The lack of pronunciation of all sibilants (Ш, Ж, Х, Ш) is called sigmatism, which is similar to the sigmatism of sibilants (S, 3, C). This is explained by the fact that hissing and whistling have a common method of formation, in which a directed stream of air passes through a gap, along a groove located along the middle of the tongue.
The types of sigmatism are the same as in whistling people.
Interdental-lateral sigmatism- the tip of the tongue falls between the front teeth, and one edge of the tongue (right or left) comes off the molars, causing the entire tongue to turn to one side.
Lateral sigmatism- both edges of the tongue (or one) are torn away from the molars, which creates a gap between the edge(s) of the tongue and the molars. Air rushes into the resulting gap, and the tip of the tongue rests on the palate, which produces an unpleasant squelching sound.
Labiodental sigmatism- lips protrude forward strongly. The upper incisors are pressed against the lower lip, forming a gap with it, where the air flow rushes. The tongue does not take part in the formation of sound; a sound close to F is heard.
Buccal sigmatism- the tongue lies passively at the bottom of the mouth. The air inflates both cheeks.
Softened sound Sh— as a rule, softened pronunciation of the sound Ш occurs when it is lower articulated or as a result of the position of the tip of the tongue being too close to the front teeth.
Nasal sigmatism (or partial nasality)— a defect occurs if, during the pronunciation of Ш, the soft palate drops and air enters the nasal cavity.
Replacing the sound Ш with other sounds(for example, C, T, etc., both correctly and incorrectly articulated) is called parasigmatism and refers to a specific defect.
SOUND PRODUCTION
If a child has correct articulation of the sound S or has mastered its pronunciation, producing the sound Ш is not difficult.
1. It is best to place the sound Ш from the sound S. To do this, invite students to pronounce S (long sound s-s) or the syllable SA and at the moment of pronouncing, lift its tip of the tongue with a spatula, probe or finger by the upper teeth, onto the alveoli. Instead of S or SA, Sh or ShA is heard. Focusing the child’s attention on the upper position of the tip of the tongue (make sure that he does not stick his tongue into the roof of his mouth!), invite him to listen to what happened: “I said SA, but what happened?”
2. It is easy to set the sound Ш from the sound Р by slowing down the vibration of the tip of the tongue with mechanical assistance (probe). You can stop the “rolling” of the sound R, for example, with the word “stop!”, suggest holding articulation and remember the place behind the upper incisors where the sound R was pronounced. At “this place”, behind the upper teeth, say “sa” and listen to what happened . The sound Ш can also be made from the whisper sound R.
3. In exceptional cases, you can make the lower sound Ш by moving the tip of the tongue back with a spatula at the moment of pronouncing the long sound S - s-s. The delivered sound is fixed in syllables, words and is automated in individual phrases, sentences and texts.
Normal installation of the organs of articulation when pronouncing the sound “SH”.
- The tip of the tongue in the shape of a “cup” is raised to the front of the palate (at the alveoli);
- The lateral edges of the tongue are adjacent to the upper molars;
- The muscles of the tongue are not too tense;
- The lips are rounded and pushed forward in the shape of a “horn”;
- There is a small gap between the teeth;
- The air is exhaled evenly in the middle of the tongue;
- A warm stream of air is felt on the palm brought to the mouth.
- The voice motor is not working.
Preparatory exercises for the sound "Ш".
Lip exercises . Close your teeth. Round your lips and extend them forward, as when pronouncing the sound “O”. The corners of the lips should not touch. Lips do not cover teeth. Relax your lips and repeat the exercise several times.
Note. The lips are too extended forward (as when pronouncing the sound “U”). In this case, the corners of the lips touch and, therefore, are involved in the work, whereas they should be motionless. In addition, an additional obstacle is created for the escaping air.
Exercise to develop exhalation . Round your lips and, inhaling, exhale the air evenly and forcefully. Control the exercise with the palm of your hand - a warm stream is felt. Ignore the position of the tongue. Through repeated exercises, achieve the required air force in the child.
Tongue exercise . Raise the tongue to the front of the roof of the mouth using a flat stick (the flat end of a teaspoon) placed under the tongue. Raise the tip of the tongue to the palate. Open your teeth to the width of one and a half fingers. Round your lips. Keep your tongue in the upper position for a while. Repeat the exercise many times.
Repeat the exercise without using a stick. In this case, the tongue should rise freely and be held against the palate.
