formed on one side, the tongue deviates to the right or left. Predisposing factors may be anomalies of the dentoalveolar system (lateral open bite, the presence of too long and narrow tongue), paresis, muscle weakness of the right or left sides of the tongue.

Nasal sigmatism. With this type of sigmatism, the sound acquires a nasal connotation. Nasal sigmatism is caused by loose closure of the soft palate with the posterior wall of the pharynx, paresis of the muscles of the soft palate and posterior pharyngeal wall, cleft of the hard and soft palate.

Parasigmatisms appear most often in the following substitutions: c - s, c - t, s - t, s - f, s - s", s - d, s - c, s - s",ss.

Whistling sigmatism correction

At the stage of sound production, work is carried out on the formation of phonemic perception, phonemic analysis and the development of speech motor skills.

Articulatory gymnastics includes the following exercises:

for lips: smile, tube, smile-tube; lower the lower lip, raise it; raise the upper lip, lower it;

for the language: make the language wide; wide - narrow tongue; Lick the upper and lower lip with a wide tip of the tongue; raise the wide tip of the tongue to the upper lip, lower it to the lower lip; raise the wide tip of the tongue to the upper teeth, lower it to the lower teeth; a wide tip of the tongue - for the upper teeth, the same - for the lower teeth; blow on a protruding wide tongue so that air goes in the middle of the tongue; blow into the opening of the bubble, make a "boat" outside the oral cavity, make a "boat" inside the oral cavity.

With the development of phonemic analysis at this stage, the following tasks are offered:

Raise your hand, flag, if this sound is heard in the word.

Select pictures whose title contains the given sound.

Determine the place of this sound in the word (beginning, middle, end, what number of sound in the word, after which sound, before which sound this sound is heard).

Mark the place of the sound on the graphic diagram of the word, on the sound ruler.

Articulation of sounds С, С", З, З", Ц.

before considering the shortcomings of the pronunciation of the whistling sounds C, C", Z, Z", C, you need to know their correct articulation.

Articulation of sound C:

Lips- not tense, stretched, as if smiling.

Teeth

Language- the tip of the tongue is wide, located behind the lower teeth, at the lower alveoli; the front part of the back of the tongue is wide, it rises to the upper gums and forms a line with them in the form of a groove; the middle part of the back of the tongue forms a longitudinal groove in the middle, the back of the back of the tongue is slightly raised, the lateral edges of the tongue fit snugly against the inside of the upper and partly lower lateral teeth, closing the passage of air to the jet on the sides.

Soft sky- raised, closing the passage of the air stream into the oral cavity.

sound- whistle-like noise.

Articulation of the C sound:

Lips- stretched into a "smile" more than when pronouncing a sound WITH, and tense.

Teeth- brought together by 1-1.5 mm, the upper and lower incisors are exposed.

Language- the tip of the tongue behind the lower incisors, rests more against the incisors; the mid-anterior part of the back of the tongue is more arched and slightly moved forward than when pronouncing a sound WITH, as a result of which the cavity between the tongue and the incisors is significantly reduced (narrowed); the lateral edges of the tongue are wider than when pronouncing a sound WITH and more directionally touch the sky, forming a narrower passage for air.

Soft sky

sound- sounds soft, muffled; the noise is higher than when pronouncing a solid WITH.

Sound articulation Z:

Lips

Teeth- brought together by 1-1.5 mm, the upper and lower incisors are exposed.

Language- the tip of the tongue is wide, located behind the lower teeth, at the lower alveoli; the front and middle part of the back of the tongue rises slightly higher to the upper gums than when pronouncing a sound WITH, but the tension of the tongue is somewhat weaker and in the form of a longitudinal groove between the back of the tongue and the alveoli narrower than with deaf WITH And WITH"; the back of the back of the tongue is raised, the lateral edges of the tongue fit snugly against the inside of the upper and partly lower lateral teeth, blocking the passage of the air stream on the sides.

Soft sky- raised, closing the passage of the air stream into the nasal cavity.

air jet- narrow, cold, but weaker and less tense than when pronouncing a sound WITH.

