The sequence of sound production in speech therapy for children. Table, diagram

A child who goes to 1st grade must be able to read and write. If there are any developmental deviations, it will be difficult for him to learn the material in class, and his performance will decline. To avoid this, you need to work with your baby from birth.

There is a certain sequence of sounds. If this is neglected, then various disturbances in the pronunciation of sounds will arise, which are considered in speech therapy from the point of view of the disease (sometimes they can be corrected).

Types of disorders of the pronunciation aspect of speech in speech therapy

Even a temporary delay in speech development can adversely affect the child’s overall development. Mastering correct speech is a necessary condition for mastering literacy and studying at school. In speech therapy, certain types of disorders are distinguished, which include alalia, dyslalia and dazarthria.

Alalia

Alalia is a complex disorder of speech development. It denotes the immaturity of all parts of speech as a result of the fact that the speech zones in the cerebral cortex were affected before birth and from 0 to 3 years.

In turn, alalia is divided into:

• motor;
• sensory.

It happens that a child has a mixed form of the disease, but one type is predominant. Motor (expressive) alalia can be corrected, while a child with sensory (impressive) alalia has physical hearing but does not understand what others say.

Dislalia

Dyslalia refers to disturbances in the pronunciation of sounds, but the child has good hearing and a normally developed articulatory apparatus. A child with this diagnosis misses, replaces, mixes or distorts sounds when pronouncing them. In speech therapy, dyslalia is considered a common disease.

Approximately 25-30% (sometimes 50%) of preschool-age children and 18-20% of primary school-age children are diagnosed with this speech disorder. If it is not corrected in time, in the future the child will not be able to fully master writing, and disorders such as dysgraphia and dyslexia may develop.

Dysarthria

With dysarthria, the central part of the analyzer (speech motor) is affected and the functioning of the muscles of the speech apparatus is disrupted. The child’s speech motor skills, sound pronunciation, and speech breathing suffer, so speech is inarticulate and slurred. If dysarthria is diagnosed, then a speech therapist, neurologist, or psychiatrist works with the baby.

How to teach a child to say the letter K

Parents often ask a speech therapist how to teach their child to pronounce the letter k. There is only one answer - the most effective method is constant pronunciation.

The simplest task is to regularly pronounce words with the letter “k”: cabbage, strawberry, potato, card, book, dill, spark.

At the same time, it is important to focus the child’s attention on this letter and pronounce it clearly and slowly. Children most often achieve the main progress in pronunciation in classes at preschool educational institutions.

Speech therapy lesson on differentiation of sounds [g] and [k]

How to teach a child to say the letter k if he refuses to do speech therapy? Home training often does not bring the expected result, but in kindergarten the speech therapist uses a playful approach and engages the child in play. A ready-made outline is used for the lesson.

Lesson progress on differentiating “g” and “k”:

1. The teacher asks the child to guess riddles, the answers to which contain the sounds being practiced. Then he announces the topic of the lesson and the purpose.
2. Kids are asked the question: “What is the difference between “g” and “k”? Children should say that they have different sounds, teeth and tongue positions when pronouncing. The speech therapist invites children to pronounce words with their hand on their throat. The sound is very different.
3. Work is underway with notebooks. The guys write down the syllables: gu-ku, gi-ki, go-ko, ga-ka and pronounce them. A fast pace and its alternation with a slow one is important.
4. At the end of the lesson, the children pronounce pure sayings: “ha-ha-ha - the geese came out into the meadows.”

Articulation gymnastics for the sound L

After the main block of the lesson, children do a warm-up and then do an exercise in which they need to insert the missing letters in a word.

Important! During the lesson, the speech therapist pays attention to the children for whom pronunciation is most difficult, and then conducts individual work with them.

Causes of speech disorders in children

A child’s speech can be delayed at any stage of its development for a variety of reasons. Such children often have a poor vocabulary that is not appropriate for their age group. The development of phrasal speech is somewhat delayed, and defects in the pronunciation of sounds persist for a long time.