Exercise . Pronouncing the long sound “SH”. Raise the tongue to the front of the roof of the mouth using a flat stick. Without removing the stick, close your teeth. Round and extend your lips forward, but the corners of your lips should not touch. Exhale air evenly and forcefully, controlling the stream with the palm of your hand. A long sound “Sh - Sh - Sh” is heard.
Tarasova Elena Gennadievna
Job title:
teacher speech therapist
Institution:
GOKU SKSH No. 3, Tulun, Irkutsk region
Speech therapy session
Annotation: The work offers a speech therapy lesson on automating the sound [Ш] in words and sentences based on games and exercises that promote the correction and development of mental processes in students with disabilities.
Class: 1
Speech conclusion: Systemic underdevelopment of speech of mild severity with a violation of sound pronunciation like dyslalia (hissing sigmatism) with mental retardation.
Subject: Sound and letter [Ш]
Target:
Automation of sound [Ш] based on games and exercises for the development of mental processes.
Tasks:
Strengthen clear pronunciation of the sound [Ш] in words and sentences.
Correct and develop voluntary attention through exercises in finding common and distinctive features of objects.
Cultivate positive motivation for exercise through playful forms of exercise.
Equipment: Cinderella doll, soft toys (cockerel, cat, mouse, frog, bear), poster "Miracle Tree", carriage, object pictures, diagrams "place of the sound [Ш] in a word", computer, Walt Disney cartoon "Cinderella", cards for development of visual perception, ball.
Progress of the lesson:
I. Org. moment
Guys, today the heroine of a fairy tale came to visit us (a doll appears in a torn dress, without shoes, beads, or crown), read her name
Cinderella
What is the fifth letter in her name?
II. Articulation analysis
(lips like a tube, teeth together, the tongue rises up, but does not press against the teeth, the air stream is warm)
III. Sound Characteristics
Describe the sound (consonant, hissing, hard, dull)
VI. Articulation gymnastics
| 1. "Proboscis Smile" “Smile” - Keeping your lips in a smile. The teeth are not visible. Smile people 2. "Spatula" The mouth is open, a wide, relaxed tongue rests on the lower lip. Show your tongue wide 3. "Cup" The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue is lowered, bending towards the bottom. In this position, hold your tongue from 1 to 5-10. Our tongue has grown wiser. 4. “Delicious jam” Open your mouth slightly and lick your upper lip with the wide front edge of your tongue (the tongue is wide, its side edges touch the corners of the mouth), moving the tongue from top to bottom, and not from side to side. Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger). Top sponge in jam 5. “Warm it - freeze your palm” |
| We pronounce the sound [C] for a long time (while the air stream is directed towards the palm) - the palm is frozen, and now let’s warm it up - we pronounce the sound [Ш] for a long time. |
V. Main part
Listen to the story of Cinderella (a cartoon fragment is included where the stepmother and sisters leave for the ball, and Cinderella runs away crying).
In her room, Cinderella cried for a long time, and then decided to ask for help.
Let's go with her and help Cinderella get ready for the ball. You will need to remember everyone she visited.
1. “Edible - not edible” (ball game)
Would you like to help her?
To do this, we need to correctly pronounce the sound [Ш], speak beautifully and quickly complete all tasks.
Guess the riddle and find out who Cinderella came to first
In the underground, in the closet
She lives in a hole.
Gray baby
Who is this? (mouse)
I will throw you a ball and name different objects, you catch it and repeat its name. If the named item can be eaten, you say “edible”; if not, you say “inedible”
Words: cone, ball, chocolate, scarf, screw, porridge, box, fur coat, kebab, cheesecake, potato, jug, pear, bun (After completion, Cinderella gets a new dress).
2. Exercise in classification
Guess the riddle and find out who Cinderella came to second
Mustachioed muzzle, striped coat
Eats milk. What is the name of? ...cat (a toy appears).
The cat offers you groups of pictures. Name the pictures (given to each child:
1. Tumbler, doll, balls, car, robot, plane, matryoshka.
2. Fur coat, shirt, skirt, dress, shorts, pants.
3.Horse, mouse, tiger, cat, giraffe, dog.)
How can these objects be called in one word? (Toys, clothes, animals)
Select only those items whose names contain the sound [Ш].
Determine the place of the sound [Ш] in words, select the desired scheme.
| | | |
(after completing the task, Cinderella gets shoes).
