What to do, if a child of 5-6 years old does not pronounce sizzling - W and F. About, how to teach a child to pronounce the letters Ш and Ж correctly, we read in one of the issues of “Family and School”:
The sounds “sh” and “zh” are complex in their articulation, so children master them relatively late and often pronounce them incorrectly or unclearly even by the end of preschool age. There are many options for incorrect pronunciation of these sounds: they are either omitted altogether, or pronounced unclearly, or replaced by others (most often “s” and “z”). Without dwelling on the reasons for these distortions, we will briefly talk about how to teach a child to pronounce “sh” and “zh” correctly.
How to teach a child to pronounce the sound Ш
The normal position of the speech organs when pronouncing “sh” is as follows: the mouth is open, the lips are slightly rounded and protruded, pushed forward (forming a “mouthpiece”). The teeth are somewhat closer together (the distance between them is 1-2 millimeters). The wide tip of the tongue is raised to the front of the palate, but does not touch it; in this case, a narrow gap is formed into which a strong exhaled stream of air is directed. The lateral edges of the tongue are raised, tightly pressed to the upper molars. The back of the tongue is lowered (the position of the tongue as a whole can be compared to a shovel, cup, ladle).
Unlike the voiceless “sh,” the vocal cords are involved when pronouncing the voiced “zh.” The exhaled stream and the tension of the tongue with this sound are weaker than with “sh”. The tip of the tongue trembles and vibrates a little under the influence of the air stream. Before starting classes, you need to check whether the baby’s phonemic hearing is sufficiently developed, that is, whether he can distinguish hissing sounds from other, similar sounds (it is the lack of this skill that often turns out to be the cause of various speech defects). To test and train phonemic awareness, it is useful to invite the child to come up with words with the sounds in question, select pictures whose names contain these sounds, and work out with the child the meaning of words that differ in one sound (for example: Mishka - bowl, Mashka - mask, roof - rat, eat - bite, etc.). Such exercises will prepare the correct pronunciation of sounds.
If the child’s tongue is not mobile enough or is sluggish, then specially selected preparatory exercises are necessary. Here are some of them:
- stick out a widely spread tongue with a curved tip and raised lateral edges,
- raise and lower the shovel-shaped tongue to the upper and lower teeth, to the upper and lower lips, etc.
It is useful that the child not only perform certain movements with the tongue, but also that he maintain certain articulatory positions for some time. The child should do all exercises in front of a mirror so that he can control the position of his tongue, teeth, and lips.
After these preparatory exercises, you can proceed to the main ones:
- First of all, you can try to develop the correct pronunciation of “w” and “z” in your child by imitation. You clearly pronounce words with these sounds several times, emphasizing the sound of “sh” and “zh” with your voice, and invite the baby to repeat it right away. Sometimes this is enough for the child to begin to pronounce correctly.
- If that doesn’t work, you can use special techniques for making the “sh” sound. The child should stick out his tongue, put it in “position”, and then slowly retract it. When such articulation is combined with a strong exhalation, the sound “sh” sounds.
- You can get the correct "sh" sound from the "s" sound. To do this, at the moment of pronouncing the sound “s”, the tip of the tongue gradually rises and moves slightly back. To lift the tongue, spatulas, the end of a spoon, and the handle of a toothbrush are used (of course, everything must be clean). With such mechanical assistance, the sound “s” turns into “sh”. Simultaneously with lifting and moving back the tongue, it is necessary to move the lips slightly forward - this is done by lightly pressing the fingers on the cheeks. It goes without saying that if a child has any deficiencies in the pronunciation of whistling sounds (s, z, z), then they should be eliminated before working on hissing sounds (sh, zh, ch, sch).
- Correcting the sound “zh” after eliminating the shortcoming of pronouncing “sh” is not difficult: the voice is included in the correct pronunciation of the voiceless “sh”, and with mechanical help the sound “zh” is obtained from “z”.
- The correct sound is fixed in syllables, words, phrases. The child learns poems, songs, nursery rhymes, tongue twisters rich in the sounds “sh” and “zh”. Consolidation of sounds goes faster if it happens in the game.