One of the reasons for such a temporary delay in speech development may be various diseases suffered by the child at an early age. Speech development is greatly influenced by gastrointestinal diseases, as a result of which the nutrition of the whole body and the cerebral cortex is disrupted.

Speech disorders can also be caused by:

• fetal infection;
• lack of fetal oxygen;
• Rhesus conflict;

• risk of miscarriage;
• toxicosis;
• chronic high or low blood pressure in a pregnant woman or other diseases of the cardiovascular system;
• fall of the expectant mother, resulting in injury to the fetus;
• bad habits of a pregnant woman (smoking, alcohol, drugs);
• complex labor (including transient, protracted) or childbirth that began ahead of schedule;
• if obstetric instruments were used during childbirth;
• intracranial birth injury in a newborn;
• received traumatic brain injury from birth in early childhood;
• jaundice in a newborn (nuclear);
• genetic predisposition (one of the parents has a history of a disease associated with speech impairment);
• a child under 3 years of age often suffered from acute respiratory viral infections, pneumonia, rickets and other diseases;
• the baby underwent surgery using general anesthesia;
• a preschooler grows up in unfavorable social conditions;
• the child is diagnosed with cerebral palsy;
• the tongue or upper lip has a short frenulum;
• malocclusion, abnormal structure of the dentition or palate;
• The child has not developed phonemic hearing.

Among the etiological factors, social reasons can also be identified. If adults speak hastily, tongue-tied, dialectally, then the child will imitate them.

When the child is not engaged, then the preschooler is left to his own devices: he does not hear correct speech, they do not communicate with him, as a result of which he withdraws into himself, speaks little and poorly. If a family alternately speaks two languages, this can lead to speech impairment (dyslalia).

How to teach a child to say the letter B

Speech therapy in a preschool educational institution is needed so that the child can go to the junior grade at school with good pronunciation. Difficulties arise when placing different letters, including the letter [v].

Group lesson in the garden

Articulation gymnastics

In order for your baby to be able to pronounce the letter “v” normally, you need to do the following:

• the training begins with the phrase “the wind howls.” The teacher shows the child how to bite the lower lip when pronouncing in order to produce a sound;
• it is important to explain that the lower lip is only slightly bitten by the teeth during a conversation;
• if this does not work, the speech therapist lightly presses his finger on the lower lip.

Additional Information! When pronouncing the sound “v”, the articulation is the same as when pronouncing “f”, it is only important to close the vocal cords.

Exercises for sound production

Before entering kindergarten, a child must learn to pronounce words with “v.” Violations are rare, only in the presence of lip defects.

Practicing sounds with exercises

Exercises:

1. Raise your upper lip several times.
2. Lower your lower lip.
3. Make a “fence”.
4. Pull your lips inside your mouth, pressing them against your teeth.

Stages of teaching correct sound pronunciation to preschoolers

After articulation exercises, the child should pronounce the words several times: “wolf”, “wind”, “rope”.

Tasks for automating the pronunciation skill [вь] and [в]

Conducting a sound lesson in the senior group, the speech therapist achieves automatic pronunciation, as a result of which sounds are differentiated. After a year, the child should go to school, where it is possible to continue working on speech, but sounds such as “v” and “f” should be worked out as early as possible.

Exercises are performed at the preschool educational institution and given at home:

• the lower lip approaches the upper teeth and exhales; you can ask the child to pretend to be a rabbit and slightly expose the upper row of teeth;
• to practice “f”, softness is added to “v”.

Additional Information! To automate the skill, the child must read words containing “v” and “f”: muskrat, exit, farm, purple, focus, wind, pinwheel.