3. Exercise "Miracle tree"
Guess the riddle and find out who Cinderella came to third.
He is kind, big, shaggy.
You guys know him.
He sleeps in a den in winter under a tall pine tree.
He is neither an elephant nor a monkey.
This is a clubfooted... bear (a toy appears)
Bear is happy to help Cinderella, but to do this he needs to complete a task: pictures grew on a magic tree.
Name them in one word.
Look carefully, find the same ones and remove them.
In gratitude for completing the task, Mishka gives Cinderella a crown.
4. Dynamic pause
Before we set off on our further journey, let’s do the “Peas Grow” exercise (with musical accompaniment).
Now I will turn you into peas. We planted peas in the ground (we sit down). The sun shines and warms you, you begin to grow (we raise our hands up and begin to rise). We are growing! We are growing! We are growing! Grew up! (we rise on our tiptoes and stretch our arms up). Turn into children and return to your seats.
5. Exercise to develop attention “Look carefully”
Guess the riddle and find out who Cinderella came to fourth and for whom we grew the peas.
Rises at dawn
Sings in the yard
There is a comb on the head
Who is this? ... cockerel (a toy appears)
The Cockerel prepared a task for Cinderella:
Look carefully,
Think slowly
And you will definitely find it
Six things with the sound [Ш].
Now compare the boys: two pictures are presented that differ in several features. 
Look at the card and count how many scarves, hats and fur coats there are. 
How many children can we dress for a winter walk, so that each child has a hat, fur coat and scarf?
The Cockerel thanks you for completing the tasks correctly and gives Cinderella beads.
Phys. just a minute
While the Cockerel was carrying the gift, all the beads were mixed, let's help sort them by color (students sort the beads to the music).
6. Didactic game “Pick by shape”
Look at our Cinderella, is she ready for the ball?
We helped Cinderella get ready for the ball, but the palace is very far away. How can she get to him? Guess the riddle and find out who will help her:
In the clearing and forest edge
You will always find us everywhere
We are green frogs
Pop-eyed...frogs (a toy appears)
You will find out what the Frog gave to Cinderella if you put together the word by putting the numbers in the order they appear when counting.
Read the word CARRIAGE
The carriage is not simple, but magical. What geometric shapes do you see in its windows? You must find pictures that look like a triangle, a square and a rectangle. Among the pictures you have chosen, find those whose names contain the sound [Ш] and mark them in the boxes. Only after this the carriage will be able to move.
6. Exercise to develop long-term memory
While Cinderella goes to the ball, let's remember everyone who helped her get ready. Who was first, second, third, fourth, fifth? (as they are named, the toys are placed on the table).
VI. Bottom line
A fragment of a cartoon is played where Cinderella dances at the ball.
Guys, did you help Cinderella?
What did you do for this?
Summary of an individual speech therapy lesson on sound automation [Ш] for a child 5-6 years old
Ponomareva Tatyana Aleksandrovna, teacher-speech therapist, MDOU “Kindergarten No. 166 “Swallow”, SaratovSummary of an individual speech therapy lesson on sound automation [SH] “The Road for Masha”
Description of material: I offer you a summary of a lesson on sound automation [Ш] for children of senior preschool age (5-6 years old). This material will be useful to kindergarten speech therapists. This summary is for the stage of sound automation in syllables, words, sentences and poems. Form of delivery: individual lesson.Equipment: Masha doll, box, object pictures with sound [Ш], pictures with tasks, illustrations for poems.
Target: sound automation [Ш]
Tasks:
a) correctional: to develop clear and differentiated movements of the articulatory apparatus; learn to pronounce the sound [Ш] in isolation, in syllables, words, sentences, poems; clarify the acoustic and pronunciation image of the sound [Ш],
b) developmental: develop phonemic processes, memory, attention, motor skills; improve lexical and grammatical categories;
c) educational: to cultivate a desire to help a friend, a desire to speak beautifully and correctly, and to create positive motivation in class.
Progress of the lesson:
I. Organizational moment.
- On the way here, I met the doll Masha. She forgot the way home. Let's take her home to her mom? Okay, I just know which path we need to take. And to make it more fun, we will perform different tasks along the way.
II. Main part.
1. Articulation gymnastics.
- Let's teach Masha to do the following exercises:
“Fence/Tube” - 5 times.
“Delicious jam” - 5 times.
“Swing” - 10 times.