Articulation of sound З ":

Lips- not tense, stretched, as with a slight smile, then take the position of the vowel following it.

Teeth- brought together by 1-1.5 mm, the upper and lower incisors are exposed.

Language- the tip of the tongue is wide, located behind the lower teeth, at the lower alveoli, vibrates; the mid-anterior part of the back of the tongue is more arched and slightly moved forward towards the upper gums than when pronouncing a sound Z, the gap in the form of a longitudinal groove between the back of the tongue and the alveoli is narrower than when pronouncing deaf WITH And WITH"; the back of the back of the tongue is raised, the lateral edges are wider and denser than when pronouncing a sound W adjacent to the inner side of the upper and partly lower lateral teeth (closing the passage of the air stream on the sides), tense, touching the sky, forming a narrower passage of air.

Soft sky- raised, pressed against the back wall of the pharynx and closes the passage of the air stream into the nasal cavity.

air jet- narrow, cold.

Sound articulation C:

Lips- when making a sound C in a neutral position.

Teeth- slightly open at a distance of 1-1.5 mm.

Language- the tip of the tongue is behind the lower teeth; the front of the back of the tongue at the first moment touches the upper gums and alveoli, forming a bow; then, under the pressure of the blown out air stream, the front part of the back of the tongue moves away from the upper alveoli and slightly goes down, touching only the upper gums and forming a gap in the form of a groove; the middle part of the back of the tongue at the moment of the bow is slightly hunched, then rises higher, forming a longitudinal groove in the middle; the back of the back of the tongue is slightly raised; the lateral edges of the tongue touch the upper molars.

Soft palate - raise, pressed against the back wall of the pharynx and closes the passage of the air stream into the nasal cavity.

air jet- moderate.

To understand the shortcomings of the pronunciation of whistling S, S", Z, Z", C sounds you need to know all kinds of sigmatism. (Sigmatisms include the absence and distortion of whistling sounds). If one phoneme is replaced by another phoneme, for example T (dog - tobacco or fobac), such violations are called parasigmatisms.

Types of sigmatism.

Consider the main types of sigmatism.

Interdental sigmatism. This type of sigmatism is most common in this group of disorders. characteristic of the sound WITH the whistle is missing. Instead, a lower and weaker noise is heard, due to the position of the tongue inserted between the teeth: the round gap is replaced by a flat one. The same disadvantage extends to the double voiced W and affricate C.

Lateral sigma. This type of sigmatism is characterized by the fact that the exhaled air stream does not pass along the midline of the tongue, but through the lateral gap, one-sided or two-sided, since the lateral edges of the tongue do not adjoin the molars. The tip of the tongue and the anterior part of the back form a bond with the incisors and alveoli. With this articulation, instead of WITH noise is heard. The same noise, only voiced by voice, is heard when pronouncing W. With lateral articulation can be pronounced and C. The defect also extends to the corresponding paired soft whistling sounds.

Labial - dental sigmatism. With it, in addition to the tongue, the lower lip is involved in the formation of the gap, which approaches the upper incisors (as in the formation of a sound F), so the acoustic effect when distorted WITH close to sound F. a similar defect is observed when pronouncing the rest of the whistlers.

Nasal sigmatism. With this type of sigmatism, a stream of air goes into the nose, which most often depends on the raised root language and sounds are replaced by snoring in the nose. The necessary movements of the jaw and the formation of a groove in the tongue are not formed or are not dense, only outlined.

Tooth sigmatism. This lack of pronunciation is distinguished by the fact that when pronouncing whistling sounds, the tip of the tongue rests against the edges of the upper and lower teeth, forming a shutter and interfering with the passage of air through the tooth gap, as a result of which there is no whistle characteristic of these sounds and instead of sounds S, Z sounds are heard T And D.

Hissing parasigmatism. With this type of sigmatism, the language takes on the articulation characteristic of W, or the articulation of a softened hissing sound, reminiscent of a shortened SCH.

Techniques for making whistling sounds.