Negative impact on child development

The following have a negative impact on the development of a preschooler:

• TV;
• gadgets (tablets, smartphones, etc.);
• unfavorable conditions (lack of educational toys, books, places for games and for drawing, modeling);
• the child does not walk outside, has poor physical skills, has no responsibilities at home, and does not know how to look after himself according to his age;
• from a psychological point of view, a comfortable atmosphere in the family is not recognized (no trust, constant screaming, insults, punishment, as a result of which the baby experiences stress, lack of attention from adults, minimal or complete absence of physical contact, especially with the mother).

A preventive factor for the normal development of a child is planning a pregnancy.

When does a child need sound correction?

Moms often understand better what her child is saying. However, speech defects, which many parents do not notice for a long time, can cause development and communication problems for the child in the future. Before you start panicking that the child does not speak a certain sound and take action, you need to find out what sounds should be formed at a certain age:

• Up to 3 years old, the baby correctly pronounces the sounds - B-B, M-M, V-V, P-P, T-T, D-D, K-K, G-G, H-H, F-F, N-NY, Y. Possible softening of sounds - this is considered the norm.
• From 3 to 4 years old, the child learns to pronounce S-S, Z-ZZ;
• At the age of 4-5 years, a preschooler masters Sh, Zh, Ch, Shch, Ts.
• At about 5-6 years old, a child can already say R-R-L, L-L correctly.

Now that age norms are known, we can make an assessment: how the child pronounces the sound, whether he distorts it, or replaces it with a simpler one. If a sound is pronounced incorrectly, then it is necessary to correct the sound pronunciation. The child needs to be tutored (by parents, speech therapist), without tutoring the pronunciation will be even worse.

The work of a speech therapist is divided into 3 stages:

1. Sound production.

2. Sound automation.
3. Difference of sounds.

It is not recommended for parents to make sounds on their own; this should be done by a professional - a speech therapist. But from the 2nd stage, parents can continue the learning process at home.

If there are other disorders of the speech apparatus, then the child must be shown to a neurologist. Individual complex treatment will be prescribed.

Speech therapy session: hear and pronounce the sound [n] correctly

Speech therapy classes in the garden sound p are carried out according to the following program:

1. Organizational moment, the beginning of the lesson. Children enter the office, the speech therapist asks 5-6 riddles, after which he announces the topic of the lesson.
2. The teacher reads a poem to develop speech hearing.
3. Articulation of the sound "p". The speech therapist asks the children whether “p” is a vowel or a consonant, shows them how to pronounce it and asks them to repeat after themselves, noting the children who do not succeed. Individual work will be carried out with them.
4. Exercise “Attentive Ears”. The teacher reads the text and asks them to clap when the children hear the letter “p”.
5. Work in a notebook - writing letters, selecting words.
6. Zaitsev's cubes. Children find the syllables PA, PO, PU and pronounce them.

Cubes for speech therapy

At the end of the lesson, children are given homework - to find words and sentences with the letter “p”, write them down and learn to pronounce them.

Characteristics of OHP levels

General underdevelopment of speech in speech therapy is designated by the abbreviation OHP. This term refers to various types of speech disorders when components of speech (grammar, vocabulary, syllable and sound pronunciation) are impaired.

At the same time, the child has good hearing and intelligence. If you do not correct speech disorders with a preschooler until the age of 5, they may be diagnosed with ODD of a certain level. Depending on the degree of violation of OHP, there are 4 levels.

What sounds does the speech therapist start with?

The sequence of sounds in speech therapy begins with those sounds that the child already pronounces at the age of 3 years. The sounds are predominantly simple for the articulatory apparatus; they are also reference (more complex sounds are based on them). Such sounds include vowels and consonants: B-B, M-M, V-V, P-P, T-T, D-D, K-K, G-G, H-H, F-F, N -NY, Y.

The sequence of sounds is performed gradually. In speech therapy, it is recommended to start working on sounds that are familiar to the baby and he pronounces them well.