“Cup” - 10 seconds.
“Mushroom” - 5 seconds.
“Horse” - 5 times.
2. Repetition of sound articulation [Ш]
- Look, it’s crawling along the path and hissing! Let's hiss just like him. Now move your finger along the path and hiss. Now move your pencil and don’t forget to hiss like a snake.
- Tell Masha how we pronounce the sound [Ш]. What do our tongue, lips, and teeth do when pronouncing the sound [Ш]? (lips are rounded, teeth are closed with a small gap, the tongue looks like a “cup” and is raised by the tubercles behind the upper teeth).
3. Automation of sound in syllables.
- Look, there are footprints on this path. Let's read what it says there.
Shi-shu-sho
Sha-she-shu
Shu-sho-sha
What-what-what
Piece-piece-piece
Shka-shka-shku
School-school-school
Seams, seams, seams
Seam-stitch-stitch
4. Finger gymnastics.
"Little Frog"
Ring finger, middle finger,
I'll connect you with the big one.
I’ll bend the other two back,
I'll show you the little frog.
5. Automation of sound in words.
a) “Name the word and determine the place of the sound.”
- What is this box on the path? Look what's in it.
- Name the words and arrange the pictures accordingly: with the sound [Ш] at the beginning of the word, in the middle and at the end of the word. (Subject pictures: fur coat, chamomile, scarf, shirt, shower, wardrobe, cat, mouse, reeds, chess).
b) “Count.”
-Who is that sleeping in the clearing? (Cat). Who does a cat see in her dream? (Mice). Count how many mice the cat saw in her dream. (One mouse, two mice, three mice...)
6. Automation of sound in sentences.
- Match the action words with matching pictures. Make up and speak sentences. Let's find out what Masha did. (Masha ate a chocolate bar. Masha ate a pear. Masha ate a cherry. Masha washed a pear. Masha saw a school. Masha went up to the school. Masha was embroidering a pillow. Masha bought a chocolate bar. Masha was hemming her shorts. Masha was ironing her shorts.)
7. Automation of sound in poems.
The cockerel found the bag.
And there was a pot in the bag.
And there are peas in the pot
And a few crumbs.
Reeds rustled in the darkness.
The cat thought it was a mouse.
She ran into the reeds -
There is not a soul in the reeds.
III. Summarizing.
- But I see whose house is hidden behind the reeds. Here we are. Masha says thank you. You took her home and taught her to pronounce the sound [Ш]. How do we pronounce the sound [Ш]? Remember who we met along the way? Well done! Today you tried and pronounced the sound correctly and helped the doll Masha find her way home.
Children have various problems with many letters in the process of speech formation. One of the most common difficulties is setting the sh sound. Typically, children find it difficult to pronounce hissing sounds for the reason that they cannot relax the tongue and position it in the required shape, which is required by the correct articulation of the sound sh.
The main reason that a child cannot speak hissing sounds correctly is the way the parents communicate with the baby. Many adults deliberately copy the speech of a child, speaking to him in a childish way. Thus, the child hears the incorrect pronunciation and gets used to precisely this manner of producing the sound sh. That is why experts strongly recommend that parents speak to their children correctly.
In addition to the parental desire to imitate baby babble, some structural features of the articulatory apparatus play an important role in the production of the sound sh, which include the following points:
- tongue movement is limited due to the shortened hyoid ligament;
- articulation is affected by the size of the lips (too thin or full) and the size of the tongue (too big or small);
- dental anomalies;
- disruption of the auditory canal.
In most cases, a violation of the production of the sound w can be quite easily corrected at home with regular and careful work with the child. In some cases, children who have problems pronouncing hissing words will be helped by a speech therapist.
Articulation
The key to good pronunciation is the correct articulation of the sounds sh and zh. To teach a child to pronounce the letters sh and z correctly, it is necessary to study one method of articulation, since the speech apparatus works almost identically when pronouncing both letters.
So, in order to correctly pronounce the letter w, it is necessary to work with the articulatory apparatus as follows:
- the baby's lips should be slightly pushed forward in the shape of a tube;
- the tip of the tongue is raised to the palate so that a small gap remains between them;
- the lateral edges of the child’s tongue are pressed against the upper outer teeth, giving the tongue the shape of a cup;
- a stream of air easily passes through the unused vocal cords, creating the necessary sound.
In order to understand how to teach a child to say the letter z, it is necessary to resort to the articulation described above, while connecting the vibrations of the vocal cords.