Violation of the sounds “sh” and “zh” is in most cases correctable, and often the defect is eliminated relatively easily. But an indispensable condition is always the regularity, systematicity of the exercises and the desire of the child himself to correct his speech and begin to pronounce Sh and Z correctly. Both the child and the parents must be patient and persistent. If the results of independent studies are not great, then you need to contact a speech therapist.
The sound Z, which is not easy for preschoolers to master, has the following characteristics: consonant, hard, voiced. It can be staged when the child’s speech already has . It is important that the articulation of the sound Zh and Sh is the same, the only difference is the presence or absence of vocal cords. This difference is easy to show by touching the outside of the throat: “hissing” - the throat is calm, “buzzing” - it vibrates.
Children can easily not only hear the difference between these paired sounds, but also feel the differentiation of the sounds Ш and Ж tactilely. After this, you can move on to sound production.
Staging F
To pronounce the sound Zh, correct articulation is important. The lips, tongue, hard and soft palates, and vocal cords are involved in the creation of sound:
- The lips are rounded, the mouth is not opened too wide, the teeth are located at a short distance from each other.
- The tongue is wide, raised to the edge of the hard palate (right behind the upper teeth). Its middle part is lowered, and the sides are raised and pressed firmly against the teeth.
- The back of the back of the tongue is raised and pulled back. A strong directed air stream passes between it and the sky.
The soft palate is raised, blocking the passage into the nasopharynx. - The vocal cords vibrate.
Articulation gymnastics
It is important to prepare the child’s articulatory apparatus for mastering a new, difficult sound; for this you need to select the appropriate set of exercises:
- “Tongue-spatula”: we invite children to place a wide, relaxed tongue on their lower lip and hold it in this position for about a minute. “The tongue sleeps peacefully, like a spatula lies”
- “Painting the ceiling”: the mouth is open, the wide tongue rises to the sky and makes movements “back and forth”.
“We are whitening and painting the ceiling, the tongue helped us with that!” - “Delicious jam”: we raise our wide tongue to the upper lip, “lick” an imaginary delicacy from it.
“We’ve worked, we’re tired, isn’t it time to refresh ourselves?” - Calyx: The mouth opens wide, the tongue cups and moves forward slightly.
“We need to quickly drink tea and go to the toys!”
Breathing exercises
The correct production of the sound Z must certainly include not only articulation, but also breathing exercises. Special exercises allow you to develop a directed air stream.
- Pushinka:
The tongue is wide, raised to the upper lip, its edges are also raised and reach the corners of the mouth. A small piece of cotton wool or napkin is placed on the child's nose. You need to try to blow the snowflake off your nose. The exercise is repeated several times. - Storm in a teacup:
Water is poured into a glass and a straw is placed. The child is invited to create a “storm” in it by exhaling air through a straw.
The production of the sound Ж is, first of all, carried out by imitation. The adult draws the child’s attention to the vibration of his own throat, after which he invites him to also pronounce the sound Ш “with a voice.” If the sound is clear, then you can move on to automating it in syllables and words.
If difficulties arise at this stage, then you need to analyze articulation errors and eliminate them.
It is very useful to work on differentiating the sounds Ш and Ж, Ж and З before starting to automate a new sound. This is beneficial for all children, but is especially important for those who have phonemic awareness difficulties.
For this purpose, you can use simple speech therapy games:
- Clap when you hear the sound!
The adult clearly pronounces the syllables zha-zu-zy-zhe-zy-sy-zhi-shi-zhi, etc., the child must “catch” (clap his hands or stamp his foot) the syllable with “Zh”
- Choose pictures with words that begin with the desired sound.
- Who can come up with more words starting with this sound?
It is also important to connect the sound Zh and the letter Zh; for this you can use the following games:
- assemble a letter from pieces (like a cut picture)
- lay out a new letter from buttons, pebbles, shells, etc.
- trace the letter on semolina, in the sand, on the board
- color in the shapes where you see the letter z
Automation of sound
Consistent automation of the sound Z involves consolidating its articulation in syllables and then in words. Gradually, you can use phrases with the desired sound and entire sentences.
Train your child to pronounce the sound Z as long as possible, with one long exhalation.
Use the sound Ж and letter Ж to make syllables (orally and using cards).
Learn short speech poems with mastered syllables. For example:
- Zsa-Zha-Zha - oh, and it’s so cold!