Features of pronunciation of sounds T D

What typical mistakes do children make when pronouncing them? Systematically occurring speech disorders include:

• Replacing the front-lingual sounds “T - D” with the corresponding back-lingual “k - g”, for example, “k( t
  )igrenok”, “ing(
  d
  )yuk”.
• Mixing of front-lingual consonants “T - D” with back-lingual “k - g”: cell - cell; glass - rolled.
• The sound “T” can be softened by “P” or “K”, for example: pichka - bird; drink, drink instead of dot.
• Persistent confusion T H
  (u
  t
  it - teaches, nine
  (
  h)ka),
  T Ts
  (Pet
  ya
  - Petya, blooms
  -
  blooms).

In children with speech errors, one can observe the following construction of sentences: “Mom, where (where) are my tanfettes (sweets)?”, “There are sweets on the tartine (picture). Others immediately notice such violations, and parents may also notice incorrect articulation of the sound t

: Instead of leaving the tip of the tongue down, resting on the front teeth, the baby raises it to the roof of the mouth.

Very often the reasons for incorrect pronunciation are:

• Disturbances in articulation (function of the speech organs).
• Low mobility of the lower jaw.
• Underdevelopment of auditory perception (the baby cannot distinguish sounds).
• It’s a bad example for adults when someone around them pronounces T D
  .

In any case, the diagnosis is made by a speech therapist, and parents are engaged in making sounds at home in accordance with his recommendations. Articulation gymnastics is very helpful in work, which should become a constant companion not only in classes, but also in everyday life.

Important:

correction of the pronunciation of sounds N T D, as a rule, is carried out after simple sounds are clearly defined in the preschooler’s speech: vowels (a, u, o, i, e, s) and consonants (b b, p p, mm, vv, ff).

To examine the pronunciation of sounds T D

You can offer your child a small test in the form of several exercises:

1. Following the adult, pronounce sentences in which these sounds occur, for example: Dusya gives melon to Dasha. Aunt Tanya has notebooks on the table.
2. Look at pictures that depict objects with sounds T D
   , for example: slippers, calf, tiger, axe, TV, cart, cake; melon, house, door, tree, girl, children.
3. Among the pictures laid out on the table, find the one that the adult names: dot - daughter, cloud - dacha, duck - pipe, pond - twig, house - volume.

Work is required for that child whose speech cannot be traced

or are replaced by other sounds, there is no differentiation (distinguishing sounds that are similar in sound).

Reference sounds in speech

In speech therapy, reference sounds are understood as sounds that are similar to problematic sounds in articulation terms, but they are pronounced correctly by children.

Based on the reference sounds, it will be easier to teach a preschooler to correctly pronounce or pronounce complex sounds (hissing, whistling and sonorous). The reference sounds for S are I, F, for Zh - V, Z, for C - T, S.

Stages and sequence of sound production

The sequence of sounds in speech therapy is mainly determined over a long period of time. During the work, parents, speech therapists and, of course, the child himself participate. There is a certain system according to which the process of producing sounds is more effective.

The sequence of sound production in speech therapy is divided into the following stages:

1. Preparation.
2. Actually working on the production of sounds.
3. Consolidating the correct sound pronunciation in a syllable, word, phrase, sentence (the principle is from simple to more complex).
4. The difference between sounds, highlighting a specific sound, designating its place in a word.

You can move on to the next stage if the preschooler has no difficulties at this stage. If you neglect even minor errors, then in the future they will be much more difficult to correct.

You can set the sound in different ways:

• thanks to articulatory gymnastics and massage;
• imitating;
• mechanically (using speech therapy instruments - probes);
• from other sounds (many sounds are similar in articulation).

Preparatory stage for sound production [T]

Speech therapy work on the production of any sound traditionally contains four stages: preparatory, actual production, automation, differentiation. The lesson begins with the characteristics of articulation. Be sure to use a variety of visual material: picture plan, articulation profiles, manual articulation model, dummies, pictures.

