Methods of speech therapy effect with functional disliers. Methods of correctional work during disliers. Features of elimination of various forms of disliers

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Speech therapy effect during disliers

Introduction

Conclusion

Literature

Introduction

speech therapy Dyslavlia Pronunciation

Dyslavlia is a violation of sound suspension during normal hearing and the preserved innervation of the speech apparatus.

In modern speech therapy studies based on the provisions of linguistics, these violations are divided into two multi-level categories. Replacements and mixing sounds are qualified as phonological (FF Pay) or (which is the same) phonematic (R.E. Levin) Defects in which the language system is violated. Distortion of sounds are qualified as anthropophonic (F. P. Pay) or phonetic defects in which the pronunciation rate of speech is violated. Such a separation deepens the idea of \u200b\u200bthe structure of the speech defect and sends attention to the search for adequate methods of its overcoming.

In accordance with the proposed criteria, three main forms of dischairs are allocated: acoustic-phone state, articulators and phoniamatic, articulator-phonetic.

Many authors note that in some cases, children use the sound in an isolated, in the syllables, and sometimes in words and in reflected speech, and in self-speech do not consume (MA Aleksandrovskaya). Similar phenomena are noted in the works of M.E. Magtseva, O.V. Pravdina, K.P. Becker, M. Sovaca, etc. This data suggests that the pronunciation of children relate to the complexity of the type of speech activity.

O.V. Predian (1973) allocates three levels of broken pronunciation: a complete inability to correctly pronounce sound or a group of sounds; Incorrect pronunciation of them in speech with proper pronunciation or in the light words; Insufficient differentiation (mixing) of two close on the sound or on the articulation of sounds when skillfully pronounce both sounds. Selected levels reflect the stages of absorption of sound in the process of developing a child identified by A.N. Nice. This data suggests that the child with a disturbed pronunciation is the same stages of mastering sound, which is normal, but on some of these stages he can stay or stop.

1. Methods of speech therapy effect during disliers

The main goal of the speech therapy effect during disliers is the formation of skills and skills of correct playback of speech sounds. To correctly reproduce the sounds of speech (phonemes), the child should be able to: learn the sounds of speech and not mix them in perception (i.e. to distinguish one sound from another acoustic signs); distinguish the normalized pronouncement of sound from non-normalized; carry out auditory control over their own pronunciation and evaluate the quality of sounds reproducible in their own speech; take the necessary articulator positions providing a normalized acoustic effect of sound; Variate the articulation of sounds of sounds depending on their combination with other sounds in the speech stream; Unmistakably use sound in all types of speech.

The speech therapist should find the most economical and effective way to teach the child to pronunciation. With the right organization of the speech therapy work, the positive effect is achieved with all types of dislisions. With mechanical discharge in some cases, success is achieved as a result of a joint speech therapy and medical influence.

2. Stages of speech therapy

Based on the purpose and objectives of the speech therapy effect, it is justified to allocate the following steps of work: preparatory stage; stage of formation of primary utility skills and skills; Stage formation of communicative skills and skills.

1. Preparatory stage. Its main goal is to include a child in a targeted speech therapy process. To do this, it is necessary to solve a number of common-friendly and special speech therapy tasks.

One of the important common-goal problems is the formation of an installation on classes: the speech therapist must establish a confidence relationship with a child, to arrange it, to adapt to the setting of a speech therapy office, cause him an interest in classes and the desire to turn on them. Children often observed stiffness, shyness, closure, and sometimes fear of meetings with unfamiliar peers and adults. The speech therapist requires special tactfulness, goodwill; Communication with the child should be carried out without the official and excessive rigor.

It is important to the task of forming derivative forms of activity and a conscious attitudes towards classes. The child must learn the rules of behavior in classes, learn how to perform the instructions of the speech therapist, actively turn on in communication. The tasks of the preparatory stage include the development of arbitrary attention, memory, mental operations, especially analytical operations, comparison and output operations.

Special speech therapy tasks include: the ability to identify (recognize) and distinguish between the phonemes and the formation of articulatory (speaking) skills and skills.

Depending on the form of disliers, these tasks can be solved in parallel or sequentially. With articulatory forms (phonumatic and phonetic), in cases where there are no violations in perception, they are solved in parallel. The formation of recipe skills can be reduced to the development of conscious audio analysis and control over its own pronunciation. With acoustic and phonematic form of dischairs, the main task is to teach children to distinguish and recognize the phonemes with a support for saved functions. After having decided this task, it is impossible to go to the formation of the correct pronunciation of sounds. To work on the right pronunciation of sound, the child should be able to hear it, since the regulator of normalized use is hearing.

With mixed and combined disliers forms, work on the development of recipe skills is preceded by the formation of an articulator base. But in the case of gross violations of the phonematics perception, it is carried out in the process of forming articulatory skills and skills.

Work on the formation of the perception of sounds of speech is based on the nature of the defect. In some cases, work is directed to the formation of phonderatic perception and the development of auditory control. In others, its task includes the development of phonderatic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as an informed action.

It must be taken into account the following provisions.

* The ability to identify and distinguish between speech sounds as conscious. This requires a child to restructure the relationship to his own speech, the direction of his attention to the external, sound side, which previously did not know. The child needs to be specifically trained by the operations of an informed sound analysis, without relying that he spontaneously masters.

* The initial units of speech should be words, since sounds - phonemes exist only in the composition of the word, from which they are allocated by analyzing a special operation. Only after that, they can be operated as independent units and conduct observations of them as part of the sludge chains and in isolated pronouncing.

* Operations of sound analysis, on the basis of which the skills and skills of conscious identification and differentiation of the phonemes are formed, are carried out at the beginning of work on the material with properly pronounced child sounds. After the child learn to recognize one or another sound in the word, determine its place among other sounds, distinguish between the other, you can go to other types of operations, based on the skills that have developed in the process of working on properly pronounced sounds.

* Work on the formation of perception of incorrectly pronounced sounds should be carried out so that the child's own incorrect pronunciation of the child prevented him. To do this, at the time of the operations of sound analysis, you need a child to limit or eliminate your own progress, moved all the load on the hearing perception of the material.

* The child's pronigration is preferably connected to subsequent classes when there is a need to compare his own pronunciation with normalized.

To form an articulation base, exercise types have been developed, didactic requirements and methodical recommendations, pronunciation corrective benefits.

With dislons there are no coarse motor disorders. A child with discharge is not formed some specific arbitrary movements of articulation organs. The process of forming articulation movements is carried out as arbitrary and conscious: the child learns to produce them and control the correctness of the execution. The necessary movements are first formed by visual imitation: the speech therapist in front of the mirror shows the child the correct arcticulation of sound, explains which movements should be made, offers to repeat it. As a result of several samples, accompanied by visual control, the child seeks the necessary posture. With difficulties, the speech therapist helps the child with a spatula or probe. In subsequent classes, it is possible to propose to perform the movement of the oral instruction without supporting the visual sample. The correctness of the fulfillment of the child in the future checks on the basis of kinesthetic sensations. Articulation is considered assimilated if it is performed unmistakably and does not need visual control.

When working on the formation of a proper pronunciation, it is necessary to avoid mentioning the sound on which work is underway.

The speech therapist during the task is checked by a child, whether he chose the position correctly for the pronunciation of the desired sound. To do this, he asks the child to exhale ("a lot of implities"), without changing the posture. With a strong exhalation, intensive noise occurs. If the noise corresponds to the acoustic effect of the desired deaf consonant, it means that the posture is accepted correctly. If not, then the speech therapist asks for a child, somewhat change the position of the articulation organs (slightly lift, lower, promote the language) and pour again. The search for the most successful postures is carried out until a positive result is obtained.

In some cases, listening to the noise produced, the child identifies it with a normalized sound and is even trying to independently include in speech. Since it does not always lead to positive results, the speech therapist should divert attention from sound in such cases, switched to another object.

In dislons, there is no need for an abundance of exercises for the articulation organs, there are enough those resulting in the necessary movements formed. Work is conducted above the individual speech movements, which have not formed in the child in the process of speech development.

Requirements that need to be submitted to the articulation exercises:

1. To work out the ability to take the required posture, hold it, smoothly switch from one articulation posture to another.

2. The system of exercises for the development of articulation motility should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.

3. Exercises are necessary for the combination of movements of the language and lips, since when pronouncing sounds, these organs are included in joint actions, mutually adapting to each other (this phenomenon is called coasting).

4. Classes should be held briefly, but many times so that the child is not tired. In pauses you can switch it to another type of work.

5. Pay attention to the formation of kinesthetic sensations, kinesthetic analysis and ideas.

6. As the movement needed, necessary for the implementation of sound, the speech therapist moves to the development of movements required for other sounds.

2. Stage of the formation of primary utilities and skills. The purpose of this stage is to form a child the initial ability to correctly utter sound on a specially selected speech material. Specific tasks are: setting sounds, the formation of the skills of their correct use in speech (automation of skills), as well as the ability to select sounds without mixing them between themselves (differentiating).

The need to solve these tasks in the process of speech therapy work follows from the patterns of ontogenetic mastering the pronuncient side of speech.

Sound formulation is achieved by the use of technical techniques described in detail in the special literature. In the works of F.F. Pay three ways are distinguished: imitation (imitative), with mechanical help and mixed.

When the sound is set as its initial basis, it is not necessary to contact an isolated saved sound, but to the sound in a syllable combination, as the syllable is a natural form of its implementation in speech. This provision is very important due to the fact that when setting an isolated sound, the transition to a syllable is often difficult. It is necessary to provide for possible dynamic restructuring of the articulation of the same phoneme in different sound surroundings. This is achieved without much difficulty, since the schemes (programs) of combinations of sounds in a child with a suslation are not violated.

As the sound turns out to be delivered in one of the syllable positions, work is carried out on its inclusion in speech, or automation.

The process of automation of sound consists in training exercises with specially selected words, simple on the phonetic composition and not containing disturbed sounds.