ZHU-ZHU-ZHU - I'm sitting at home. - Zsa-Zha-Zha - we found a horror!
Zhi-Zhi-Zhi - there is a zhi-zhi in Elsu!
Ask your child to come up with as many different words as possible that begin with the sound Z. If the child has difficulties, then at the first stage you can ask him to choose the necessary images from lotto cards or from toys.
The next step is to use poems, proverbs, tongue twisters, and riddles to automate the sound. They can be found in specialized collections for speech therapists or selected independently. Here are some examples:
- The beetle fell and could not get up,
He is waiting for someone to help him. - Toad Jeanne on Sunday
Waiting for beetles for his birthday.
- The ground beetle was buzzing and the beetle was buzzing.
- The hedgehog and the hedgehog in their hole have forty-seven hedgehogs.
All hedgehogs want to eat, they need to be fed.
- Who's under the tree covered in needles? (hedgehog)
- It flies - buzzes, sits - is silent. (bug)
- We really need a long scarf if ours is sick... (giraffe)
Particular attention should be paid to the differentiation of the sounds С Ш and Ж in sentences.
- It's cold on land.
- Don't be naughty near the hive; bees can sting.
- Our ears help us hear, and there are snakes crawling in the forest.
- Lesha, you can’t read lying down!
- Marina had a fever, dad brought her a red ball.
- Mom lost her shawl, we are terribly sorry for her.
- They smear the bruise with brilliant green and wave goodbye.
- Our Friend barked at the fluff.
- Snakes, swifts, and hedgehogs live in the forest.
Their automation occurs most easily in game exercises.
- "One is many." The speech therapist calls the word in the singular, and the children - in the plural (ugly, garage, garage, knife, knife, cake, cake, etc.).
- "Dolls' birthday." You need to find different toys for the dolls Zhenya, Sonya, Shura, the first sound in the name of which coincides with the first sound of the doll's name (Zhenya is a giraffe, Sonya is an elephant, Shura is a garik, etc.).
- Perform exercises in front of a mirror, while counting, kept by an adult.
- You cannot force a child to study. This needs to be done in the form of a game that is interesting for the child.
- Each exercise is performed at least five times.
- Avoid mentioning the sound you are working on.
- First, you need to find out which speech organs are involved in the pronunciation of sounds that cause problems in the child. You will need to work on them first of all with the help of articulatory gymnastics for one or another letter.
- Stage of direct sound production.
- The stage of sound amplification and its learning in special speech therapy poems, texts, songs, etc.
- A strict sequence of exercises and regularity are the main principles that ensure the effectiveness of exercises for the speech organs. It is best to use ready-made sets of exercises that teach you to pronounce certain sounds. They are selected taking into account the age and other characteristics of the child.
- In order for the child to participate more willingly in the lesson, it is best to teach him to speak in a playful way, supplementing him with interesting riddles for the desired letter, songs, nursery rhymes and jokes
- Do not overload your child with exercises. It is better to do no more than 2-3 in one lesson, but with multiple repetitions - this makes it easier to teach the child new things.
- New exercises starting with the letter “c” can be introduced only after the child has already thoroughly mastered all the previous ones and copes with them without much effort.
- In order for the child to have the opportunity to see and correctly understand the technique of the exercises proposed to him and pronounce sounds, it is best to use a mirror for practice.
- When performing exercises, it is important to monitor the symmetry of the child’s face, the accuracy and smoothness of movements, and the correct pace. Without this, the effectiveness of the exercises will be minimized.
- Expanding our horizons. The child should walk in different places as much as possible. See different environments, people, animals, nature. This is how a stock of knowledge about the environment is formed. Children who see and feel more find it much easier to even express their feelings. The more emotions and experience, the sooner the baby will start babbling.
- We constantly talk with the child. If you sit with your child in silence, he will talk much later. The baby should always hear spoken language. We communicate with the child, saying everything out loud, what we see, what we do
- We read books. We do this with expression, with explanatory comments. Kids love to listen to the same fairy tales and poems several times. For children this is the easiest method of perception
- Singing songs. The kids love to sing. We sing while playing the instrument or just listen and sing, encouraging the baby to support you. This is one of the best options, as children love music very much.