The child examines the position of the articulatory organs and determines the nature of the air flow. Then, with the help of an adult, he analyzes the sound according to the following algorithm: vowel or consonant (whether there is an obstacle to the exhaled air flow), dull or voiced (whether the vocal cords tremble), hard or soft (whether the middle part of the back rises to the hard palate).

After becoming familiar with the characteristics of sound, you need to start performing articulatory gymnastics:

• Fence. The teeth are clenched tightly, the lips stretch into a wide smile. Hold this position for about ten seconds.
• Arrow. The front edge of the tongue moves very quickly to the left and right from one corner of the lips to the other.
• Flatbread. The spread out wide tongue is located on the relaxed lower lip.
• Naughty tongue. Open your mouth as much as possible. Place your flat tongue on your lower lip and say “five-five-five” while slapping your upper lip.
• The escape. Push your tongue between your closed teeth.
• Brush. Use the narrow tip of the tongue to make sliding movements along the upper incisors, moving to the alveolar processes.
• Camel. Suck up the candy with the tip of your tongue, click at the same time, then spit out the candy with the wide tip.

In addition to articulation exercises, gymnastics involves performing breathing exercises:

• Football player. Open your mouth very strongly, pull out the flat tip of your tongue, and with a sharp exhalation, blow a light ball into the toy gate.
• Sailor. Using jerky short exhalations, push the paper boat into a container of water.

Conditions for fixing sounds in speech

The success of sound production depends on many factors: the frequency of classes, the degree of problems with sound pronunciation.

Effectiveness can be divided into the following conditions that must be met:

• development of phonemic hearing;
• control of a speech therapist, parent and self-control;
• awareness of why these classes are needed (motivation). Parents are encouraged to praise their child even for minor successes.

Each of these conditions is complementary.

Speech therapy techniques for correction of pronunciation difficulties

Pronunciation problems come in varying degrees. We consider the most common ones that do not concern OHP.

Sounds [L], [L']

Articulation exercises:

• smile (with your lips well stretched), lower and raise your lower lip;
• open your mouth slightly and make a “clock” with your tongue in a narrow position, run your tongue over your teeth, lower and raise your tongue first on the lower lip, then on the upper;

• close your mouth and press on your cheeks with a narrow tongue.

Breathing exercises:

• pull in the cheeks;
• take air into your mouth (as if inflating a balloon).

Zuki [R], [R']

These sounds are considered complex, and their production takes a long time. Articulation exercises involve developing mobility and vibration: raising the tongue (its tip) to the upper lips or teeth and lowering it to the lower ones, “attaching” the tongue to the upper palate, placing a small piece of thin paper or cotton wool on the tip of the tongue, which must be blown off.

The “accordion” (“balalaika”) and “mosquito” (“motor”) exercises are also used.

Harmonic

When the sound D or F is pronounced with a previously washed finger or a pacifier (a spatula or finger is pulled), movements are made in horizontal directions under the edge of the tongue. As a result of this mechanical action, the tongue vibrates.

Komarik

The sounds T, D or Z are pronounced frequently.

Sound [Ш]

Exercises:

• “bowl” (“ladle”);
• "shovel";
• "rocked";
• "watch";
• holding a wide tongue near the upper teeth, then on the lower lip;
• blow on cotton balls;
• blow soap bubbles and blow on them too.

Sound [F]

The same exercises are used as for correcting the sound Ш. At the beginning, the sound is practiced in syllables, then at the beginning of the word, the middle and the end. The most difficult exercises are those involving words with this sound in every word of a phrase or sentence.

Sound [H]

The CH sound is corrected according to the same principle as the previous hissing sounds.

Sound [K]

Most often, the sound is corrected by imitation (exercises are performed in front of a mirror). If this cannot be done, then the sound K is corrected based on the sound T using a mechanical device (spatula).