Work on the differentiation of sounds contributes to the normalization of the operation of their selection. When working on differentiation of sounds at the same time, no more pairs of sounds are connected, if a large number of sounds of one articulatory group are needed for operation, they are still combined pairwise.

3. Stage of the formation of communicative skills and skills. The goal of it is to form a child of the ability and the skill of the unmistakable use of speech sounds in all situations of communication.

Texts are widely used, and not individual words, various forms and types of speech are used, creative exercises are used, the material is selected, saturated with those or other sounds. Such material is more suitable for audio automation. But if at this stage, the child will work only on a specially selected material, it will not master the selection operation, since the frequency of this sound in special texts exceeds their normal distribution in natural speech. And the child must learn to operate them.

Cases of complex or combined functional and mechanical discharges require clear planning of classes, reasonable dosage of the material, determining the sequence in correcting sounds, as well as the ideas about which sounds can be included in operation at the same time, and which must be managed sequentially.

Conclusion

The speech therapy effect is a pedagogical process in which the tasks of corrective learning and education are implemented. The main goal of the speech therapy effect during disliers is the formation of skills and skills of correct playback of speech sounds. The speech therapist should find the most economical and effective way to teach the child to pronunciation.

With the right organization of the speech therapy work, the positive effect is achieved with all types of dislisions. With mechanical disliers in some cases, success is achieved as a result of joint speech therapy and medical influence.

The prerequisite for success in speech therapy is the creation of favorable conditions for overcoming deficiencies in pronunciation: emotional contact of the speech therapist with a child; an interesting form of organizing classes, relevant leading activity that encourages the cognitive activity of the child; Combining work techniques that avoid its fatigue.

The speech therapy effect is carried out in stages, while at each stage, a certain pedagogical task is solved, subordinate to the overall goalopedic effect.

An abstract of individual sessions in disliers

View of disliers: lateral sigmatism.

Objective: Automation of sound w in syllables, words and suggestions.

Equipment: Mirror, Word Pictures containing sound w, notebook for homework.

Plan lesson:

1. Checking homework.

2. Fastening the sound w in open syllables, closed syllables and syllables with a crossing of consonants.

3. Automation of sound w in words.

4. Automation of sound W in sentences and poetic, text.

5. Task for the house.

Structure occupation

He greets the girl and suggests to remember which sound she learned to speak correctly on the past occupation.

Say a few times the sound sh, raise the tongue for the top teeth, the head of the tip of the language. That's right.

Now listen to what this sound looks like.

Right, Tanya. Now perform exercises with sound w. Repeat for me: Sha, Sho, Shu, Shi, Sha-Sho, Sha-Shu, Sha-Shi, Ash, Osh, Esch, Ish.

And now I will perform another exercise. Repeat for me: SPAP, ShPU, Shpu, Shp Such, PEC, SCO, SCO, SCI, SCKE, SKKE, SKKI.

Now I will call words, and you repeat them for me, try to pronounce the sound correctly and clearly.

You said right, well done!

Now let's play with you. I will give you pictures, but I will call them myself. You have to find out in what word there is sound w and in what place - at the beginning of the word, in the middle or at the end. Listen carefully! (calls words:

dog, fur coat, valley, cat, school, pencil, girl, ball, pear, wheel, book, tree.)

Well, Tanya was correctly answered.

The girl offers pictures on the sound of sh.

Put down in one side of the picture, in the title of which there is sound sh, to another - in the title of which sound is not.

And now, repeat the little sentences for me, be attentive and pronounce the sound of sh in words correctly.

I will write to you these suggestions in the notebook, and you will reveal them at home with my mother or dad.

Tell me the poems that we taught last time.

You did well, pronounced the sound Ш is correct. Tomorrow we will again do (says goodbye to the girl).

I learned to say sh.

The child, looking in the mirror, finds the right position of the tongue and pronounces a long time: W ... W ... W ...

So hills a goose or locomotive when the gift is letting.

Girl looking in the mirror and checking the position of the tongue, pronounces syllables for the speech therapist.

The girl repeats.

The girl says for the speech the following words: ball, fur coat, hat, wardrobe, noise, joke, car, hanger, porridge, shower, ours, yours.

The girl listens and after the speech therapist calls three words, determines the presence of sound W, its place in the word or the absence of this sound.

The girl performs the task.

Girl says: "Masha ball. Misha found a bump. Shura went to school. Natasha has a lot of toys. Cat caught a mouse. In the field a lot of daisies. Misha put on a fur coat, cap, scarf and mittens. "

Girl tells:

"Bai-Bay, Kysh-Kysh-Kysh!

How not to be ashamed, mouse! Stop in the Seine to wander!

You can wake a cat! "

Literature

1. Greenshpun B.M. Dyslavlia. - M., 1989

2. Spellopedia / Ed. L.S. Volkovka, S.N. Shakhovskaya.- M., 1999

3. Povalaeva MA Directory speech therapist. - Rostov-on-Don, 2002

4. Rau E.F. and Sinyak V.A. Speech therapy. - M., 1969

5. Phileeva T.B., Cheveleva N.A. Spent work in a special kindergarten. - M. 1987.

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Federal Agency for the Education of the Russian Federation

Kuzbass State Pedagogical Academy

Faculty of pre-school and correctional pedagogy and psychology

Test

Subject: "The technique of speech therapy

with disliers. "

Performed: Turuntaeva E.M.

Student c. SDZE-09-01

Scientific adviser:

Kashtanova M.V.

Novokuznetsk, 2011.

Introduction

The main goal of the speech therapy effect during disliers is the formation of skills and skills of correct playback of speech sounds. To correctly reproduce the sounds of speech (phonemes), the child should be able to: recognize the sounds of speech, do not mix them in perception, distinguish the normalized pronunciation of sound from non-normalized; carry out auditory control over their own pronunciation and evaluate the quality of sounds reproducible in their own speech; Take the necessary articulator positions providing a normalized acoustic sound effect: vary the articulation of sounds of sounds depending on their compatibility with other sounds in the speech stream; Unmistakably use the desired sound in all types of speech.

The speech therapist should find the most economical and effective way to teach the child to pronunciation.

Speech therapy classes are held regularly, at least 3 times a week. Home sessions are needed with parents (on the task of the speech therapist). They should be made daily in the form of short-term exercises (from 5 to 15 minutes) 2 - 3 times during the day.

To overcome defects pronunciation, didactic material is widely used.

Terms of overcoming deficiencies in pronunciation depend on the following factors: the degree of complexity of the defect, the individual and age characteristics of the child, the regularity of classes, help from parents. In the case of simple suslisions, classes continue from 1 to 3 months, with complex - from 3 to 6 months. In preschool children, the shortcomings of pronunciation are overcome in a shorter period than in school age children, and younger students are faster than the elders.

The speech therapy effect is carried out in stages, while at each stage, a certain pedagogical task is solved, subordinate to the common goal.

Stages of speech therapy.

There is no conclusion in the literature on the issue of how many stages are divided by a speech therapy effect during disliers: two, in the works of F. F. Pay, two, in the works of O. V. Pravdina and O. A. Tokareva - Three, in the works of M. E . Grothseva - four.

Since the principal discrepancies in the understanding of the problems of the speech therapy effect during dislons are not, then the allocation of the number of stages is not fundamental.

Based on the purpose and tasks of the speech therapy effect, it seems justified to allocate the following stages of work: the preparatory stage; stage of formation of primary utility skills and skills; The stage of the formation of communicative, skills and skills.

1 Preparatory stage.

The main purpose of the preparatory stage is to include a child in a targeted speech therapy process. To do this, it is necessary to solve a number of common-friendly and special speech therapy tasks.

the task of forming arbitrary forms of activity and awareness of attitudes towards classes. The child must learn the rules of behavior in classes, will learn how to perform the instructions of the speech therapist, actively turn on in communication.

The tasks of the preparatory stage include the development of arbitrary attention, memory, mental operations, especially analytical operations, comparison and output operations.

Special speech therapy tasks include: the ability to identify (recognize) and distinguish the phonemes forming articulator (speaking) skills and skills.

Depending on the form of disliers, these tasks can be solved in parallel or sequentially. With articulatory forms (phonumatic or phonetic) in cases where there are no violations in perception, they are solved in parallel. The formation of recipe skills may be reduced to the development of conscious sound analysis and control over its own pronunciation. With acoustic and phonematic form of dischairs, the main task is to teach children to distinguish and recognize the phonemes with a support for saved functions. After having decided this task, it is impossible to go to the formation of the correct pronunciation of sounds. To work on the right pronunciation of sound, the child should be able to hear it, since the regulator of normalized use is hearing.

Work on the formation of perception of sounds of speech is based on the nature of the defect. In some cases, work is directed to the formation of phonderatic perception and the development of auditory control. In others, its task includes the development of phonderatic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as a conscious action and at the same time it is necessary to take into account the following provisions: the ability to identify and distinguish between the sounds of speech as conscious. This requires a child to restructure the relationship to his own speech, the direction of his attention to the external, sound side, which previously did not know. The child needs to be specifically trained by the operations of conscious sound analysis, without relying that he spontaneously wrestlers.

The initial units of speech must be words, since sounds - phonemes exist only in the composition of the word, from which they are allocated by analyzing the special operation. Only after that by them can be operated as independent units and monitor them in the composition of the sludge chains and in isolated pronouncing.

Operations of sound analysis, on the basis of which the skills and skills of informed identification and differentiation of the phoneme are formed, are carried out at the beginning of work on the material with properly uttered child sounds. After the child learn how to recognize one or another sound in the Word, to determine his place among other sounds, to distinguish one of the other, you can go to other types of operations, based on the skills that have developed in the process of working on properly pronounced sounds.

Work on the formation of perception of incorrectly pronounced sounds should be carried out so that the child's own incorrect pronunciation of the child prevented him. For this, at the time of the operation of sound analysis, it is necessary to exclude your own progress, moved the entire load on the auditory perception of the material.