- We designate objects of attention. The Russian language is vast. In order for the child to remember at least a few words to begin with, we often concentrate attention on some frequently repeated object. A steam locomotive has driven, a boy is walking, a dog is walking, etc. After this, we be sure to ask the child what the name of this object is.
- We speak in a literate, adult language. We don’t babysit and don’t speak in the language of a baby. The words “abaca” instead of dog, etc. We don’t repeat, we speak correctly. Without putting a strong emphasis on it
- Let's listen to what the child says! An important condition for mom and dad is the ability to listen carefully and hear everything the baby says. Whenever addressing parents, the child should feel respect and attention. A child feels inattention very clearly. Therefore, we stop all communication if a child comes with any question or request. Even if it is completely unclear what the baby is babbling. Communication itself is important
- We instill in the child the ability to listen. To develop a child’s speech in relation to intonation, it is necessary to teach listening. This applies not only to the speech of mom and dad, but also to all extraneous sounds. At this moment it is important to explain each sound
- Reciprocal conversation. If it is not clear what the child is talking about, we read various signs that explain the child. If the baby takes off his pants and babbles something in his own language, perhaps he wants to write. We ask him about this. And we draw conclusions based on his further reaction. We just avoid the words “what are you babbling there, I don’t understand anything, leave me alone.” This may discourage mutual dialogue
- We don't rush things. Every parent has a desire to hear their baby's conversation faster. But not every mom and dad have patience. There is no need to rush the baby, and there is no need to delay it. Many mothers and fathers say out of impatience: “Well, why are you silent!”, “What kind of nonsense are you talking, where did you pick up these phrases?” The child will feel offended by this. He will lose the desire for the process of learning spoken language.
- The eyes of the baby and mother should be at the same level. This will make it easier for the baby to observe all the manipulations being performed.
- We conduct classes every day, in a playful way. 10 to 15 minutes
- We perform facial massage and gymnastics daily. We pronounce sounds and tongue twisters at least 4 times a week
- Gently stroking your eyebrows with your fingers, we say: “This is how we love ourselves, this is how we love ourselves.” Next, stroking along the nose, we say: “Nice little nose, we have such a snub nose.” We massage around the lips, cheeks to ears: “Our smiling mouth, still a talker”
- On the inflated, balloon-like cheeks, we give a massage
- We pipe like a train, we pull our lips forward. We twist them first in one direction, then in the other.
- We smile together with the baby. Then we collect the lips with a bow. We do it several times
- We kiss the child, tensing our lips with a tube, and then relaxing
We run our tongue over our lips in one direction and the other. - Extend the tongue to the upper lip, then to the lower lip. Also left and right
- At the end, we do something like washing our face. The child must repeat
- Without tension, not long and sharply pronounce - A - a - a
Evenly, while exhaling, we pronounce for a long time - Aaaaaa - a long sound in one breath, without raising or lowering the intonation. Repeat in the same way with all vowels. - Very important for speech development fine motor skills.
- We massage the child’s palms with our hands and soft brushes
- We glue applications, collect cereals, string small beads on a thread, sculpt from plasticine, use a variety of nursery rhymes, for example “Magpie-Crow”
- Let the child hold the pen cap between his teeth. Then we ask the child to blow
- We ask the baby to stretch his mouth in a smile and rest his tongue on his lower teeth. We place a match on the tip of the tongue and ask the child to blow strongly on its base. A clear “s” sound is produced. Later, when you get the result, you can do this exercise without a match.
- We pronounce words containing such a difficult letter as often as possible
- We show the baby the correct position of the lips and tongue
- We pronounce special rhymes and tongue twisters
- We pronounce the words drawlingly, imitating the buzzing of a beetle
- lips are relaxed
- teeth are not closed
- the tip of the tongue knocks on the upper teeth
- the neck doesn't move
- As the baby pronounces the syllable “yes,” we gradually move the tongue with a teaspoon, pressing on the front of its back. When moving the tongue, the syllable “dia” will appear first, then “cha”, and after it “ha”
- You should pay attention to the correct pronunciation of this letter no earlier than 5-6 years
- We pronounce this letter while smiling. We press the tip of the tongue to the palate. We show the baby this position and at the same time ask him to hum. Over time, we will hear the child pronounce “l”
- If your baby has a hard time pronouncing the hard sound “l,” we do tongue exercises. We show the baby how to lick his lips, stroke the palate and teeth with his tongue. We are trying to reach our nose with our tongue
- In order for the child to remember the correct pronunciation of this sound, when singing la-la-la, we ask him to slightly bite his tongue. This way your baby will easily remember the correct position of the tongue.