The baby says “TA” several times, after which the speech therapist presses the device on the back of the tongue (front part) and holds it in this position behind the lower front teeth. The child pronounces “TA”, but “TYA” is heard. Then the pressure increases and the sound “KY” is obtained, after which the device moves a little further and the sound “K” is obtained.

Sound [G]

When a preschooler correctly pronounces the sound K, he is asked to place his hand slightly above the larynx and pronounce K and G. At the same time, the speech therapist explains the difference between a dull sound and a voiced sound. Then the child repeats the syllables with paired sounds. If it was not possible to correct the sound, then put the sound G from D using a spatula.

Sound [X]

The sound X is made if you pronounce K with aspiration, the result is “KH”. Then only the sound “X” is pronounced.

If it was not possible to correct the sound, then make the sound X from C using a spatula.

Sound [Y]

At the beginning, words are pronounced in the place of which there should be a sound Y, but I is consciously said (hedgehog - iozh, I play - igru, sew - shiu). Then the duration of the vowel sound I decreases, the syllabic sound becomes non-syllabic.

If it is not possible to correct the sound, then set the sound Y from Z using a spatula.

Sound [Ts]

Work on correcting the sound C begins after the child correctly pronounces the sound S. The child is given tasks to pronounce TS, and there should be no interruptions or extraneous sounds (if there are any, this needs to be corrected immediately).

The sequence of setting the sound C in speech therapy

Then the child will repeat words in which the sound is at the end of the word. After this, the exercises become more complicated - words are selected in which C is at the beginning of the word. The most difficult tasks: phrases and sentences in all words of which the sound C is present.

Sound [S]

Articulation exercises are the same as for correcting hissing sounds. The C sound is practiced independently at the beginning. Then it is brought to automatism by pronouncing words (at the beginning, middle and end), phrases, sentences, poems.

Sound [Z]

Work on correcting the sound Z should only begin after the child has learned to pronounce S correctly (automatically). To understand the difference between the paired sounds S and Z, it is necessary to apply the back of the hand to the larynx. These sounds are pronounced for a long time and alternately. When the sound Z is pronounced correctly, automation exercises are given.

Setting the sounds P, T, M, V

Setting the sounds P, T, M, V

It has been noticed that the sounds P, T, M, V appear first in children’s speech.

Light in articulation and distant from each other acoustically.

In deaf children, these sounds are evoked using phonetic rhythmic movements. But the evoked sounds are not always pronounced by the child accurately and correctly, because the child is deaf. Next we move on to the stage of sound production.

When producing a sound, all analyzers must work simultaneously (visual - the child sees the position of the organs of the articulatory apparatus), auditory (hears the sound), motor (feels the movement of the lips, tongue), tactile (feels the air stream and vibration of the vocal cords)

Sound P

The sound P is a consonant, oral, plosive, labial-labial at the place of formation, deaf, hard.

At the first moment, the lips close, the air in the pharynx and mouth is compressed. Then the labial stop explodes and the air is pushed out.

When working on the sound P, you should give the child the opportunity to see the position of the lips. Children can feel the push of air, the absence of a voice when pronouncing the sound P with the help of residual hearing or by touching the larynx with their hand.

The stage of sound production is preceded by the stage of articulatory gymnastics. The formation of movements of the organs of the articulatory apparatus is carried out through articulatory gymnastics, which includes exercises for training the mobility and switchability of organs, practicing certain positions of the lips and tongue, necessary both for the correct pronunciation of all sounds, and for each sound of a particular group. Exercises should be targeted: it is not their quantity that is important, but the correct selection and quality of execution.

Each exercise is given names according to the action performed.

The lips take part in the formation of the sound P, the tongue is passive and its position depends on the next sound. This means we will perform articulation exercises for the lips. Exercise “frog”, “trunk”. The picture serves as a model for imitation of an object or its movements when performing articulatory gymnastics exercises. When pronouncing the sound p, a directed air stream is required, so we perform breathing exercises (for example, blowing cotton wool from the palm of your hand).

