Summary of individual speech therapy lesson “Producing the sound [X]”

The sound [k] is not one of the most difficult to pronounce, but children still have difficulties with it (speech therapists call the incorrect pronunciation of [k] “kappacism”). Most often, this defect goes away on its own, but if at 4-5 years old the child does not pronounce the letter K, he will be helped by classes with a speech therapist or home exercises that he can do with his parents.

Causes

Violations in the pronunciation of certain sounds can be caused by structural features of the speech apparatus. To make the sound [k], you need to use the back of the tongue and the soft palate (as for the sounds [g] and [x]). This leads to the main physiological reasons that can cause such a speech defect:

• partial impairment of tongue mobility;
• individual structure of the palate;
• hearing loss that prevents you from hearing or producing certain sounds.

But in most cases there are no serious violations involved. Usually the baby just follows the path of least resistance. He unconsciously makes his speech easier, replacing letters that require special effort with those that fly out on their own. For example, a child says [t] instead of [k], because it is very easy for him to reproduce it. That’s why situations arise when adults need to intervene and put all the sounds in the baby’s speech in their place.

Peculiarities of work on production of back-lingual sounds in children with dysarthria article on speech therapy

Staging sounds.

Rear lingual:

Setting the sound "K". The “K” sound should be placed mechanically using a finger or spatula, based on the “T” sound. In this case, the sound “T” should be “pure” for the child, that is, pronounced without overtones. The child is asked to pronounce the syllable “TA”. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable “TYA”. Then the teacher moves the finger a little deeper, resulting in the syllable “KY”.

Finally, the third stage - even deeper pressure on the tongue - produces a hard sound - “KA”. Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue into the back of his mouth - hides his tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable “TA”, and he just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound “K”. At first, the teacher uses only his finger for production, but as soon as the sound “K” is obtained correctly with his help, he teaches the child to use his own finger. The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or the sound “K” with a guttural connotation.

Making the sound “X” when replacing it with “T”.

Pay attention to the fact that the sounds are different in the place of formation and in the method. The sound “T” is plosive, labial-dental, and the sound “X” is fricative, posterior lingual. Play with these features: perform the production slowly from the combination “HK”. Or ask the child to round his lips, then place the tip of his tongue behind the lower incisors, make the tongue “slide” and let the wind blow. From the book by V.M. Akimenko “Correction of sound pronunciation in children”

Making the sound "K" from "T".

Using a frame probe or spatula, start from the syllable “ta”. Moving the tip of the tongue with a probe inside the mouth, we hear “kya” at the beginning, then “ka”.

Making the sound “K” while inhaling.

1. While inhaling, the child should “suck” the tongue as far into the throat as possible, “like a snail into a shell.” Show him how to do this, while inhaling you should pronounce syllables that are close in sound to the sound combination [ka - ka - ka]. 2. This can also be compared to a silent (whispering) imitation of snoring, just make sure that in your pronunciation there is no rolling throat sound reminiscent of the grating sound [r] (after [k] you can hear a short aspirated sound reminiscent of [x]). You can pronounce a sound that is as close as possible to the sound [k].3. In the future, let the child pronounce the syllable [ka] first while inhaling and then exhaling (“sucked in the snail - now let it out” or “snorled in - now out”). In order to avoid the appearance of a booming pronunciation, the syllables must be pronounced very quietly, in a whisper (so as not to wake up someone sleeping nearby with your snoring).4. When the child pronounces the syllable [ka] freely as he exhales, tell him what sound he is making and let him repeat it after you in isolation.5. Then practice pronouncing the sound [k] in syllables with other vowels and only while exhaling. The child should repeat the syllables after you.