- To correctly pronounce the letter “sh”, we show the baby how to position the tongue by pressing it to the lower lip, while simultaneously raising the tip and sides of the tongue
- We do exercises, depicting a smile on the lips
- Imitating chewing movements
- We focus on articulation. We clearly, clearly and correctly pronounce words that the baby does not pronounce correctly. Please pronounce it correctly
- When communicating, we do not replace complex words with simple ones. If we talk about different objects, for example, carrots, tomatoes, cabbage, we do not generalize that these are vegetables. We teach our children different names of objects
- We replenish the child's vocabulary with verbs. We speak not in nouns, but in short sentences. For example, a tiger growls (walks, sleeps, plays)
- We use signs of objects in colloquial speech: watermelon - sweet, juicy, big
- We explain what oppositions are. The floor is hard and the toy is soft. The car is driving and the plane is flying
- We replenish the child’s vocabulary, read fairy tales and poems
Fedorova Ekaterina
speech therapist-defectologist
Preschool children often experience various speech disorders. The most common among them violation of pronunciation of sounds, which cannot be considered a harmless defect, because it can lead to negative consequences for the child’s development: difficulties in learning to read and write (dyslexia and dysgraphia), and subsequently to a decrease in performance in the Russian language.
Speech must be understandable to others, and if a child pronounces individual speech sounds incorrectly, difficulties may arise in communicating with peers and adults. Such a child is often imitated, so he remains silent and feels self-doubt, which creates additional psychological problems.
Adults must be directly involved in the process of forming children's speech, and the sooner the necessary measures are taken to improve the child's speech development, the more complete his overall development will be.
A reasonable family always tries to influence the formation of children's speech, starting from the earliest years of life.
The first step in preventing such problems is contacting a speech therapist who will correct the child’s speech deficiencies. But many parents don’t seem to care about the absence of sounds [w], [z] in their child’s speech at the age of five. They believe that the child will “speak out”; it happens that the parents are very busy or are experiencing financial difficulties (after all, speech therapy assistance is not cheap).
The task of a speech therapist is to help parents develop the correct pronunciation of sounds, tell them at what age and where to start working on correcting incorrect pronunciation, why and in what sequence, but provided that your child does not have deviations in the structure of the speech organs ( malocclusion, short frenulum of the tongue, missing front teeth, high hard palate).
Of course, the absence of sounds [ш], [ж] in speech is difficult not to notice. They appear later than whistling sounds ([s], [z]). Is it possible to speed up their formation and how to avoid defective pronunciation of sounds? Let's try to give the most general answers to these questions.
Hissing sounds are difficult to produce and automate at home. Parents will need a lot of patience. Sometimes it will seem that all your efforts are in vain, and you will not succeed. The main thing is to methodically continue the work you started. But don't overload your child! It is enough to practice twice a day for 10 minutes. Classes must be conducted in the form of a game - a competition. It will take about a month, maybe more, to place and automate these sounds in forward and backward syllables.
What are the types of problems with the pronunciation of hissing sounds?
What are “sigmatism” and “parasigmatism”?
The lack of pronunciation of all hissing words (sh, zh, h, sch) is called sigmatism.
Replacing a sound with other sounds (S, T) is called parasigmatism
Variants of incorrect pronunciation of the sounds sh, zh.
The following types of sigmatism are distinguished:
- Interdental - lateral sigmatism- the tip of the tongue falls between the front teeth, and one edge comes off from the molars and therefore the entire tongue turns 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 of the tongue and the molars. The air rushes into the resulting gap, the tip of the tongue rests on the palate, producing a squelching sound.
Lip-dental sigmatism - the lips are pulled forward, the upper incisors are pressed against the lower lip, forming a gap with it, where air rushes. A sound is heard close to F. (B when pronouncing the sound Zh.)
Buccal sigmatism - the tongue lies passively on the floor of the mouth, air inflates both cheeks.
Softened sound [sh] - obtained with lower articulation or if the tip of the tongue is close to the front teeth.