With phonemematic discharges it is necessary to form the missing movements of the articulation bodies; Make correction to incorrectly formed movement. In cases where the sound is distorted due to violations in the method or place of its education, it is necessary to combine both techniques: the formation of an articulation base of sounds with functional disliers is carried out in a shorter time than when mechanical disliers. Before you form an articulation structure with mechanical disliers, you need to work that would help determine this position of the articulation bodies in which the sound will be closest to the acoustic effect of normalized sound.

To form an articulation base, exercise types have been developed, didactic requirements and methodical recommendations, pronunciation corrective benefits.

With dislons there are no coarse motor disorders. A child with discharge is not formed some specific arbitrary movements of articulation organs. The process of forming articulation movements is carried out as arbitrary and conscious: the child learns to produce them and control the correctness of the execution. The necessary movements are first formed by visual imitation: the speech therapist in front of the mirror shows the child the correct arcticulation of sound, explains which movements should be made, offers to repeat it. As a result of several samples, accompanied by visual control, the child seeks the necessary posture. With difficulties, the speech therapist helps the child with a spatula or probe. In subsequent classes, it is possible to propose to perform the movement of the oral instruction without supporting the visual sample. The correctness of the execution in the future, the child checks on the basis of kinesthetic sensations. Articulation is considered assimilated if it is performed unmistakably and does not need visual control.

When working on the formation of a proper pronunciation, it is necessary to avoid mentioning the sound on which work is underway. The speech therapist during the execution of the task is checking if he chose the position correctly for the pronunciation of the desired sound. To do this, he asks the child to exhale ("a lot of implities"), without changing the posture. With a strong exhalation, intensive noise occurs. If the noise corresponds to the acoustic effect of the desired deaf consonant, it means that the posture is accepted correctly. If not, then the speech therapist asks a child to somewhat change the position of the articulation organs (slightly lift, lower, promote the language) and pour again. The search for the most successful postures is carried out until a positive result is obtained.

In dislons, there is no need for an abundance of exercises for the articulation organs, there are enough those resulting in the necessary movements formed. The work is carried out over certain speech movements actually, which have not formed in the child in the development process.

Requirements that need to be submitted to the articulation exercises:

1. To work out the ability to take the required posture, hold it, smoothly switch from one articulation posture to another.

2. The system of exercises for the development of articulation motility should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.

3. Exercises are needed to combine the movements of the language and lips, since when pronouncing sounds, these organs are included in joint actions, mutually adapting to each other.

4. Classes should be held briefly, but many times so that the child is not tired. In pauses you can switch it to another type of work.

5. Pay attention to the formation of kinesthetic sensations, kinesthetic analysis and ideas.

6. As the movement needed, necessary for the implementation of sound, the speech therapist moves to the development of movements required for other sounds.

Types of articulation exercises:

Lip exercises:

The angles of the mouth are slightly drawn, the front tooth is visible, the volume of movement, as when the sound is articulated.

The lips are neutral, as when pronouncing a.

Alternation of movements from a to and, from a to y and back.

Smooth transitionfrom and to a, from a to about, from about to and back. Articulating a series with a smooth transition: And - a - o - y and in reverse order.

At the time of articulating, you can connect progress. During the exercise, the speech therapist in front of the mirror gives an explanation to the child, in which position is the lips when they uttering one or another sound.

Exercises for language:

The tip of the tongue is resting into the lower cutters with the drawn angles of the mouth. The back of the tongue is deployed towards the upper cutters. The position of the angles of the mouth and the jaw is not fixed in the mind of the child as an articulator position: this position is only necessary to facilitate visual control.

The side edges of the language are raised, the round slit is formed, necessary to utter whistling sounds; This posture is called a "tongue of a groove" or "tongue with a tube." To facilitate the child's exercise, it is possible to suggest a flap of the spread language between the teeth, after which it is rounded the lips and thus bend the side edges of the language. You can use a round probe ("Spice"), click on the basis of the language (along the midline) and ask the child to round lips.

Language is raised to Alveola, the side edges are pressed against the root (top) teeth. Language as it would be sick to the upper jaw.

The consistent alternation of the upper and lower positions of the language: the tongue rises, tightly pressed (scking) to the upper jaw, after this is sharply allocated to the lower position. At the time of the torn language, the clicking sound is published, the exercise is called "Snacking", "game in the horses". When performing the exercise, the speech therapy draws the attention of the child to the lowered low-door lower jaw.

The tip and the front of the back of the tongue are raised to Alveolas ("Language with a spoon", or "cup"). The exercise is intended to pronounce sounds, when they articulate which the middle part of the back of the language begged, and the front part and the root of the language slightly raised.

Rhythmic movements in the left - right, the tip of the language concerns the upper alveoli or passes along the border between the upper cutters and alveoli.

Joint movement of the language and lips: the tip of the tongue rests on the lower cutters, the lips carry out a smooth transition from one articulation position to another, the teeth are slightly spread. Particular attention is paid to the combination of the position of the language with the position of the lips for sound and; The tip of the tongue is in the upper position, the lips carry out a smooth transition from one articulation posew to another. Attention is drawn to the combination of the top position of the tip and the front of the back of the tongue with the position of the lips for the labialized vowels (o and y).

Stage of formation of primary pronunctive

skills and skills.

The purpose of this stage is to form a child the initial ability to correctly utter sound on a specially selected speech material. Specific tasks are: setting sounds, the formation of the skills of their correct use in speech (automation of skills), as well as the ability to select sounds without mixing them between ... (differentiate sounds).

The need to solve these tasks in the process of speech therapy work follows from the patterns of ontogenetic mastering the pronuncient side of speech.

In a number of studies, it is shown, then from the moment of the emergence of one or another sound in a child, i.e. its first right pronunciation, until its inclusion in speech is a rather long period of time. A. N. Gvozdev called him a period of mastering sound. It lasts 30-45 and more days and has its own characteristics. First, the new sound is used in parallel with the old, which was its substitute (substitute), while the former sound is used more often than new. In the future, the new sound begins to be used more often than its former substitute, and after a while he is tested by a substitute for all positions and is used even in cases where the latter acts in its own function, that is, he fully displaces him out of speech, and only after that The process of distinction (differentiation) of a new sound and the one who acted into the quality of the substitute.

Sound statement is achieved by applying technical techniques in detail described in the special literature. In the works of F. F. Pay allocatedthree ways: Imitation (imitative) with mechanical help and mixed.

First method Based on a child's conscious attempts to find articulation, allowing to pronounce a sound corresponding to heard from the speech therapist. At the same time, in addition to acoustic supports, the child uses visual, tactile and muscle sensations. Imitationation is complemented by verbal explanations of the speech therapist, which position should take the articulation body. In cases where the articulation positions necessary for this sound are produced, it is enough to recall them. You can take advantage of the gradual fastening of the desired articulation. The search often leads to positive results when setting hissing sounds, paired beams, as well as paired soft. Some sounds, for example, sonorous p and r., As well as l, affrusties h and c, posterior-speaking k, g, x more successfully put in other ways.

Second way Based on external, mechanical effects on articulation organs with special probes or spatulas. The speech therapist asks the child to say the sound, repeat it several times, and during the repetition, with a probe, it changes the articulation of sound. As a result, another sound is obtained: for example, the child says a syllable of Ca, the speaker is putting a spatula or probe under the tongue and slightly lifts it in the direction of the upper alveoli, the hike, and not a whistling sound. With this method, the child himself does not search, its articulation bodies only obey the actions of the speech therapist. After long workouts, it without mechanical assistance takes the necessary posture, helping himself with a spatula or finger. The third method is based on the combination of the two previous ones. The leading role is played by imitation and explanation. Mechanical assistance is applied in addition: the speech therapist explains the child what needs to be done to get the right sound, for example, raise the tip of the tongue (in cases where this movement is fulfilled by the child not quite as it is necessary for normalized sound). In this method, the child turns out to be active, and the POST acquired by it using a speech therapist is fixed in its memory and is easily reproduced in the future without mechanical assistance.

The appearance of sound (when it is distorted) is carried out with a support for the pronounced sounds, in the articulating text of which there are general signs with impaired sound. At the same time, their articulation "kinship" is taken into account, which may not be equally in different groups of sounds. Thus, when working on ringing consonants, they rely on their deaf paired sounds and the task of speech therapy work is reduced to supplement the overall articulatory posture of the voice apparatus. When working on the posterior explosive, the root part of the tongue includes the root part of the tongue, and the position of the front-speaking explosive is taken as the initial one and the transition to the posterior articulation is carried out.

When setting a language as its initial basis, it is not necessary to contact an isolated saved sound, but to the sound in a syllable combination, as the syllable is a natural form of its implementation in speech. It is not the sound of sh, then turning into a slope, and the sound is immediately put in the composition of Sha. This provision is very important due to the fact that when setting an isolated sound, the transition to a syllable is often difficult. It is necessary to provide for possible dynamic restructuring of the articulation of the same phoneme in different sound surroundings. This is achieved without much difficulty, since the schemes (programs) of combinations of sounds in a child with a suslation are not violated. It can easily make a new sound in these schemes by analogy with the basic sounds already included in them. The initial for solid sounds should be elected sounds in a syllable with vowels A, and for soft, you should take sounds in a syllable with vowels and. In future work, consonants are connected in positions to the rest of the vowels. At the same time, attention is drawn to labialized vowels, since many consonants have undergone significant articulants as the sound turns out to be delivered in one of the syllable positions, work is carried out on sound automation and the inclusion of it into speech.

The process of automation of sound consists in training exercises with specially selected words, simple on the phonetic composition and not containing disturbed sounds. For training, words in which the sound is at the beginning, at the end or middle. First of all, the sound is manifested at the beginning (before vowel), then at the end (if the sound is deaf) and last time - in the middle, since this position is most difficult. From the development of sound in the words of a simple syllated structure, they go to the pronunciation of sound in words containing the combination of sound worked with consonants (these consonants must be previously formed in a child or rather hardened). To automate the sound, techniques are used by reflected repetition, independent name of words in the picture. Useful tasks sending a child to find words containing this sound (inventing words with this sound). Great help brings work on sound analysis and synthesis. It should not be limited only to the training of sounds in words, you need to enter creative exercises, games, from the pronunciation of individual words to move to the construction of phrases with them and short statements.