The staging usually begins with a dull hard WITH. The main technique for setting the correct sound is interdental pronunciation. WITH and then W, which is the ability to visually control the correct position of the tongue and the correct closure of the jaws (the line of the groove of the tongue and the middle line between the upper and between the lower incisors must coincide, and the entire tongue must be flattened). In cases where a groove is not formed, it must be worked out. Preparatory articulation exercises can be used as follows: flattening the tongue, rolling it into a tube, and then blowing onto the tip of the tongue (blowing out a burning candle with the tongue sticking out, blowing cotton wool, a narrow paper strip from the tip of the tongue, etc.)

As the use of articulation of sounds close in pronunciation, you need to use the following techniques:

Staging whistling sounds from the sound F, which prepares a directed, sufficiently long, smooth air stream passing along the midline of the tongue. Protrusion of the tongue between the teeth and retraction of the lips with mechanical assistance, and then independently with mirror control during pronunciation F gives sound WITH.

Exercises in pronouncing a combination IE with tension, the desired shape of the tongue is prepared (its spreading and groove along the midline) and produces a concentrated air stream. Direct transition to sound WITH normal and good sounding it.

In cases malignant sigmatism it is enough to lower the tip of the tongue to the lower teeth with mechanical help and thus get a gap instead of a bow.

At labiodental sigmatism lip articulation must be removed. This can be achieved by demonstrating the correct posture of the lips when articulating this sound, or with mechanical assistance (with a spatula or finger, the lower lip is removed from the teeth). Preparatory articulation exercises can be used like: "tube".

At interdental sigmatism, to avoid associations with a disturbed whistling sound, you need to pronounce the syllable SA with clenched teeth at the beginning of his pronunciation. Possible when pronouncing a syllable SA somewhat lengthen the pronunciation of the consonant, and on the vowel A drop your jaw. Particular attention is paid to visual and auditory control.

When corrected lateral sigmatism First you need to teach the child to blow with the wide spread front edge of the tongue stuck between the lips. With this type of sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises, can rise to close contact with the lateral teeth. To obtain a clear pronunciation, one must apply a two-stage method of staging this sound: call an interdental pronunciation to get rid of the squelching noise, and then move the tongue into a tooth position.

When eliminating nasal sigmatism, it is also necessary to first work on the formation of the correct exhalation of the air stream through the middle of the oral cavity. Exercises should be carried out with the interlabial, and then the interdental position of the front of the tongue. Achieving a lisping pronunciation of sound WITH, you can give the child exercises for this sound in syllables. Thus, the skill of pronouncing a sound with a correct exhalation will be fixed - the child can feel the air stream at the tip of his tongue, thrust between his teeth. When the tongue is finally strengthened in this position, it is necessary to gradually move its tip beyond the lower incisors, and the temporary lisping pronunciation will be replaced by a correctly articulated one. WITH.

Sound C set from sound T with the tip of the tongue lowered to the lower incisors and pressed against the upper incisors of the anterior part of the back of the tongue. The child must make a sound T with a strong exhalation (at the same time, as if consistently pronounced T And WITH). The element of the whistling sound turns out to be drawn out. To get a fused sound with a short whistling element, you need to invite the child to pronounce the reverse syllable with a vowel A(when pronounced, it sounds like a combination ATS), then you need to bring the front of the back of the tongue closer to the teeth (until it touches simultaneously with the upper and lower incisors) and again pronounce the combination ATS with a strong exhalation at the moment of transition from A To TS. In cases where it is difficult for a child to keep the tip of the tongue at the lower incisors, mechanical assistance is used.

Thus, knowing the correct articulation of whistling sounds, their violations in pronunciation and staging techniques, one can correctly build corrective work.

Let's consider a specific case.

Passing practice in the children's polyclinic No. 5 in Ivanovo, a girl Katya was taken for correctional work. Was held speech examination. After the survey, collecting data from specialists and talking with parents, a record was made in speech card child.