Nasal sigmatism (nasality) - the soft palate drops and air enters the nasal cavity.
1. Preparation of the articulatory apparatus.
Articulation gymnastics.
In order for a child to pronounce hissing sounds correctly, it is necessary to prepare a solid base for their appearance. How to do it? You should start working with articulation exercises - exercises for the tongue and lips. During games, the child must learn to raise his wide tongue to the alveoli and hold it in this position. Articulation is considered mastered if it is performed accurately and does not require visual control.
Before you start teaching your child, you need to know the following rules:
Here basic articulation exercises to successfully produce hissing sounds:
1. “Let’s punish the naughty tongue” - tongue on the lower lip and, spanking it with your lips, say: “Pa-pa-pa.”
2. "Shovel"- open your mouth slightly and place your wide tongue on your lower lip so that it touches the corners of your mouth. Hold in this position for a count of 10. The tongue is motionless and calm.
3. "Hide and Seek"- open your mouth wide and close your upper lip with the wide tip of your tongue.
4. "Long tongue"- open your mouth wide and try to reach the tip of your nose with the tip of your tongue.
5. “Swing” - open your mouth slightly, smile broadly. At the count of “one-two”, the tip of the tongue touches first the upper and then the lower lip.
6. “Delicious jam”- mouth open, lick the upper lip with a wide tongue and move the tongue deep into the mouth.
7. "Cup"- open your mouth wide, place your wide tongue on your lower lip, bend the edges of your tongue into a “cup” and slowly lift it by your upper teeth.
By doing these exercises (2 weeks), the child will learn to control his articulatory organs and thoroughly prepare the tongue muscles for pronouncing hissing sounds. For these sounds, the mobility of the articulatory apparatus is very important. Therefore, try by all means to move your lips, tongue, and lower jaw!
Pronunciation of sounds with the correct option.
When pronouncing the sound [sh], the lips are extended forward and rounded. The distance between the teeth is 4-5 mm. The tip of the tongue is raised towards the beginning of the hard palate or alveoli, and has a “bucket” shape. The lateral edges of the tongue are pressed against the upper molars; The velum palatine is raised and closes the passage to the nose. The vocal folds are open; a strong exhalation stream of air passes through two slits: between the back of the tongue and the soft palate, and between the tip of the tongue and the hard palate. This produces a complex noise, lower than when pronouncing whistling sounds, reminiscent of hissing.
When a voiced [zh] is formed, the articulation is the same, but a voice is added. The exhaled stream of air is somewhat weaker and the gap between the tip of the tongue and the hard palate is smaller than during the formation of [w].
Sound production techniques[w] And[and] .
First the sound [w] is placed, and then [zh] is placed on its base. .
1. By imitation: Show your child the correct articulation of the sound [sh].
The child opens his mouth, makes a “cup” out of his tongue and leans its edge against the upper incisors. Say that there is hot tea in the “cup”, so you need to blow. The exhalation can be felt on the palm of your hand placed to your mouth.
Now the “cup” needs to be “brought” into the mouth: the “edge of the cup” should, without coming off, slide along the inside of the upper incisors, then along the palate to the alveoli. The whistling sound will first turn into S, then into Sh. When you hear Sh, tell your child that this is how a snake hisses.
The child performs all actions according to your silent demonstration.
2. Staging from sound [s]
Pronounce a long sound (s-s) or the syllable SA, at this moment lift the tip of the child’s tongue using a spatula or finger by the upper teeth, onto the alveoli. The sound Ш or ША is heard. Draw the child’s attention to the upper position of the tip of the tongue, offer to listen to what happened: “Pronounced SA. What happened?"
3. Setting from sound [r]- you need to slow down the vibration of the tip of the tongue with mechanical help (a spatula) or the word “stop!”, suggest holding articulation and remember the place behind the upper incisors. At “this place” say SA and listen to what happened. When spoken in a whisper ra can be heard sha, and when loud - Ms.
4. In exceptional cases, you can place the lower sound [w] by moving the tip of the tongue back with a spatula, at the moment of pronouncing the sound S - s-s.
The sound [F] is usually placed from the sound [w] by turning on the voice when pronouncing it, but it can also be placed from the sound [Z] , like [w]from [S]
The delivered sound is fixed in syllables, words and is automated in individual phrases, sentences, texts.