A single sound is usually involved in automation work. In cases of complex suslavs, two sounds can be involved, if they are articulating contrast; Otherwise, interference may occur. When the child is broken by opposing sounds by deaf-belling, then all ring sounds can be included in the automation process at the same time. If the child is having difficulty, then the fricative bellows are performed first, then the deaf.

It is often that already in the process of automation, the child begins to freely include in spontaneous speech. If he does not mix it with others, then there is no need for subsequent work on it. In the speech therapy practice there are cases where further continuation of work on the sound is required, in particular, by delimitation: with other sounds, i.e. differentiation. The child is imposed on the hearing in pairs of words containing a new sound, as well as the sound, which was previously its substitute, or words containing the sounds that the child mixes in its pronunciation. Having learned the word, the child calls the sound heard in it, and reproduces it in the same word. Useful training in the pronunciation of word-paronyms, while it is important to include each word to a minimum context. Work is carried out on the classification of words: select pictures, in the title of which contains the sound C, then select those in which there is sound sh; Dispatch pictures by groups: on the left pictures for the sound of C, and on the right - sh. Useful exercises for independent selection of words containing one or another sound, as well as words in which both mixed sound are. With the children of school age, a written speech is used: reading words with differentiable sounds, finding them in text, proper pronunciation, recording, analysis (preceding or associated recording). Work on the differentiation of sounds contributes to the normalization of the operation of their selection.

When working on differentiation of sounds, no more pairs of sounds are connected at the same time. If you need a greater number of sounds of one articulation group, they are still combined pairwise. For example, when mixing C, h, the sounds are combined into pairs: C - h, ch - sh, c - uch. This is due to the fact that the differentiation process is based on comparison operations, which are held most successfully.

3. Stage of the formation of communicative skills and skills

The purpose of the third stage is to form a child of the skill and the skills of the unmistakable use of speech sounds in all situations of communication.

In class, texts are widely used, and not separate words, various forms and types of speech are used, creative exercises are used, the material is selected, saturated with those or other sounds. Such material is more suitable for audio automation. But if at this stage, the child will work only on a specially selected material, it will not master the selection operation, since the frequency of this sound in special texts exceeds their normal distribution in natural speech. And the child must learn to operate them. Cases of complex or combined functional and mechanical dislisions require clear planning of classes, reasonable dosage of the material, determining the sequence in correcting sounds, as well as the idea of \u200b\u200bwhich sounds can be included in the work at the same time, and which must be managed sequentially.

Lecture №2: " Methods of speech therapy effect during disliers "

Lecture Plan:

1. Eatep of the speech therapy effect during disliers (according to F.F. Rau, O.V. Pravdina and O.A. Tokareva, M.E. Wasshetsev).

2. Developing the phoney perception of children during the preparatory stage of the speech therapy effect.

3. Formation of articulator, respiratory and voice skills and skills during the preparatory stage of the speech therapy.

4. Development of small motility of hands during the preparatory stage of the speech therapy effect.

5. Home Methods of Sound.

The main goal speech therapy impassion with dislielia isformation of skills and skills to correct speech sounds.

To correctly reproduce speech sounds (phonemes), the child mustbe able to:

Recognize the sounds of speech and not to mix them in perception (i.e. to recognize sound on acoustic signs);
distinguish the normalized utility of sound from non-normalized;
carry out auditory control over their own pronunciation and evaluate the quality of sounds reproducible in their own speech;
take the necessary articulator positions providing a normalized acoustic sound effect: vary the articulation of sounds of sounds depending on their compatibility with other sounds in the speech stream;
unmistakably use the desired sound in all types of speech.

The speech therapist should find the most economical and effective way to teach the child to pronunciation.

With the right organization of the speech therapy work, the positive effect is achieved with all types of dislisions. With mechanical discharge in some cases, success is achieved as a result of a joint speech therapy and medical influence.

To overcome defects pronunciation, didactic material is widely used.

The speech therapy effect is carried out in stages, while at each stage, a certain pedagogical task is solved, subordinate to the common goal.

The basic principle of the formation of the right pronunciation

The basis for the formation of sound impeitions should be consistent, phased exploration of all the sounds of the native language. It should be started not from the most often violated in children of sounds: C, sh, r, ln, and simple: and, f, t, s et al., the articulation of which contains elements of articulation of complex sounds. Sequentially practicing a clear pronunciation of all vowels and consonant sounds, seek a gradual assimilation by the child of the phonematical language system.

Although the child's three-four years in the child, the articulation base of almost all sounds is formed, work on them continues in terms of awareness of the sound side of the tongue. Such work not only helps the formation of the correct sound, but also raises the ability to allocate sounds from the word, thereby contributing to the development of phonderatic hearing and sound analysis of words. All this gives the child the opportunity to know the linguistic reality.

Systematic, consistent workshops on all sounds (are held starting with the second youngest group and ending senior), As well as on differentiation of sounds, children are preparing for literacy learning. In the course of these classes, the child is also developed by the kinesthetic sensations (sensations of the movement and position of the organs of the articulation apparatus), which helps him master the right articulation of sounds.

So, at the heart of the work on the assimilation of the children of the phondermatatic language system, there is a development (in a certain sequence) of vowels and consonant sounds and the development of the ability to differentiate sounds according to their main articulation and acoustic features. This contributes to the formation of the correct sound, i.e., is a prophylactic direction of speech therapy in kindergarten. But very important and second direction Correction of various speech violations. The most frequent speech defects found from the pupils of the pre-school institutions of a common type are violations of sound suspension.

Stages of speech therapy

Since the principal discrepancies in the understanding of the problems of the speech therapy effect during dislons are not, then the allocation of the number of stages is not fundamental.

I. Preparatory stage.

The purpose of this stage is Preparation of the resistant and speaking analyzers to the correct perception and reproduction of sound.

At this stage, work is at the same timein several directions:

Formation of accurate movements of the articulation apparatus organs,

The formation of a directional air jet,

Development of shallow motility hands,

Development of phonderatic hearing

Termination of support sounds.

One of the important common-goal problems is the formation of an installation on classes: the speech therapist must establish a confidence relationship with a child, to arrange it, to adapt to the setting of a speech therapy office, cause him an interest in classes and the desire to turn on them. The speech therapist requires special tactfulness, goodwill; Communication with the child should be carried out without the official and excessive rigor.

An important task of forming arbitrary forms of activity and awareness of attitudes towards classes is important. The child must learn the rules of behavior in classes, will learn how to perform the instructions of the speech therapist, actively turn on in communication.

IN tasks of the preparatory stage It includes the development of arbitrary attention, memory, mental operations, especially analytical operations, comparison and output operations.

To special speech therapy Refines: the ability to identify (find out) and distinguish between the formation of articulatory (speaking) skills and skills.

Work on the formation of perception of speech sounds Circuits taking into account the nature of the defect. In some cases, work is directed to the formation of phonderatic perception and the development of auditory control. In others, its task includes the development of phonderatic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as an informed action.

It must be taken into account the following provisions.

The ability to identify and distinguish the sounds of speech as conscious. This requires a child to restructure the relationship to his own speech, the direction of his attention to the external, sound side, which previously did not know. The child needs to be specifically trained by the operations of conscious sound analysis, without relying that he spontaneously wrestlers.

Operations of sound analysisbased on which the skills and skills of conscious identification and differentiation of the phone are formed,held at the beginning of work on the material with correctly pronounced child sounds. After the child learn how to recognize one or another sound in the Word, to determine his place among other sounds, to distinguish one of the other, you can go to other types of operations, based on the skills that have developed in the process of working on properly pronounced sounds.

Work on the formation of perception of incorrectly pronounced sounds should be carried out so that the child's own improper pronunciation prevented him. To do this, at the time of the operation of sound analysis you needto eliminate your own progress, moved all the load on the auditory perception of the material.

Provarusing the child is preferably connected to subsequent classes when there is a need to compare his own pronunciation with normalized.

With phonematic suslies needform the missing movements of the articulation bodies; Make correction to incorrectly formed movement. In cases where the sound is distorted due to violations in the method or place of its education, it is necessary to combine both receptions.

The formation of an articulation base of sounds with functional disliers is carried out in a shorter period than with mechanical disliers. Before you form an articulation structure with mechanical disliers, you need to work that would help determine this position of the articulation bodies in which the sound will be closest to the acoustic effect of normalized sound.

The formation of movements of the organs of the articulation apparatus is carried out mainly byarticulating gymnastics which includes exercises for training the mobility and switchability of organs, the development of certain positions of the lips, the language necessary for the correct pronunciation of all sounds, So for each sound of a particular group. Exercises should be targeted: not their quantity, but the correct selection and quality of execution.

These exercises are selected based on the correct articulation of sound, taking into account its particular violation in the child.

In any exercise, all movements of the organs of the articulation apparatus are carried out consistently, with pauses before each movement, so that the speech therapist can control its quality, and the child Feel, realize, control and memorize your actions. First, the exercises are performed at a slow pace in front of the mirror, i.e., visual control is used to achieve the final result. After the child learn to perform the movement, the mirror is removed and the control functions take on its own kinesthetic sensations (the sensations of movements and the provisions of the articulation apparatus organs). With the help of leading caregivers, the baby determines what makes his tongue (lips), where it is which it (wide, narrow), etc. It gives children the opportunity to make their first "discoveries", causes interest in exercises, increases them efficiency.

To form an articulation base, exercise types have been developed, didactic requirements and methodical recommendations, pronunciation corrective benefits.

The speech therapist during the execution of the task is checking if he chose the position correctly for the pronunciation of the desired sound. To do this, he asks the child to exhale ("a lot of implities"), without changing the posture. With a strong exhalation, intensive noise occurs. If the noise corresponds to the acoustic effect of the desired deaf consonant, it means that the posture is accepted correctly. If not, then the speech therapist asks a child to somewhat change the position of the articulation organs (slightly lift, lower, promote the language) and pour again. The search for the most successful postures is carried out until a positive result is obtained.