Regular exercises for making sounds are very important. These exercises can be done with a speech therapist or at home.
Exercises
Experts have developed special speech therapy exercises for the sound zh and sh to help children learn to pronounce it correctly. This technique includes many different exercises. Below are the most effective and popular ones used by speech therapists.
Spatula
This exercise for making the sound sh is aimed at relaxing the tongue. You need to open your mouth and smile. In a relaxed smile, extend your tongue forward and place the tip in a relaxed position on your lower lip. The side walls of the front of the tongue gently touch the corners of the mouth.
It is important to maintain this position without tension for several seconds. This exercise is basic for such a problem as producing hissing sounds, including the letters zh and sh.
Pie
The “Pie” task must be used to strengthen the muscles of the tongue, as well as to develop mobility of the lateral walls of the tongue. As in the previous exercise, the mouth is open in a smile, the tongue lies on the lower lip. Without straining your lips, it is necessary to lift the side walls of the tongue so that a depression is formed along the central axis of the tongue.
You need to hold this position for 5 to 10 seconds.
Swing
“Swing” is used to make a child’s tongue more mobile. The initial position of the articulatory apparatus is as follows: an open and relaxed smile on the lips, the tongue lies wide and flat (do not allow it to become narrow).
Tongue movements are performed alternately:
- first, to produce the sound w, a wide and flat tongue is stretched towards the ceiling, after which it is directed towards the floor;
- then the tongue moves first to the upper lip, then to the lower;
- you need to put your tongue between your upper lip and upper teeth, and also do the same with your lower lip and teeth;
- then the tongue touches the upper and lower incisors;
- at the end you need to touch the wide tip of your tongue to the alveoli behind the lower row of teeth, and then behind the upper one.
The tongue moves through the teeth
This task is useful for making the sound w because it well develops the baby’s ability to control his tongue. To complete this task you need to open your mouth and relax your smiling lips. Use the wide tip of your tongue to touch the lower dentition from the side of the tongue, and then from the side of the lip.
Painter
This task for working on the letters zh and sh helps, first of all, to strengthen control over the production of the tongue. It also helps your baby get a feel for how to direct their tongue to the top of their mouth.
It is necessary to open your mouth slightly in a half-smile, relax your lips and fix the lower jaw in one position. Next, imagine that the tip of the tongue is a paint brush, and the sky is the ceiling that needs to be painted. In order to do this, you need to stroke the palate with your tongue from the larynx to the teeth and in the opposite direction, not allowing the tongue to go beyond the mouth.
The above exercises for producing the sounds w and z should be performed regularly. At the same time, parental control over exactly how the baby performs the exercise is very important - it is important to control the correct fixation of the jaw, the position of the lips and the movements of the tongue.
In order to speak the sound sh without problems, you need not only articulation, but also automation.
Automation
For the correct pronunciation of complex sounds, both staging and automation of sound are equally important. If the production of the sound w has already been carried out using speech therapy exercises, you can proceed to fixing the sound, that is, to automation.
Automation of the sound w is carried out by practicing the sound itself, syllables with this sound, and then words, sentences and texts. The production of hissing sounds receives particular benefit from working with pure sayings, rhymes, proverbs, etc.
- The letter w in syllables and words.
Naughty, Chess, Scarf; RUSH, CHOCOLATE, SHORTS, SILK, WHISPER, WALK; JOKE, NOISE, FUR COAT; Latitude, Bump, Sewing; SIX, SHELEST, SIX, etc.
- The letter z in syllables and words.
HEAT, PITY, TOAD; ZHOR, ZHongler, JOKEY; ACORN, YELLOW, Perch; Crane, Beetle, Horror; ANIMAL, LIFE, ANIMAL; IRON, WIFE, JAUNDICE, etc.
- Automation of the sound sh with reading phrases.
MASHA feeds the baby.
In summer it is good to walk down the street.
PASHA and DASHA gave porridge to the baby.
GLASHA wrote a poem about OUR BABY.
Our songs about a bowl of porridge are good.
Speak in a whisper: the haircuts are still sleeping near the swift.
I'm lying on the couch by the window.
Misha, give me a donut and tell me a fairy tale.
OUR NATASHA is more beautiful than all the girls.
- Nursery rhymes will also help you pronounce the sh sound correctly.
A miner walked out of the mine
With a wicker basket,
And in the basket there is a ball of wool.