The material is taken from the book by M. Polyakova “Self-instruction manual on speech therapy. Universal benefit"

Making the sound “K” from the correct “X”. 1. Draw the child’s attention to the fact that when he carefully pronounces the sound [x], the root of his tongue touches the palate; let him feel this place with his tongue. It is necessary that during a long, drawn-out pronunciation of the sound [x], the child, in the place where he feels the touch of the tongue on the palate, clamps the gap with it and blocks the flow of air, as if “putting a point there” with the tongue.2. Under the formed bow, the air stream will be under some pressure. At this moment, the child, coughing slightly, should exhale it from his mouth into his palm, as a result the sound [k] will be heard. 3. In the future, the child should immediately press the root of the tongue against the gap in the throat and pronounce the sound [k]. If the sound turns out to be too “explosive” or intense, and also if it has an aspirated tone, you need to practice whispering its pronunciation (in a whisper - “cough” barely audible, almost without exhaling, eliminating the middle overtone [x] from your pronunciation). The child should repeat behind you. This should be done after a complete exhalation).4. After the child produces a sound fluently, tell him what sound he has learned to pronounce.5. Then move on to pronunciation of syllables (by imitation).

Making the sound “K” by imitation.

1. The child should “cough” after you. Open your mouth wide so that the child can see how your tongue is positioned, and, exhaling air, imitate a slight cough (the kind that happens when the throat is sore), with a noticeable sound [k] ([cough]). You need to “cough” quietly with minimal exhalation, then between the sounds [k] and [e] there will be no pronounced sound [x], but only a slight aspiration will be heard. Repeating the exercise after you, the child should “cough” into his palm.2. With your thumb and forefinger you can apply some pressure to his neck in the throat area just under the chin. This will make the sound [k] when “coughing” more distinct.3. After this, show your child how to “cough” in a whisper - “cough” barely audibly, almost without exhaling, eliminating the middle sound [x] from your pronunciation. The child should repeat after you. This should be done after a complete exhalation.4. If the correct sound [k] is obtained, that is, the child actually pronounces the syllable [ke], after practicing it, move on to syllables with other vowel sounds. You can give the following instructions: “Now we will cough like this: [ka - ka - ka]” 5. At the end, pronounce the sound in isolation, let the child repeat it after you.

Exercises

If a child has at least one of the disorders listed above, it is necessary to contact a specialist and not take any steps without his recommendation. If the child’s speech apparatus corresponds to the norm, it is quite possible to select a number of simple exercises for sound production that the child will be happy to do at home.

First of all, adults need to monitor their speech: in order to pronounce all sounds, the child must have the right role model.

Set the sound

In order to imagine as clearly as possible what is required of the child, first listen to yourself: standing in front of the mirror, carefully watch how you pronounce the sound [k]. It will turn out that in this case the tip of the tongue rests calmly at the base of the lower teeth, and the back of the tongue humps slightly (to do this, the mouth is slightly opened) and is pressed tightly against the palate for a moment. Forcefully exhaled air, passing between the palate and the arched tongue pressed against it, produces the sound [k].

Remember that a letter is what we see and write, and what we speak and hear is a sound. Teaching a child to say the letter K means putting in the sound that corresponds to it.

Speech therapists have developed special exercises to set the sound [k]. The main rule when performing them is to stock up on unlimited patience. The child should not feel the slightest pressure from an adult; a playful form and a friendly atmosphere are required for classes.

Here are some effective techniques:

1. "Finger Wrestling" You need to sit next to the child in front of the mirror and show him the correct articulation of the sound [k] with his mouth wide open so that the connection of the back of the tongue with the palate is clearly visible and ask him to repeat after you. Using a spoon or a cleanly washed finger, he himself, following your example, can press the tip of his tongue down while simultaneously pushing it back. The tongue should offer resistance, which will cause it to hunch and close with the palate. At this moment it’s time to exhale air - the sound [k] should inevitably be produced. All that remains is to achieve purity of sound and fix the desired position of the tongue in memory. This rarely works out the first time - you need to explain this to the child so that he does not get upset because of the first failures.
2. Another popular version of the same exercise is based on the child’s ability to correctly pronounce the sound [t]. You need to sit him in front of you and ask him to continuously pronounce the syllables: “ta-ta-ta.” At this time, you need to carefully press the tip of your tongue downwards with a spoon or finger and gradually move it back, deeper into your mouth. The back of the tongue begins to arch, pressing against the palate. The syllables pronounced by the child transform as the bend progresses: “ta-tya-kya-ka.” You need to act very carefully so as not to cause discomfort to the baby and not cause a gag reflex. Over time, the need to help the tongue will disappear - it will learn to take the desired position on its own.
3. "Angry cat" This task is designed for the vividness of children's imagination: tell the child that his tongue is a cat that arches its back and hisses. If your baby has never seen this happen in real life, you can select and show him a suitable video (choose carefully so as not to scare the baby!). Sooner or later, trying to arch your tongue and imitate the hiss of a cat will produce the sound [x]. Now you need to force the cat, that is, the tongue, to “make the tail a pipe”: the child will lift the back of the tongue, which will come into contact with the palate, and it will turn out [k].

When one of the attempts is successful, you should not be impatient and demand that your baby immediately repeat the result. Perhaps he did it by accident. You need to patiently repeat the exercise, and accidental success will turn into conscious action.

Classes should not tire the child and last longer than 15 minutes. In order for them to bring the desired effect, none of the participants should be distracted by foreign objects and sounds (toys, radio, TV, telephone).

Automating sound

The resulting clear sound is reinforced and automated through its repeated use in words. Poems, songs, and tongue twisters are suitable for this purpose. You can invite your child to come up with words with the sound [k], describe pictures, solve riddles, etc.

It is necessary to ensure that the desired sound is present in different parts of the words, combined with various other sounds, and is hard and soft. For this, there are also speech therapy exercises for the sound [k].

Typically, such classes are conducted with young children who do not yet know how to read, so it is necessary to use pictures:

• say the name of the pictured object without the last sound so that the child can finish the word. For example: ladles(k), elephants(k), rozho(k);
• ask to name the missing sound or syllable in the word: (ka) randash, (ki) stoch (k) a, (k) slave, (k) la (k) sa;
• name words that begin with other sounds, and the child must choose words for them that start with the sound [k]: nail - claw, hole - bark, hair - ear;
• name a large object, and let the child make a small one out of it: hand - pen, leg - leg, paw - paw.

Additional exercises to develop the speech apparatus

The development of fine motor skills is closely related to speech function, since in the cerebral cortex the motor and speech areas are located nearby - this is a scientific fact. The more complex and precise the movements of the hands and fingers, the faster and better the child begins to speak.

Therefore, when choosing toys for your child, you should give preference to those that require finger work: construction toys, lacing games, puzzles, rubber bands for weaving, finger theater. In addition to developing fine motor skills, activating speech function and enriching vocabulary, such toys contribute to the development of:

• outlook;
• memory;
• imagination;
• creative abilities;
• spatial thinking;
• perseverance.

The speech of a person, including a child, entirely reflects the degree of his development. A systematic approach to education, including physical exercise, reading books, and creative activities, provides the key to beautiful and correct pronunciation.

When articulating the sound [g]

1. The lips take the position of the next sound.
2. The distance between the incisors depends on the vowel following r.
3. The tip of the tongue is lowered and does not touch the lower incisors. The front and middle parts of the back of the tongue are lowered, the back of the back of the tongue forms a bridge with the palate. The lateral edges of the tongue are pressed against the upper molars.
4. The soft palate is raised and pressed against the back wall of the pharynx, thus the passage into the nasal cavity is closed, the air stream goes through the mouth.
5. The vocal folds close and vibrate at the moment preceding the explosion of the closure between the tongue and palate as a result of the passage of the exhaled stream of air. A ringing, hard sound is produced [g].

Stage I is not carried out, since lifting the back of the back of the tongue is practiced during the passage of the sound k.
Stage II of the work is carried out as part of the lesson.

Subject. Clarification of the pronunciation of the sound g.

Target. Achieve from all children the correct, sonorous pronunciation of the sound g in onomatopoeia.