Requirements that need to be submitted to the articulation exercises:

1. To work out the ability to take the required posture, hold it, smoothly switch from one articulation posture to another.

2. The system of exercises for the development of articulation motility should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.

4. Classes should be held briefly, but many times so that the child is not tired. In pauses you can switch it to another type of work.

5. Pay attention to the formation of kinesthetic sensations, kinesthetic analysis and ideas.

6. As the movement needed, necessary for the implementation of sound, the speech therapist moves to the development of movements required for other sounds.

Articulation exercises are divided into static and dynamic, as well as divided into appointment - to the development of the mobility of which organs of the articulation apparatus are directed.

Types of articulation exercises

Exercises for lips

Static:

1. The angles of the mouth are slightly drawn, the front tooth is visible, the volume of movement, as when the sound is performed.

2. The lips are neutral, as when pronouncing a.

3. The lips are rounded as when oh, wheny

Dynamic:

4. Alternation of movements from "A" to "and", from "A" to "y" and back.

5. Smooth transition from "and" to "A", from "A" to "O", from "O" to "U" and back. Articulating a series with a smooth transition: And - a - o - y and in reverse order.

Exercises for language

Static:

1. The language is relaxed, calmly lies on the lower jaw. The tip of the language is rounded.

2. The tip of the tongue is resting into the bottom of the cutters with the drawn angles of the mouth. The back of the tongue is deployed towards the upper cutters. The position of the angles of the mouth and the jaw is not fixed in the mind of the child as an articulator position: this position is only necessary to facilitate visual control.

3. The lateral edges of the language are raised, the round slit is formed, necessary to utter whistling sounds; This posture is called a "tongue of a groove" or "tongue with a tube." To facilitate the child's exercise, it is possible to suggest a flap of the spread language between the teeth, after which it is rounded the lips and thus bend the side edges of the language. You can use a round probe ("Spice"), click on the basis of the language (along the midline) and ask the child to round lips.

4. The language is raised to alveoli, the side edges are pressed to the indigenous (top) teeth. Language as it would be sick to the upper jaw.

5. The tip and front part of the back of the language are raised to Alveolas ("Language with a spoon", or "cup"). The exercise is intended to pronounce sounds, when they articulate which the middle part of the back of the language begged, and the front part and the root of the language slightly raised.

Dynamic:

The consistent alternation of the upper and lower positions of the language: the tongue rises, tightly pressed (scking) to the upper jaw, after this is sharply allocated to the lower position. At the time of the torn language, the clicking sound is published, the exercise is called "Snacking", "game in the horses".

When performing the exercise, the speech therapy draws the attention of the child to the lowered low-door lower jaw.

Rhythmic movements of the language left-right, the tip of the language concerns the upper alveoli or passes along the border between the upper cutters and alveoli.
The wide language smoothly "strokes" the upper heaven moves back and forth.
Together with the movement of the language and lips, the tip of the tongue rests on the lower cutters, the lips carry out a smooth transition from one articulation posture to another, the teeth are slightly spread. Particular attention is paid to the combination of the position of the language with the position of the lips for sound and; The tip of the tongue is in the upper position, the lips carry out a smooth transition from one articulation posew to another. Attention is drawn to the combination of the top position of the tip and the front of the back of the tongue with the position of the lips for labialized vowels (O andy).

Pronouncing most of the sounds of the Russian language requiresdirected air jet, The production of which is carried out simultaneously with the articulating gymnastics, since cheeks, lips, language take actively involved in the formation of an air jet. The following exercises are sequentially given:

to strengthen the muscles of the cheeks inflate the cheeks and keep the air in them ("inflate two balls");
tighten the cheeks with closed lips and with a dutched mouth ("Slender Petya");
to generate a directional air jet not inflating the cheeks, through the front-line and slightly advanced lips, forming the in the middle of the round "window", blow off the palm of the palm of anysoft item (cotton ball, paper snowflake, etc.);
blow on a pencil lying on the table so that he rolled;
teach a child to form a narrow slit betweenstretched in a light smile with pinned lips (angles of mouthat the same time pressed to the teeth). The jet of air directed into this slit, the child dissets the movements of the index finger from the side to the side. If the gap is formed correctly and jetsure enough, the sound of the air dissected by the finger is well heard (the exercise "Propeller").
with the same position of the lips, the child is offered to put a wide tip of the tip between them (you can "pour out the lip languages \u200b\u200bwith soundspy-five-five, Then he will be melt), in the middle of the tongue along his front edge "Make a track" Putting a match with a cut head and put the breeze, blowing up paper leafles with a rumbled back hand.

Simultaneously with articulating gymnastics and exercises for the development of directional air jetwork fine motility. Exercises can be used as follows: "Make binoculars" combine the thumb with the index (the remaining fingers are tightly adjacent to each other);

"Make a woven" Connect the hand brushes to the back side (elbows stand on the table) and overwhelm the fingers of one hand with the corresponding fingers of the other;

"Walk through the bumps" Big finger capture the Unnamed and Mysinette, and the index and the middle alternately "stick through the bumps" (laid down at a distance 2-3. Cm from each other 5-6 S. even sticks), not hurt them, highly raising "legs" (fingers).

It can be desktop didactic games like "mosaic", various games with fingers.

Children with insufficiently developed small motility require increased attention and during physical culture (especially when exercises are carried out to develop coordination of movements), musical training (especially when musical and rhythmic movements are held).

One of the important directions at the preparatory stage isoperating sound sounds similar to those disturbed by articulation (place or method of education), but the child pronounced correctly. The testing of support sounds includes the following: refinement of the articulation of sound and its correct pronunciation in an isolated form, in syllables, words, sentences.

For sound S. Supports will be soundsand, f. Sounds with and - the same at the place of education (front-band), the tip of the language during their pronunciation is below. Operating soundand, We achieve the position of a wide tip of the tongue behind the lower cutters and lifting the front of the back of the language to Alveola. Sounds C, F - The same form of education (slotted). Operating soundf, We achieve a directional air jet, which goes into a narrow slit formed by the bottom lip and the upper cutters. By connecting these two spent items, we achieve the correct pronunciation of sound with.

For Sh Support are g, p. Sounds sh, g - the same at the place of education (front-band), the tip of the language in their pronunciation is at the top. Working g, we achieve the ability to raise the tip of the language to Alveola. Sounds Sh, C - The same form of education (slotted). Working from, We achieve a directed air jet running in the middle of the language. By connecting these two exhaust elements, we achieve the correct sound pronunciation of sh. |

For L. Support are g, s (G gives rise to the tip of the language to Alveola, ands - Lifting the middle-back of the tongue to the nubble) forp - D and C (D Works up the tight tip of the tongue up,c - Directional air jet). I.

Thus, working out support sounds, we already at the preparatory stage we achieve their clear pronunciation in the syllables, words, phrases, which helps developing good diction; We teach the child to allocate the reference sound in the syllables, words, phrases, which develops its phramethic hearing, gives a practical idea of \u200b\u200bsuch concepts as "sound," word "," proposal ". All this contributes to the development of speaking andthe resistant analyzers, the formation of analysis skills and | synthesis of words and, accordingly, faster and successful formulation and automation of disturbed sound.

To the next stage sound formulation you can go on when a child learns easily, quickly, correctly reproduce the main movements and positions of the organs of the articulation apparatus, necessary for this sound, clearly distinguish the correct sound from distorted.

II. Stage of the formation of primary pronunciation skills and skills

purpose This stage is to form a child in the child the initial skills of the correct utility of sound on a specially selected speech material. Specifictasks Are: setting sounds, the formation of skills of their correct use in speech (automation of skills), as well as the abilities to select sounds without mixing them between themselves, (differentiate sounds).

The need to solve these tasks in the process of speech therapy work follows from the patterns of ontogenetic mastering the pronuncient side of speech.

Sound statement is achieved by applying technical techniques in detail described in the special literature. In the works of F. F. PAY, three ways are distinguished: imitation (simulation). with mechanical help and mixed.

First method Based on a child's conscious attempts to find articulation, allowing to pronounce a sound corresponding to heard from the speech therapist. At the same time, in addition to acoustic supports, the child uses visual, tactile and muscle sensations. Imitationation is complemented by verbal explanations of the speech therapist, which position should take the articulation body. In cases where the articulation positions necessary for this sound are produced, it is enough to recall them. You can take advantage of the gradual fastening of the desired articulation. The search often leads to positive results when setting hissing sounds, paired beams, as well as paired soft. Some sounds, for example, sonornyp and r, as well as l, affriries h and c, posterhable k, g, x more successfully put in other ways.

Second way Based on external, mechanical effects on articulation organs with special probes or spatulas. The speech therapist asks the child to say the sound, repeat it several times, and during the repetition, with a probe, it changes the articulation of sound. As a result, another sound is obtained: for example, a child says a syllable several times.sa the speech therapist places a spatula or probe under the tongue and slightly lifts it in the direction of the upper alveoli, the hike, and not a whistling sound. With this method, the child himself does not search, its articulation bodies only obey the actions of the speech therapist. After long workouts, it without mechanical assistance takes the necessary posture, helping himself with a spatula or finger.

Third way Based on combining the two previous ones. The leading role is played by imitation and explanation. Mechanical assistance is applied in addition: the speech therapist explains the child what needs to be done to get the right sound, for example, raise the tip of the tongue (in cases where this movement is fulfilled by the child not quite as it is necessary for normalized sound). In this method, the child turns out to be active, and the POST acquired by it using a speech therapist is fixed in its memory and is easily reproduced in the future without mechanical assistance.