We put the sound P by imitation. The child sees the position of the lips, feels the jerky air stream and the absence of vibration of the larynx.

To automate the evoked sound, we use a symbol picture (locomotive). When the child learns to pronounce a sound well in isolation, we automate it in forward and backward syllables, words, phrases.

T sound

Consonant, oral, plosive, place of formation anterior lingual, voiceless, hard.

The lips are open and take position from the next sound. The tongue at the first moment forms a bow with its front edge with the upper incisors, and the lateral edges are adjacent to the upper molars. The next moment the bow explodes. The soft palate is raised and closes the passage to the nose. When pronouncing the sound T, you can see the position of the lips (slightly open), the edges of the incisors and the work of the tongue, and feel the push of air.

Articulation gymnastics is aimed at developing the correct position of the tongue: “Delicious jam”, “brush your teeth”. For automation, we use a picture symbol (“the wheels of the cars are knocking t-t-t)

Sound M

Consonant, nasal according to the place of formation, labial-labial, according to the method of formation, stop, hard.

At the first moment of pronouncing the sound M, the lips close, but without an explosion (unlike P). The position of the tongue depends on the following: The soft palate is lowered, the exhaled air passes into the nose. The vocal folds are closed and vibrate. You can see the work of the lips, feel the vibrations of the larynx, cheeks, nose.

The main disadvantages of pronunciation: a) the sound M is pronounced in a high voice (put the echo A, control the vibration of the chest); b) the sound M is pronounced as B or mb (The soft palate is lowered or rises at the last moment). It is necessary to monitor the vibration of the cheeks, starting from a drawn-out M____. To automate the isolated sound M, a picture-symbol is used (the bull moos mmmm)

Articulatory gymnastics for the development of mobility of the soft palate (The game “the wind tears off the leaves” - cough with an open mouth on a leaf suspended on strings)

Sound B

Consonant, voiced, fricative according to the method of formation, labial-dental according to the place of formation.

The upper lip is slightly raised, the upper incisors are visible. The lower lip touches the upper lips, leaving a flat gap in the middle. The tongue is in a position depending on the next sound. The soft palate is raised and closes the passage. The vocal folds are closed and vibrate. The position of the lips is clearly visible. You can feel the vibration of the larynx. And raising his hand to his mouth, a stream of exhaled air directed obliquely upward.

Articulation gymnastics (biting the upper and lower lips)

Pronunciation disadvantages:

A) sound B sounds nasal: Vava is like a mother (the reason is the soft palate is lowered, air passes into the nose). It is worth starting from the sound F, paying attention to the strong air stream, then switching to B;

B) c sounds like B or P, the reason is that the gap between the lip and incisors is replaced by a bow;

B) Sounds like F;

It is necessary to achieve the correct reproduction of sound B based on its drawn-out pronunciation and relying on double control (exhaled air and the presence of voice.

To automate the isolated sound B, a picture-symbol “The plane is buzzing” is used. B-B-B

General recommendations

The sequence of sound production in speech therapy is regulated by certain stages.

When setting and correcting sounds, the following is important:

• work on the development of auditory perception, attention and memory; phonemic awareness; articulation;
• personal example (an adult and a speech therapist must pronounce sounds correctly);
• timeliness of correction work (for most sounds the age limit is 4-5 years, only the sound P is corrected at 6 years).

Examples of tasks for children to automate the pronunciation of problematic sounds

Possible tasks for automating problematic sounds:

• name what is depicted in the paintings;
• story based on the picture;
• memorizing sayings, simple sayings, short poems;
• repetition or retelling of short phrases, sentences, texts.

You can carry out the sequence of sound production yourself, but it is better to seek help from a professional. In speech therapy, there are several methods for correcting sound pronunciation, which should be carried out by a speech therapist, and at home, parents can continue the lesson.

Author: Inna Krylova

Article design: Vladimir the Great