Previous work. The sound k has been worked out, from which the sound g differs mainly in the presence of a voice.

Preparatory work. In order to correctly combine frontal work with individual work, the teacher needs to find out which of the children does not sufficiently voice the sounds b, d, g.

Choose a picture for the lesson.

Methods of making sounds.

The structure of the organs of articulation. The lips are open and take the position of the next vowel sound, the distance between the teeth is 4-5 mm. The tip of the tongue rises to the base of the upper teeth. It is tense and vibrates in the passing air stream. The anterior-middle part of the back of the tongue bends. The back of the tongue is pushed back and rises slightly towards the soft palate. The lateral edges of the tongue are pressed against the upper molars, the vocal-exhalatory stream passes through the middle. The soft palate is raised and closes the passage to the nose, and the vocal folds vibrate to produce the voice.

Sound production techniques.

By imitation.

This technique only occasionally leads to positive results, so others have to be used more often.

The most common technique is to make the sound
r
from
d,
repeated during one exhalation:
ddd, ddd,
followed by a more forced pronunciation of the latter.
Alternating pronunciation of the sounds t
and
d
in combination
td, td
or
tdd, tdd
at a fast pace, rhythmically is also used.
They are articulated when the mouth is slightly open and when the tongue is closed not with the incisors, but with the gums of the upper incisors or alveoli. When repeatedly pronouncing a series of d k t
, the child is asked to blow strongly on the tip of the tongue, and at this moment a vibration occurs.

However, this technique does not always lead to success. With posterior lingual articulation p

or its velar (uvelar) articulation, a bifocal vibration may appear: posterior and new, anterior. The simultaneous combination of two types of vibration creates a rough noise, and the child refuses to accept such a sound. In addition, when front vibration is achieved, the sound often turns out to be excessively long (rolling) and noisy.

Setting
p in two stages.
At the first stage, the fricative
p
without vibration from the sound
z
when pronounced protractedly without rounding the lips and with the front edge of the tongue moving slightly forward, to the gums of the upper teeth or alveoli. In this case, the sound is pronounced with a significant air pressure (as when pronouncing a dull sound) and a minimal gap between the front edge of the tongue and the gums.

The resulting fricative sound is fixed in syllables. You can, without fixing the sound in the syllables, proceed to the second stage of production: with mechanical assistance, using a ball probe. It is inserted under the tongue and, touching the lower surface of the front part of the tongue, rapid movements of the probe to the right and left cause vibrations of the tongue, its front edges alternately close and open with the alveoli. These movements can also be carried out with a regular flat spatula (wooden or plastic). A child can do home workouts using the handle of a teaspoon or a clean index finger. During training, the exhaled stream should be strong.

The described technique is used in cases where the child’s hissing sounds are not impaired.

This technique leads to positive results. However, its disadvantages are that the sound turns out to be booming, is pronounced in isolation, and the child has difficulty mastering the transition from it to combinations of sound with vowels.

The most effective method is to set p

from the syllabic combination
for
with a slightly lengthened pronunciation of the first sound of the syllable:
zzza.
During repeated repetition of syllables, the child, following the instructions of the speech therapist, moves the front part of the tongue up and forward to the alveoli until the acoustic effect of the fricative
r
in combination with the vowel a.
After this, a probe is inserted, and it is used to make quick movements from left to right and right to left. At the moment of vibration, a fairly clear sound p is heard,
of normal length, without excessive reverberation.
With this method of sound production, no special introduction of the sound in combination with a vowel is required, since a syllable is immediately formed. In subsequent work, it is important to conduct training in evoking the syllables ra, ru, ry.
When setting soft p

the same technique is used, but with the help of the syllable
zi,
and in the future
ze, zya, ze, zyu.
Usually, when there are violations of the hard and soft sound p

first the hard sound is placed, and then the soft sound, but this order is not rigid, it can be changed arbitrarily; It is only not recommended to place them simultaneously to avoid displacement.