Sound statement (when it is distorted) It is carried out with a support for normalized sounds, in the articulating text of which there are general signs with impaired sound. At the same time, their articulation "kinship" is taken into account, which may not be equally in different groups of sounds. Thus, when working on ringing consonants, they rely on their deaf paired sounds and the task of speech therapy work is reduced to supplement the overall articulatory posture of the voice apparatus. When working on the posterior explosive, the root part of the tongue includes the root part of the tongue, and the position of the front-speaking explosive is taken as the initial one and the transition to the posterior articulation is carried out.

When setting a language as its initial basis, it is not necessary to contact an isolated saved sound, but to the sound in a syllable combination, as the syllable is a natural form of its implementation in speech. It is not the sound of sh, then turning into a slope, but immediately puts the sound in the wordshade This provision is very important due to the fact that when setting an isolated sound, the transition to a syllable is often difficult. It is necessary to provide for possible dynamic restructuring of the articulation of the same phoneme in different sound surroundings. This is achieved without much difficulty, since the schemes (programs) of combinations of sounds in a child with a suslation are not violated. It can easily make a new sound in these schemes by analogy with the basic sounds already included in them. The source for solid sounds should be elected sounds in a syllable with vowels [A], and for soft, you should take sounds in a syllable with vowels [and]. In future work, consonants are connected in positions to the rest of the vowels. At the same time, attention is drawn to labialized vowels, since many consonants in front of them undergo significant articulatory changes. As the sound turns out to be delivered in one of the syllable positions, work is underway to automate the sound and the inclusion of it into speech.

Questions and tasks

What are the main stages of the work of correcting sound-proofdo you know?
Name the goal and content of work on the preparatoryand ne.
What requirements are made to the articulazionya gymnastics?
What do you know exercise to develop aimed atbe a stuffy jet?
What games and game exercises for the development of shallow motility you can offer detta?
What sounds are called supporting? Give examples of referencescove for sounds with, sh, l, r.
Name the goal and the content of the work at the stage of stratasat ka.
What three main ways to perform sounds you knowe Those?

Main literature

Speech therapy: studies. For stud. Defectol. Fact Ped. Higher. studies. institutions / ed. L. S. V.l. kova. - 5th ed. Pererab. and add. - M.: Vlados, 2008. - 703 p.

Speech therapy at school: Practical experience: training. Manual / Ed. V.S. Cuckoo. - M.: March, 2005. - 368С.

Shashkin Gulnara Rustemsna. Speech therapy work with preschoolers: studies. Manual for studies Higher. studies. Vehicles / G. R. Shashkina, L. P. Zerinov, I. A. Zimin. - M.: AKbut demia, 2003. - 240 s. - (Higher education). - Bibliogr.: With. 234-237.

Tkachenko T. A. Correction of phonetic violations in children. Preparatory Stage: Logoopian allowance / -M.: Vlados, 2005. - 75С.

6.2. Additional literature

Basics of speech therapy with workshop on sound testing: studies. Manual for Student Presents / Under Red.T. Volochman. - M.: Acade Mia, 2002. - 200 p.

The program on the discipline "Fundamentals of the speech therapy" [Electronic resource]: To prepare students in the specialty - 050706 "Pedagogy and Psychology". Qualification - teacher-psychologist / Department of Correctional Psychology and Pedagogy; Cost. S. P. Duvan.about vavergezh: Publishing House of VGPU, 2006. - 21 p. - Tilt. with title. Screen. - electron. Property version. Publicbut . - Access from the Local Network of the FB VGPU

Fomicheva M.F. Education in children of proper pronunciation: workshop on speech therapy: studies. Manual for studies Higher. studies. Vehicles / - M., "Enlightenment", 2002. - 239c.

Readings on speech therapy (extraction and texts. T.1: in 2 tons: studies. Available for universities / under the editor-L.S. Volkova, V.I. Seliverstov. - M: Vlados, 1997. - 556c.

Readings on speech therapy (extraction and texts. T.2: in 2 tons .: student. Visobia for universities / under the editor. L.S. Volkova, V.I. Seliverstov. - M: Vlados, 1997. - 656c.

6.3. Software and Internet resources

The official website of the Ministry of Education and Science. - http://www.ed.gov.ru.

University library. -http://www.biblioclub.ru.

Logopunk: Correction of Violation of Speech

http://www.logopunkt.ru/board.php.

Speech therapy effect during disliers

I administration

1. Method of speech therapy

2. Eateups of speech therapy

III Conclusion

IV Abstract Individual Looking at Dyslia

V Literature

I administration

Dyslavlia is a violation of sound suspension during normal hearing and the preserved innervation of the speech apparatus.

In modern speech therapy studies based on the provisions of linguistics, these violations are divided into two multi-level categories. Replacing and mixing sounds are qualified as phonological (F. F. Pay) or (which is the same) Phonematatic (R. E. Levin) Defects in which the language system is violated. Distortion of sounds are qualified as anthropophonic (F. F. PAY) or phonetic defects you, in which the pronunciation rate of speech is violated. Such a separation deepens the idea of \u200b\u200bthe structure of the speech defect, and sends attention to the search for adequate methods of its overcoming.

In accordance with the proposed criteria, three main forms of dischairs are allocated: acoustic-phone state, articulators and phoniamatic, articulator-phonetic.

Many authors note that in some cases, children use the sound in an isolated, in the syllables, and sometimes in words and in reflected speech, and in self-speech do not use (M. A. Aleksandrovskaya). Similar phenomena are noted in RA bots M. E. Muptseva, O. V. Pravdina, K. P. Becker, M. Sovak, etc. These data suggest that the pronunciation of the abilities of children relate to the degree of complexity of the type of speech activity.

O. V. Predina (1973) allocates three levels of violated about the worn: a complete inability to correctly pronounce sound or a group of sounds; improper pronunciation of them in speech with a rulery pronunciation isolated or in the light words; Not sufficient differentiation (mixing) of two close on the sound or on the articulation of sounds when the ability is correct about to wear both sounds. Selected levels reflect the stages of the dust of sound in the process of developing a child, identified by A.N. Majnn. This data suggests that the child with a disturbed pronunciation is the same stages of mastering sound, which is normal, but on some of these stages he can stay or stop.

II speech therapy effect during disliers

II. 1. Methodology L. fireproof impacts

The main purpose of the speech therapy effect during disliers is the formation of skills and skills of correctly reproducing the sounds of speech. To correctly reproduce the sounds of speech (phonemes), the child should be able to: learn the sounds of speech and not mix them in perception (i.e. to distinguish one sound from another acoustic signs); distinguish the normalized pronouncement of sound from non-normalized; Conduct a hearing right role for their own utterance and evaluate the quality of sounds reproducible in their own speech; make the necessary articulatory positions that provide the normalized acoustic effect of sound; Variate the articulation of the sounds of sounds depending on their compatibility with other sounds in the speech stream; Unmistakably use sound in all types of speech.

The speech therapist should find the most economical and effective way to teach the child to pronunciation.With the right organization of speech therapy work, the polo effect is achieved with all types of dislisions. In mechanical discharge in some cases, success is achieved as a result of joint speech therapy and medical effects.

II. 2. Stages L. fireproof exposure

Based on the purpose and objectives of the speech therapy effect, the following stages of work are allocated to allocate the following steps: preparatory stage; stage of formation of primary boiling skills and skills; The stage of forming the communities of key skills and skills.

1. Preparatory stage. Its main goal is to include a child in a targeted speech therapy process. For this, it is necessary to solve a number of common-goal and special speech therapy tasks.

One of the important common-breeding tasks is the formation of a plant for classes: the speech therapist should establish a trust relationship with reengot, to arrange it, adapting to the setting of a speech therapy office, cause him interest in classes and the desire to turn on. Children are often stiffening, shovels, closure, and sometimes fear of meetings with unfamiliar peers and adults. From the speech therapist requires special tact, benevolence; Communication with the child should be carried out without officialness and excessive rigor.

It is important to the task of forming derivative forms of activity and a conscious attitudes towards classes. The child must learn the rules of behavior in classes, learn how to complete the instructions of the speech therapist, actively turn on in communication. The tasks of the preparatory stage include the development of arbitrary attention, memory, mental operations, especially the ana lithic operations, comparison and output operations.

Special speech therapy tasks include: the ability to identify (recognize) and distinguish between the phonemes and the formation of articulatory (speaking) skills and skills.

Depending on the form of disliers, these tasks can be solved in parallel or sequentially. With articulatory forms (phonumatic and phonetic) in cases where there is no vision in perception, they are solved in parallel. The formation of recipe skills can be reduced to the development of conscious sound analysis and control over its own pronunciation. In the acoustic and phoneumatic form of dischairs, the main task is to teach children to distinguish and recognize the phonemes with a support for saved functions. After having decided this task, it is impossible to go to the formation of the correct pronunciation of the sounds. To work on the right pronunciation of sound when successful, the child should be able to hear it, since regulators of normalized use is hearing.

With mixed and combined disliers forms, work on the development of recipe skills is preceded by the formation of an articulator base. But in the case of gross violations of the phoney perception, it is carried out in the process of forming articulator skills and skills.

Work on the formation of the perception of speech soundscircuits taking into account the nature of the defect. In some cases, work is directed to the formation of phonderatic perception and the development of auditory control. In others, its task includes the development of FDs of non-natic perception and operations of sound analysis. In Treich, is limited to the formation of auditory control as an informed action.

It must be taken into account the following provisions.

The ability to identify and distinguish the sounds of speech as conscious. This requires a child to restructure the relationship to his own speech, the direction of his attention to the external, sound hundred Ron, who had not previously realized before. The child needs to be specifically to teach the operations of conscious sound analysis, not by lagging that he spontaneously masters.

The initial units of speech should be words, since sounds - phonemes exist only in the composition of the word, from whichby special operation, they are allocated when analyzing. Only after that by them can be operated as independently by ours and conduct observations of them as part of the sludge chains and in an isolated pronunciation.

Operations of sound analysis, on the basis of which the skills and skills of conscious identification and differentials of the background are formed, are carried out at the beginning of work on the material with the right-pronounced child sounds. After a child learn to recognize one or another sound in the Word, I define its place among other sounds, to distinguish one of the other, you can go to other types of operations, based on the skills that have developed in the process of working on properly pronounced sounds.