Our Dasha's miner found a puppy.
Dasha dances and jumps on the spot:
“How good! I have a friend!
I'll bake him a pie
I’ll sit down to sew him a fur coat and a hat -
My black puppy will be happy."
Correct operation of the articulatory apparatus and careful consolidation of the studied sounds are the only correct methods for producing sound.
In order for a child to understand how to pronounce complex sounds correctly, it is necessary not only to perform special exercises, but also to monitor the correctness of his own speech.
If you regularly work with your child on making sounds, you will soon be able to forget about the problem of how to teach your child to say the letter w.
The science of speech defects, studying ways to eliminate them, as well as special exercises for the language - speech therapy. Not only children, but also adults turn to this science in order to pronounce sounds correctly and beautifully and to be successful in any business where they need to convince, inspire, and share information with other people. To correct speech defects, regular speech therapy exercises are used for children and adults.
Some parents face speech problems in their children
In our article you will find useful tips for yourself on acquiring the skills of correct articulation, as well as a lot of valuable techniques for correcting the pronunciation of sounds by your children.
In order to achieve high results in business and have the ability to persuade, it is necessary not only to speak impeccably, but also to express your thoughts clearly and legibly. Not everyone manages to master this science right away, so there are various practices to improve skills.
Speech therapy exercises for adults
Speech is unclear in adults, too, so ask your friends if you have any pronunciation problems. You can simply record a few phrases on a voice recorder and then listen carefully to your voice.
There are speech therapy exercises for adults, the main of which is memorizing and studying tongue twisters. If it is better for children to offer it in a playful way, then for adults it is enough to give them a task to practice the skill.
Problems with pronunciation in most cases are easily corrected after a course of regular lessons
So, everyone must follow the following rules during training:
- read the tongue twister 3-4 times;
- repeat it slowly, pronouncing it clearly and distinctly;
- when you can pronounce everything correctly, you can speed up the pace;
- it is important to pronounce all sounds efficiently, and not quickly;
- Short tongue twisters need to be spoken in one breath.
The same tasks are suitable for adults and children:
- clink your tongue, imitate a horse galloping;
- smile and try to reach the roof of your mouth with your tongue;
- imagine that you are licking honey from your lips without touching the corners of your lips;
- press your tongue between your teeth and move it up and down.
To make sure the tasks you perform are correct, use a mirror. To track your progress, read an excerpt from a story with an expression or a poem, paying attention to all punctuation marks.
Speech therapy exercises for children
All speech therapy exercises for children should be performed unnoticed by the baby, so that it is all a serene pastime in a playful way.
You can come up with funny names for each task, because the child loves associations, sometimes the most unexpected ones. So, the kids will like such songs as “Horse” and “Chickens”.
Having identified problematic sounds, you can select certain exercises to correct the problem.
Completing tasks contributes to the development of the baby’s articulatory apparatus, allows you to eliminate pronunciation defects and develop the necessary speech skills.
- “Gate”: you need to open your mouth wide to relax your lips, repeat 6 times.
- “Spatula”: you should place your tongue on your lower lip.
- “Vase”: place the tongue on the upper lip, repeat 5 times.
- “Ball”: inflate one or the other cheek, as if a ball is rolling in the mouth.
Your child’s pronunciation will be clear if for training you take words with a large number of consonants: plate, girlfriend, foreign tourist, karateka, bunch, bed, mug, jump. They need to be pronounced daily and trained to hear every sound.
Speech therapy exercises for hissing sounds
Children often fail to pronounce sibilants correctly for a long time; sometimes they need to practice until school. It’s good if the child’s environment speaks and can correct the child’s pronunciation. Let's consider which speech therapy exercises for hissing sounds are most relevant. They are suitable for both adults and children, if such problems exist.
Speech therapy exercises for the letter w
It is important to know what to do when articulating. So, first we round the lips and round them, the teeth do not close, the edges of the tongue are pressed against the teeth, and it itself forms a scoop. We exhale air with the addition of a voice when pronouncing the hissing sound.
Here are the basic speech therapy exercises for the letter w:
- “Accordion” to strengthen the muscles of the tongue in a vertical position: open your mouth, smile, and press your tongue to the roof of your mouth. Open and close your mouth 5 times.
- “Pie”: open your mouth and smile, curl your tongue, lifting the edges. Count to 15 and then repeat.