Automation (fixation) of sound [w]
1. First in direct syllables: SHA - SHI - SHE - SHO - SHU
In words: SHA - hat, puck, mine, step, chess, yours, ours.
SHI-tire, car, mice, ears, kids, breathe, write.
SHO- seam, fluff, bag, mouse, big, cockerel.
SHU - jester, noise, fur coat, bear, wearing, writing, joking.
SHE - neck, pole, six, target, collar, wool.
Seamstress, wardrobe, school, helmet, hat, sleepers, thing, bayonet.
Fix in clear words:
SHA - SHA - SHA - our porridge is good
SHI-SHI-SHI-mice run into the reeds
SHU - SHU - SHU - I wear a fur coat
IN With tongue twisters:
The baby has a bump on her forehead.
Lusha washed her neck and ears in the shower.
In nursery rhymes:
Our Mana is small,
She's wearing a scarlet fur coat,
Beaver edge
Masha is black-browed.
2. Then in reverse syllables:
ASH - ISH -YSH - OSH - USH
In words: AS - tower, cup, bug, pencil.
IS - cherry, silent, noisy, buzzing.
YSH - tower, mouse, donut, reed.
OSH - cat, midge, window, palm.
USh - shower, ears, front sight, gun, pillow.
In plain language:
ASH - ASH -ASH - hut
OSH - OSH - OSH - penny
YSH - YSH - YSH - baby
In nursery rhymes:
The mouse walked through the field
The mouse found a penny
The mouse bought an awl
The mouse hemmed the felt boots.
In tongue twisters:
Timoshka Timoshka
Crumbles crumbs into the okroshka.
Puffy Mishka puffs like a plump one.
You can compose pure sayings together with your child. After working with them, take phrases, then - offers, and finally texts. The texts of simple rhymes with the sounds [w], [zh] can be found in any children's books.
In conclusion, I would like to give one more piece of advice. The entire process of working on difficult sounds [ш], [ж] must still be coordinated with a speech therapist.
Reading time: 6 minutes.
Quite often, parents complain that children encounter problems pronouncing sounds that are difficult for them. As a rule, the greatest difficulty for them is hissing sounds; in particular, parents’ questions are related to how to teach a child to correctly pronounce the letters “s”, “k” and others. You need to pay attention to developing this skill in childhood.
The sound C is problematic in pronunciation
Despite the fact that most parents seek speech therapy help most often when the child is already 5 years old, most pediatricians agree that work on sound pronunciation should begin much earlier.
This will prevent the incorrect pronunciation of the sound from taking hold. To carry out such activities it is not at all necessary to have special skills - it is enough to learn only a few simple techniques.
Tips for pronouncing the C sound
How to properly conduct speech therapy sessions with a child? Tips and tricks for parents
How to teach a child to speak sibilants, including the letter s? Any parent can provide simple speech therapy assistance to a child. However, the success of the events will largely depend on how correctly they are carried out.
If the child does not have complex speech disorders and can pronounce most sounds, home correctional classes with a parent will be quite enough to bring sound pronunciation back to normal. In this case, correct sound production will be achieved through automation of pronunciation.
Speech therapy classes should be started sooner
Exercises to develop sound pronunciation skills are useful not only for children who have certain speech problems, but also for completely healthy ones, due to the fact that they perfectly develop the articulatory apparatus, making it more mobile and flexible.
If a child has more serious problems with sound pronunciation, and in speech he makes a large number of grammatical errors, solving the problem on his own is still quite risky. And the sooner parents turn to a speech therapist for help in solving a problem, the more benefits it will bring to the child. And the easier it will be to teach him how to pronounce sounds and speak correctly.
How is work on sound pronunciation organized?
Phonetic exercises for the sound C
Let's take a closer look at how to teach a child to pronounce the letter s easily and fluently.
Articulation gymnastics and its features
As a rule, difficulties in pronouncing the sound “s” are associated with insufficient mobility of the organs of the articulatory apparatus. This must be done with the help of specially organized gymnastics. What is the best way to conduct classes?
Articulation exercise in front of a mirror
Lessons on pronunciation of the sound C
Helpful advice: Before you start articulatory gymnastics, you need to do several exercises in order to “warm up” the speech organs: a simple smile, stretching the lips in a tube or ring, lifting the tongue will prepare them well for the exercises and will improve the results of your student.