Work on the formation of perception of incorrectly carrying sounds should be carried out so that its own not correct pronunciation of the child prevented him. To do this, at the time of the operations of sound analysis, RE Benka needs to limit the most or eliminating his own progress, moved the entire load on the hearing perception of the material.

Provarusing the child is preferably connected to after breathing occurs when the need to compare his own pronunciation with normalized.

With phonemematic discharges it is necessary to form the missing movements of the articulation bodies; Make correction to incorrectly formed movement. In those cases, the KOG Yes, the sound is distorted due to violations in the method or place of its education, a combination of both techniques is necessary.

For the formation of an articulation base, exercise types have been developed, didactic requirements and methodological reactions of Mendations, pronounced benefits.

With dislons there are no coarse motor disorders. A child with discharge is not formed some specific arbitrary movements of articulation organs. The process of formation of articulation movements is carried out as a free and conscious: a child learns to produce them and touch the correctness of the execution. The necessary movements are first formed by visual imitation: the speech therapist moves the right articulation of the sound to the child, explains which movements should be made, it proposes to repeat it. As a result of several samples, accompanied by visual control, the child seeks the necessary posture. With difficulties, the speech therapist helps the child with a spatula or probe. In subsequent classes, it is possible to propose to perform the movement of the oral instruction without supporting the visual sample. The correctness of the fulfillment of the child in the future checks on the basis of kinesthetic sensations. Articulation is considered to be a military, if it is performed unmistakably and does not need visual control.

When working on the formation of the correct pronunciation, it is necessary to avoid references to the sound above the work.

The speech therapist in the course of the task is the child checks, whether he chose the pose to pronunciation for the pronunciation of the desired sound. To do this, he asks for a child of trans-lime exhalation ("a lot of implities"), without changing the posture. With a strong exhalation, there is an intense noise. If the noise will correspond to the acoustic effect you need a thorough consonant, it means that the posture is accepted correctly. If not, then the speech therapist asks for a child, somewhat change the position of the articulation organs (slightly lift, lower, promote the language) and pour again. The search for the most successful postures is carried out until a positive result is obtained.

In some cases, listening to the noise produced, the baby knows it with normalized sound and even trying to independently include in speech. Since this does not always bring a matter of positive results, the speech therapist should divert attention from sound in such cases, switched to another object.

In disliers, there is no need for an abundance of exercises for the articulation bodies, sufficiently those as a result of which the necessary movements are formed. The work leads over individual speech movements actually, which have not formed in the child in the process of speech development.

Requirements that need to be submitted to the articulation exercises:

1. To work out the ability to take the required posture, hold it, smoothly switch from one articulation posture to another.

2. The system of exercises for the development of articulation Moto Rica should include both static exercises and exercises aimed at developing the dynamic coordination of speech movements.

4. Classes should be held briefly, but much more paint so that the child is not tired. In pauses, you can switch it to another type of work.

5. Pay attention to the formation of kinesthetic feeling, kinesthetic analysis and ideas.

6. As the movement required for the realization of sound, the speech therapist moves to the development of movements, mandatory for other sounds ...

2. Stage of the formation of primary utilities and skills. The purpose of this stage is to have the initial skills in the child the proper sound of sound on a specially selected speech material. Specific tasks are: setting sounds, forming the skills of the correct use of their use in speech (automation of skills), as well as the skills to select sounds without mixing them between themselves (differentiating).

The need to solve the indicated tasks in the process of a discharge work leaks from the patterns of ontogenetic hosting by the uttertainment side of speech.

Sound statement is achieved by the use of technical with it, in detail described in the special literature. In the works of F. F. PAY there are three ways: to imitate (simulating), with mechanical help and mixed.

When setting the sound as its initial basis, it is necessary to contact the insulated sound sound, but to the sound in the syllable combination, as the syllable is a natural form of its implementation in speech ... This provision is very important due to the fact that When setting an isolated sound, the transition to the syllable often turns out to be difficult. It is necessary to provide for possible dynamic restructuring in the liament of the same phoneme in a different sound environment. This is achieved without much difficulty, since the schemes (programs) of combination of sounds in a child with a suslavy are not violated.

As the sound turns out to be delivered in one of the syllable positions, work is carried out on its inclusion in speech, or automation.

The sound automation process lies in training exercises with specially selected words, simple in the phonetic composition and not containing disturbed sounds.

It often turns out that already in the process of automation of reengot, it begins to freely include in spontaneous speech. If he does not mix it with others, then there is no need for subsequent work on them. In the speech therapy practice there are cases where further proceeding of working on sound is required, in particular, in its distinction with other sounds, i.e. differentiation.

Work on the differentiation of sounds contributes to the normalization of the operation of their selection. When working on differentiation of sounds at the same time, no more pairs of sounds are kept, if a large number of sounds of one articulator group are needed, they are still combined pairwise.

Texts are widely used, and not individual words, various forms and types of speech are used, creative exercises are used, the material is selected, saturated with those or other sounds. Such material is more undergoing for occupations for automation of sounds. But if at this stage, the child will work only on a specially selected material, he will not master the selection operation, as it becomes a faithfulness of this sound in special texts exceeds their normal distribution in natural speech. And the child must learn to operate them.

Cases of complex or combined functional and mechanical discharges require clear planning of occupations, reasonable dosage of the material, determining the sequence of TI in the correction of sounds, as well as the ideas about which sounds can be included in the work at the same time, and which dollars are managed sequentially.

III Conclusion

The speech therapy effect is a pedagogical process in which the tasks of corrective learning and education are implemented.The main purpose of the speech therapy effect during disliers is the formation of skills and skills of correctly reproducing the sounds of speech. The speech therapist should find the most economical and effective way to teach the child to pronunciation.

With the right organization of speech therapy work, the polo effect is achieved with all types of dislisions. In mechanical disliers in some cases, success is achieved as a result of joint speech therapy and medical effects.

The prerequisite for success with speech therapy effect is the creation of favorable conditions for overcoming the lack of pronunciation: emotional contact of the speech therapist with a child; an interesting form of organizing classes, relevant leading activity that encourages the cognitive activity of the child; Combining work techniques that avoid its fatigue.

The speech therapy effect is carried out in stages, while at each stage, a certain pedagogical task is solved, subordinate to the general goal of speech therapy.

IV An abstract of individual occupation in disliers.

View of disliers: lateral sigmatism.

Objective: sound automationsh in syllables, words and pre-facilities.

Equipment: mirror, pictures on words containing soundsh notebook for homework.

Plan lesson:

1. Checking homework.

2. Sound fixingsh in open syllables, closed syllables and syllables with a crossing of consonants.

3. Automation of soundw in words.

4. Sound automationsh in sentences and poetry, text.

5. Task for the house.

Structure occupation

Speech therapist

Child

He greets the girl and suggests to remember which sound she learned to speak correctly on the past occupation.

Say a few more soundsh raise the tongue for the top teeth, Hoall the tip of the language. That's right.

Now listen to what this sound looks like.

Right, Tanya. Now do the exercise with soundsh. Repeat after me:sha, Sho, Shu, Shi, Sha-Sho, Sha-Shu, Sha-Shi, Ash, Osh, Osh, Ish.

And now I will fulfill another UP. Repeat after me:shp shop, Shpu, Shpi, PEC, Studi, Shta, Scrap, Ski, Ship.

Now I will call words, and you repeat them after me, try the soundsh clearly and clearly.

You said right, well done!

Now let's play with you. I will give you pictures, but I will call them myself. You have to find out what word is theresh and in the same place - at the beginning of the word, in the middle or at the end. Listen carefully! (calls words:

dog, fur coat, valley, cat, school, pencil, girl, ball, pear, wheel, book, tree.)

Well, Tanya was correctly answered.

Girl offer pictures on soundsh.

Post down in one side of the picture, in the title of which there is soundsh to another - in the name of which soundw is not.

And now repeat the Ma Lena Proposals for me, whether it will be aware and pronounce the soundsh in words correctly.

I will write to you these suggestions in the notebook, and you will reveal them at home with my mother or dad.

Tell me the poems that we taught last time.

You did well, about wear soundsh right. Tomorrow we will be engaged again (progress with the girl).

I learned to saysh.

The child, looking in the mirror, finds the right pollinity language and pronounces a long time:sh ... sh ... sh ...

So hills a goose or locomotive when the gift is letting.

Girl looking into the mirror and checking the position of the language, says syllables for the speech therapist.

The girl repeats.

The girl says the following words behind the speech therapist: ball, fur coat, hat, wardrobe, noise, joke, car, schock, porridge, shower, ours, yours.

The girl listens and after the speech therapist calls three words, determines the presence of soundsh his place in the word or the absence of this sound.

The girl performs for the date.

Girl says: "Masha ball. Misha found a bump. Shura went to school. Natasha has a lot of toys. Cat caught a mouse. In the field a lot of daisies. Misha put on a fur coat, cap, scarf and mittens. "

Girl tells:

"Bai-Bay, Kysh-Kysh-Kysh!

How not to be ashamed, mouse! Stop in the Seine to wander!

You can wake a cat! "

V Literature

1. Grinspun B.M. Dyslavlia. - M., 1989

2. Spellopedia / Ed. L.S. Volkova, S.N.Shakhovskaya. - M., 1999

3.Povalaeva MA Directory speech therapist. - Rostov-on-Don, 2002

4. In E.F. and Sinyak V.A. Speech therapy. - M., 1969

5.Fichichova T.B., Cheveleva N.A. Spent work in a special kindergarten. - M. 1987.