SPEECH CARD

1. Surname, name of the child Katya Petrova

2. Age 5 years 7 months

3. Home address y. N. Neman, d. 83, building 2, apt. 54 _

4. Anamnesis: Child from the third pregnancy (birth - second). The mother is registered with a urologist. In the second half of pregnancy there was a threat of miscarriage. The birth went well. The disease of the first year of life is rubella measles (at 3 months), otitis media (at 10 months), acute respiratory infections (at 1 year 7m), SARS (at 10 months).

Started walking at 1 year 1 month. Babble appeared at 8-9 months, she uttered the first words at 10 months, phrases at 1 year 7 months.

5. The state of general and fine motor skills. There are no disorders in the development and condition of the musculoskeletal system and general motor skills. Mobility, coordination is satisfactory, but some basic movements according to the program of the age group are insufficiently mastered, fine motor skills hands are poorly developed: it is difficult to hatch, he is uncertain about using scissors, movements are inaccurate.

6. Hearing - no pathology.

7. Vision - no pathology.

8. General development of the child. The stock of knowledge and ideas about the surrounding reality within the age norm.

Memory: visual - out of 6 pictures remembers 4

auditory - out of 6 words remembers 4

associative - from 6 pictures -5

verbal-logical memory - the listened text remembers and retells quite fully and accurately.

Attention, performance. The concentration of attention is not bad, but the volumetric stability is insufficient (quickly distracted); working capacity is low: she takes up work with interest, but is not diligent enough, quickly gets tired.

Thinking:

Constructive activity - + (composes a pyramid, a cut picture, puzzles by the method of visual correlation)

forward and backward counting - + (within 10)

counting operations and simple tasks - + (within 10)

classification, generalization - + (sometimes with explanations)

causal relationships - + (arranges a series of plot pictures in a logical sequence).

10. The state of the articulatory apparatus.

The structure is normal (slight prognathism).

Articulatory motility - lip movements are slow; there is a lethargy of the tongue, there is no "groove", "calyx", "coil", "dipper"; the child has difficulty in switching the articulatory organs from one movement to another, in maintaining a given posture.

11. Features of sound pronunciation.

Whistling C , S", Z", C- interdental and

sizzling W W, H, W- interdental.

12. Phonemic hearing is normal. Highlights by ear a given sound from the sound range (n - t - k - x)

syllabary (pa - ta - ka - ha)

row of words ( port - cake - court - chorus)

Hearing similar sounds in:

pairs of sounds ( p - b), (s - h), (w - w)

pair of syllables ( pa - ba), (sa - for), (sha - zha)

pair of words ( kidney - dot), (juice - tsok), (ball - heat).

Plays:

sound range (b - p - b); syllable series ( ba-ba-pa)

row of words ( kidney - point - barrel), (som - com - house).

13. Sound analysis:

highlighting the first stressed vowel ( at weaving,O wax,A ist)-+

highlighting the last voiceless consonant ( suP , toT , ThatTo )-+

highlighting the first consonant ( d om,R from,P from)-+

14. Pronunciation of difficult words sound-syllabic structure- slightly violated (rhythmic contour, stress, number of syllables are preserved)

strawberries - + coman dirovka - "business trip"

frying pan - + verseT spelling - "poetry"

medicine - + ledO WithAnd pedist - "cyclist"

15. Vocabulary. Makes mistakes in interpretation lexical meanings words:

a cup - a mug, a key - a lock, a hat - a hat, a jacket - a sweater;

the ambiguity of words, abstract concepts - does not own.

Understands antonyms and synonyms.

Knows and names baby animals, common professions.

Generalizing (specific, generic) concepts (clothes, shoes, furniture, dishes) - owns.

16. Grammar. Makes up simple sentences according to the picture (with the given sound according to the reference words). Makes mistakes in coordinating quantitative nouns - " five apples". Understands the meaning of simple prepositions and uses them correctly in speech. Can form: adjectives from nouns stone (stone) nouns from adjectives - wooden house), nouns from verbs - glue (glue), nouns with a diminutive meaning - hand (pen).

17. Coherent speech. Logical, consistent, but not expressive, schematic.

18. Conclusion on the status speech development: Complex dyslalia.