After this, you can begin the articulatory gymnastics itself (in this case, we will consider the complex of Fomicheva M.V.). Such exercises should teach the child correct sound pronunciation.
List of exercises for whistling sounds
"Put the ball into the goal"
The exercise teaches the child to direct a stream of air and pronounce hissing sounds. An improvised “gate” made of cubes is installed on the table. The child’s task is to push a cotton ball (“ball”) into them, stretching his lips forward and directing a stream of air towards it. It is important that the child does not puff out his cheeks, and that the action is performed in one step.
The exercise allows you to relax your tongue and also form a directed air flow. The child puts his tongue on his lower lip and, keeping his mouth slightly open, says “five-five-five.” It is important that the lip on which the tongue rests does not tuck, and that the air stream flows as smoothly as possible, without interruptions.
Naughty tongue - game description
Wide tongue
The wide edge of the tongue is placed on the lower lip and held in this position for up to 5-10 seconds. The organs of the articulatory apparatus should be as relaxed as possible, and the smile should be free of tension.
Advice for parents: Be patient and try to treat these activities as a fun game.
Remember that your baby is improving, this is something new for him, something he is doing for the first time in his life. Try to understand that for him this involves serious effort, and the more interesting this activity is for him, the greater your chances of a quick result.
Poems and riddles starting with the letter C for repetition
Articulatory gymnastics exercises that teach how to pronounce sounds are quite complex and unusual for a child. That is why you should not expect him to complete them the first time and completely without errors. In order to teach a child to speak correctly, you need to think through a lesson-game plan. And in case of failure, you should not scold him - it is better to support him and offer to try again. Over time, the child will learn both the letter and its corresponding sound.
Is it possible to deal with the problem of speech development in a baby at home?
It’s rare that a parent doesn’t encounter problems with their child’s speech development. But not every one of them has the opportunity to study with a speech therapist. In this case, you can conduct classes at home.
How to quickly teach a child to speak?
How to quickly teach a child to speak?How to teach a child to speak without a speech therapist?
How to teach a child to speak without a speech therapist? General useful rules when teaching a child at home:
Face massage
As a separate element, massage is not a special factor, but together with articulatory gymnastics and voice-speech training it has a positive effect on correct speech production.
When doing a massage, we pronounce our movements:
We gently tap the same areas of the face with our fingers. Counter and opposite movements. We constantly communicate with the child: “We are beautiful! We are happy! This is how we caressed ourselves!”
Gymnastics for clear and correct pronunciation
Let's move on to the pronunciation of vowels
The child has practically no problems pronouncing these letters. But you still need to work out.
Gymnastics with consonants
We carry out pronouncing paired syllables like a tongue twister. It’s better to alternate: first we pronounce a syllable, then a tongue twister starting with that letter.
P – Pu-po-pa-pe-pi-py V – Vu-vo-va-ve-vi-vy F – Fu-fo-fa-fe-fi-fy G – Gu-go-ga-ge-gi -by K – Ku-ko-ka-ke-ki-by D – Du-do-da-de-di-dy T – Tu-to-ta-te-ti-you Z – Zhu-jo-zha-zhe -zhi-zhy B – Bu-bo-ba-be-bi-by Sh –
Shu-sho-sha-she-shi-shy Z – Zu-zo-za-ze-zi-zy S – Su-so-sa-se-si-sy
The advantage of such classes is that they can be carried out anywhere: in a clinic, on an airplane, walking down the street.
How to teach a child to say the letter s?
Video: Sound production p. How to teach a child to pronounce the sound s?
How to teach a child to say the letter z?
Video: How to pronounce the letter Z correctly?
How to teach a child to say the letter t?
Video: Setting the T sound at home
How to teach a child to say the letter g?
How to teach a child to say the hard letter l?
Video: Sound production l. How to teach a child to pronounce the sound l?
How to teach a child to say the letter w?
Video: Staging sound sh. How to teach a child to pronounce the sound sh?
How to teach a child to say a word?
Using all the methods listed in the article, with regular practice, you can easily solve minor problems in speech development.
With very large speech deviations, you cannot do without the help of a specialist.
Video: How to teach a child to speak?