Principles of speech therapy work during disliers:

The principle of keeping leading activities. Classes must be organized in an interesting child shape: in the form of a game, with elements of rivalry from schoolchildren.
Principle of development. The speech therapy classes should not only eliminate the wrong sound, but also encourage the cognitive activity of the child, which will contribute to its development.
Onhegenetic principle. The sequence of sounds in ontogenesis occurs when overcoming polymorphous disliers.
The principle of a personality-oriented approach. See personality in the child, stick to the partner style of communication. Create an emotionally favorable atmosphere. Let it feel that he will cope with the proposed task.
The principle of changing various activities (techniques) in the classroom. It is necessary to avoid fatigue.
The principle of using all analyzers. In addition to acoustic supports, the child uses visual, tactile and muscle sensations.
The principle of visibility. Be sure to use visibility and didactic material.
Didactic principle from simple to complex.

The purpose of the speech therapy: Formation of skills and skills to correct speech sounds.

Stages of speech therapy:

Preparatory stage.
The stage of the formation of primary pronuncutive skills and skills.
Stage formation of communicative skills and skills.

Preparatory stage.

purpose - include a child in the speech therapy process.

Tasks:

Creating an installation on classes. Adapt to the speech therapy office, to yourself.
Formation of arbitrary forms of activity and conscious attitudes towards classes. The child must get used to a certain form of classes, to the need to fulfill the instructions of the speech therapist.
Development of mental functions: arbitrary attention, memory, thinking (analytical operations, comparison and output operations).
Development of phonderatic perception.
Formation of articulatory skills and skills.

At the preparatory stage work is carried out on the development of auditory attention and memory. The main methodological condition - the child should not pronounce a defective sound! It is necessary to carry out work on the understanding of the spatial relationship (up, down, at the beginning, at the end, after, before). This is a preparation for mastering the skills of phonground analysis. Formation of articulatory skills and skills.

The task is to master the totality of all articulation movements and first of all, to achieve high-quality execution. Accuracy, clarity, normal tempo, sufficient volume, coordination, ability to hold a given poses.
Articulation is a set of movements and provisions of speech-lip bodies, the language necessary for the formation of sounds characteristic of a particular language. The development of the correct articulation of the disturbed sound is possible in the presence of well-formed articulation motility, i.e. The ability to manage speech and speech bodies.

It is necessary to learn to strain and relax the language, hold it in the desired position, direct the air jet to the right bed, coordinate the agreed work of various articulation bodies. This goal is the articulation gymnastics - a complex of special exercises for lips and language. The articulation gymnastics is designed in an exciting form to develop the child's ability to manage their own speech bodies: language, lips, lower jaw and speech breathing.

Requirements for articulator exercises:

The execution of the articulation gymnastics should be mandatory and regular during the preparation of the articulation structure and sound formulation.
An important requirement is arbitrary and awareness of 5 to 6 years. It is necessary to teach a child to control the correctness of the execution of articulant exercises. First, samples are performed in front of the mirror. You can help the spatula or probe. Articulation is considered to be assimilated if it is performed by a child unmistakably at the request of a speech therapist without visual control on the kinesthetic sensations.
Important methodical remark! Do not mention the sound over which work is underway. An articulator structure is created, the speech therapist asks to pour. You can not talk: say "SSSs".
During the disliers, they do not load the child with a variety of articulant exercises, only those that are necessary for the formulation of defective sounds are selected.
The exercise system should include as dynamic (on the development of mobility, the child learns to realize that the lips and language move and can take various injections) and static (the ability to hold the pose for a long time and, accordingly, do not lose it with automation) exercise.
Exercises need to combine the movements of the language and lips, because When pronouncing these bodies interact.
Exercises are performed in a moderate pace with compulsory visual control. It is desirable that the child and adult can be in front of the mirror: an adult shows a sample exercise, the child repeats behind it.
Exercises are held briefly, a break to another type of work (finger motor skull, mental functions).
Exercises give game names: "Swing", "Horse". The movement of the tip of the tongue and lips in the presentation of the baby can be associated with already familiar images, developing its imagination and the emotional sphere, and turn the difficult work into a fascinating cognitive moment.
Pay attention to the formation of kinesthetic sensations, kinesthetic analysis and ideas.
When movements are formed for one sound, start working out movements for the next sound.

The stage of the formation of primary pronuncutive skills and skills.

purpose - To form a child in the child the initial skills of the right sound.

Work is also conducted in two directions:

development of phonderatic perception;
education of the correct sound.

Development of phonderatic perception.

As soon as the child learned to pronounce the sound, start working on learning the skills of phonderatic analysis and synthesis:

Allocation of a given consonant sound from a number of other sounds.
Allocation of a given consonant sound amid words.
Determining the position of the sound in the word (beginning, middle, end).
Analysis and synthesis of the reverse syllable type [AC].
Analysis and synthesis of direct syllable type [CA].
Definition of neighboring sounds.
Determining the number of sounds in the word.
Complete sound illuminated analysis and synthesis of single-staple words from three sounds of the Som type and two-linked type teeth with a support on the diagrams where syllables, sounds are designated.
Complete sounding analysis and synthesis of words with consonants in the composition of single-staped words type table, chair, two-linked with a closed syllable of a cat type, three-sided type of Panama, whose pronunciation does not diverge with writing. In order to teach to distinguish the normalized pronunciation of sound from the non-normalized, after spending the sound and consolidate it in words, carry out exercises on a comparison of a new and old sound.

Education of the correct sound.

At this stage, the speech therapy work is carried out in the following sequence:

Sound statement.
Automation of sound.
Differentiation of mixed sounds.

Sound statement.

Sound statement is the process of forming an articulation, child learning to pronunciation in an isolated sound. Much attention is paid to the development of speech motility (kinetic and kinesthetic framework of articulatory movements). Work continues to consolidate speech respiratory skills, voting development, articulator movements. The development of articulator motility is carried out in the form of an articulatory gymnastics - a complex of exercises for lips, a language preparing the correct pronouncement of sound. For each sound, a certain system of articulator exercises is recommended. Articulator gymnastics is usually carried out by imitation, in front of the mirror. The movements of the articulation organs must be accurate, smooth, without concomitant movements, perform with normal muscle tone, without excessive voltage and lethargy.

3 methods of sound formulation are isolated:

By imitation - with a support for the hearing image, on the visual perception of articulation. This is due to the fact that children have a fairly well developed imitation. However, to imitation, most often you can put the sound only when it is missing. With the help of the articulatory exercises, the child is summed up to the creation of the desired structure. For example, "Cup" for sound "sh". The speech therapist asks to perform a cup behind the upper teeth and pour.
Mechanical method of setting using auxiliary means (spatula, probe). The mechanical assistance of the articulators is given a certain position. After long workouts, it without mechanical assistance takes the necessary posture, helping himself with a spatula or finger.
Mixed way. Two previous two are combined. The lead is the first method, the second is used as complementary. In this method, the child is more active and faster remembers the necessary way.

Automation of sound.

Automate the sound - it means to enter it into syllables, words, suggestions, connected speech.

Automation of the sound must be carried out in a strict sequence:

automation of sound in syllables (direct, reverse, with a crossing of consonants);
automation of sound in words (at the beginning of the word, mid, end);
automation of sound in sentences;
automation of sound in cleanrs, patters and verses;
automation of sound in short, and then long stories;
automation of sound in colloquial speech.

First of all, sound is included in syllables. Didactic material should not contain mixed sounds! To automate the sound, techniques of reflected repetitions are used, self-name word in the picture, reading words. Useful tasks sending a child to find words containing this sound (inventing words with this sound). It should not be limited only to the training of sounds in words, you need to enter creative exercises, games, from the pronunciation of individual words to move to the construction of phrases with them and short statements. In the process of automation of sounds, work is carried out on the promotional side of speech: above the emphasis when automating sound in syllables and words, above the logical stress in the process of automating sounds in sentences, over intonation when fixing the sound pronunciation in the proposal, connected speech. Along with the development of the phonetic - the phoneumatic side of speech, at the stage of the automation of sounds there is a vocabulary, its systematization, the formation of a grammatical system of speech.

Differentiation of sounds.

Work is carried out to distinguish the sound with other previously mixed. The main task is to bring up a durable skill of relevant use in the speech of a newly brought up sound, without mixing it with acoustically or articulantly close sounds. The transition to the sound differentiation phase can be started only when both mixed sounds can be properly pronounced in any sounding, that is, when the ability to correctly pronounce "new" sound is already sufficiently automated. The complexity of the speech material here is also growing gradually. First, the Sa-Sha-Shah, AS-Ash syllables, which should be pronounced by a child without any sound replacements, words - Sledge - cap, bowl - Teddy bear, suggestions (such as well-known Sasha on the highway and sucked drying); Connected texts including both mixed sounds. For preschoolers, special work is needed to prevent such replacements. Both differentiated sound must be immediately associated with letters.

Types of jobs:

what kind of sound you hear in this word - W or C.
Solding words by couples. But immediately include in the minimum context.
Remain pictures on C and on Sh. An important requirement. On one occupation differentiates only one pair of sounds. Classes can be from two to five. Sequence: C - Z, C - W, C - C, C - C.

Accounting for the interconnection of sounds when choosing a sequence of their formulation in difficult disliers.

The didactic principle of the consistent transition from simple to complex one is observed. Repair flaws of whistling pronunciation are easier than hissing. Therefore, start with them. Accordingly, first "L", then "P". It is not only possible, but also necessary work on two sounds in parallel. However, one should not take sounds whose articulation is opposite. C - L. Mutual braking movements may occur. You should not take the sounds that cause the greatest energy consumption. P - W. A large voltage of the respiratory organs can lead to rapid overwork until dizziness. When working with paired sounds, it is deaf, then a voice is added.

Stage formation of communicative skills and skills.

The goal is to form a child and skills from a child without the erroneous use of speech sounds in all situations of communication.
Content: Completion of automation and differentiation of sounds. Fastening pronunciation skills in various situations of communication. Warning and overcoming reading violations and letters aged 6 - 7 years. The text material is mainly used. Various forms and types of speech are used, creative exercises are used, the material saturated with the specified sounds is selected. Compliance with such a sequence in the work is mandatory, since all its violation negatively affects the general result and delays the timing of the work itself.