Classes to correct the pronunciation defect of the sound z
They can also be used when training the pronunciation of other sibilants.
Speech therapy exercises for the sound h
There are also speech therapy exercises for the sound h:
- “Mushroom” for stretching the hyoid frenulum: open the mouth, stretch the lips, and touch the palate with the tongue so that its edges are pressed tightly. Repeating, you need to open your mouth wider.
- “Trick”: stick out your tongue, smiling, lift the tip, blow the cotton wool off your nose. Repeat 5-6 times.
Such exercises help strengthen the muscles of the tongue and develop its mobility, which is useful when pronouncing hissing words.
Speech therapy exercises for the letter w
There are also speech therapy exercises for the letter w:
- “Cup”: place your tongue on your lower lip, then lift it and hold it for a few seconds. Repeat 8 times.
- “Football”: stretch out your lips with a straw and blow on cotton wool in the shape of a ball, trying to get into an improvised goal.
Lessons to correct problems with sound
These tasks should be completed during games every day so that the child’s articulatory apparatus develops and pronunciation improves.
Speech therapy exercises for consonants
Often, both adults and children have difficulty pronouncing certain consonants, so speech therapy exercises for consonant sounds are needed to correct speech.
Speech therapy exercises for the letter L
Let us now consider speech therapy exercises for the letter l:
- “Train whistle”: stick out your tongue and make a loud “ooh-ooh” sound.
- “Tongue song”: you need to bite your tongue and sing “lek-lek-lek.”
- “Painter”: you need to press your tongue with your teeth and move it up and down, as if you were painting a house.
Practicing movements for the correct pronunciation of the sound l
If the training is intended for children, then you can come up with a game in which you will need to complete these tasks.
Speech therapy exercises for the letter c
Let’s now look at speech therapy exercises starting with the letter c:
- show how a pump inflates a tire;
- depict how the wind blows;
- convey how a balloon deflates;
- show what you can hear if you blow into a bottle with a narrow neck.
In order to bring the child closer to understanding what they want from him, put a toothpick on his tongue and ask him to press it with his teeth, smile and blow out air.
Speech therapy exercises for the sound r
Let's find out speech therapy exercises for the sound r, which is the most problematic for all children:
- “Brushing your teeth”: you need to move the tongue along the inside of your teeth in different directions.
- “Musician”: with your mouth open, drum your tongue on the alveoli, saying “d-d-d”, reminiscent of a drum roll. You can check the correct execution by holding a piece of paper to your mouth. It should move with the air flow.
- “Dove”: you need to move your tongue back and forth along the upper lip, copying the bird “bl-bl-bl”.
Training for the correct pronunciation of the sound p
These training tasks will help to overcome the most difficult sound for children, as the articulatory apparatus will be more mobile. After this, you can begin to select words with the letter r.
Speech therapy exercises for the sound t
Sometimes simple sounds are difficult for people to pronounce correctly when it is difficult to understand the meaning of a word or even a statement. Such problems must be dealt with. And here are the most effective speech therapy exercises for the sound t:
- the tip of the tongue touches the upper teeth and pronounce “t-t-t”;
- imitating a knock-knock hammer or a tick-tick clock;
- we walk along the road with the baby, repeating “top-top-top”;
- learning the tongue twister “Dust flies across the field from the clatter of hooves.”
How to do exercises for correct pronunciation of the sound t
It will also be useful to repeat these exercises every day in order for the training to be effective. Watch what your baby listens to, as speech is formed depending on how we perceive sounds by ear. Make sure that all family members do not lisp or use words in a diminutive form in front of the baby.
Speech therapy exercises for stuttering
All speech therapy exercises for stuttering are aimed at developing fluency of speech. Try to relax your child before classes, use playful forms of work that are most appropriate for children.
Let's take a look at the most necessary tasks in such a situation:
- Read the poem to calm music without words, small at first, and over time complicate the task.
- Clap your hands for the vowel sounds that appear in the word.
- “Conductor”: chant a few words, syllables, vowel sounds, focusing on waving your arms and observing the rhythm.
- “Carousel”: you need to walk in a circle, repeating the phrase “We are a funny carousel oops-opa-opa-pa-pa.”
Remember that you must pay attention to speech breathing during classes. Start each session gradually and smoothly, and then you can speed up the pace if everything works out for you.
Problems with speech and articulation can be resolved over time and through daily training, willpower and motivation.
We wish you success!
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