System of speech therapy work for dyslalia. Stages of speech therapy intervention. Methodology of correctional work for dyslalia Contents of the 3rd stage of speech therapy work for dyslalia

The main goal of speech therapy intervention

for dyslalia is the formation of skills and abilities to correctly reproduce speech sounds. To correctly reproduce speech sounds (phonemes), a child must be able to:

recognize speech sounds and not confuse them in perception (i.e., recognize sound by acoustic characteristics);

distinguish normalized sound pronunciation from non-standardized ones;

exercise auditory control over one’s own pronunciation and evaluate the quality of sounds reproduced in one’s own speech;

take the necessary articulatory positions that ensure the normalized acoustic effect of the sound (vary the articulatory patterns of sounds depending on their compatibility with other sounds in the stream of speech);

Accurately use the correct sound in all types of speech.

The speech therapist must find the most effective way to teach the child pronunciation.

With proper organization of speech therapy work, a positive effect is achieved for all types of dyslalia. With mechanical dyslalia, in some cases, success is achieved as a result of joint speech therapy and medical intervention.

A prerequisite for success with speech therapy is the creation of favorable conditions for overcoming pronunciation deficiencies: emotional contact between the speech therapist and the child; an interesting form of organizing classes, corresponding to the leading activity, stimulating the child’s cognitive activity; combinations of work methods to avoid fatigue.

Speech therapy classes are held regularly, at least 3 times a week. Home classes with the help of parents (as directed by a speech therapist) are required. They should be performed daily in the form of short-term exercises (5 to 15 minutes) 2-3 times during the day.

To overcome pronunciation defects, didactic material is widely used.

The time frame for overcoming pronunciation deficiencies depends on the following factors: the degree of complexity of the defect, the individual and age characteristics of the child, the regularity of classes, and assistance from parents. In the case of simple dyslalia, classes last from 1 to 3 months, in case of complex ones - from 3 to 6 months. In preschool children, pronunciation deficiencies are overcome in a shorter time than in school-age children, and in younger schoolchildren - faster than in older ones.

Speech therapy intervention is carried out in stages, while at each stage a specific pedagogical task is solved, subordinated to a common goal.

Stages of speech therapy intervention

In the literature there is no consensus on the question of how many stages the speech therapy intervention for dyslalia is divided into: in the works of F. F. Pay, two are distinguished, in the works of O. V. Pravdina and O. A. Tokareva - three, in the works of M. E Khvatseva - four.

Since there are no fundamental differences in the understanding of the tasks of speech therapy for dyslalia, identifying the number of stages is not of a fundamental nature.

Based on the purpose and objectives of speech therapy intervention, it seems justified to distinguish the following stages of work: preparatory stage; stage of formation of primary pronunciation skills; stage of formation of communication skills.

I. Preparatory stage

Its main goal is to include the child in a targeted speech therapy process. To do this, it is necessary to solve a number of general pedagogical and special speech therapy problems.

One of the important general pedagogical tasks is the formation of an attitude towards classes: the speech therapist must establish a trusting relationship with the child, win him over, adapt him to the environment of the speech therapy room, arouse his interest in classes and the desire to get involved in them. Children often experience stiffness, shyness, isolation, and sometimes fear of meeting unfamiliar peers and adults. The speech therapist is required to be especially tactful and friendly; Communication with the child should be carried out without formality and excessive severity.

An important task is the formation of voluntary forms of activity and awareness of the attitude towards classes. The child must learn the rules of behavior in class, learn to follow the instructions of the speech therapist, and actively participate in communication.

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

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

Depending on the form of dyslalia, these tasks can be solved in parallel or sequentially. With articulatory forms (phonemic or phonetic), in cases where there are no disturbances in perception, they are solved in parallel. The formation of receptive skills can be reduced to the development of conscious sound analysis and control over one’s own pronunciation. With the acoustic-phonemic form of dyslalia, the main task is to teach children to distinguish and recognize phonemes based on intact functions. Without solving this problem, you cannot move on to forming the correct pronunciation of sounds. For work on the correct pronunciation of a sound to be successful, the child must be able to hear it, since the regulator of normal use is hearing.

In mixed and combined forms of dyslalia, work on the development of receptive skills precedes the formation of the articulatory base. But in case of gross violations of phonemic perception, it is also carried out in the process of forming articulatory skills.

Work on the formation of the perception of speech sounds is based on the nature of the defect. In some cases, work is aimed at the formation of phonemic perception and the development of auditory control. In others, its task includes the development of phonemic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as a conscious action.

In this case, the following provisions must be taken into account.

The ability to recognize and distinguish speech sounds as conscious. This requires the child to restructure his attitude towards his own speech, directing his attention to the external, sound side, which he was not previously aware of. The child needs to be specially taught the operations of conscious sound analysis, without relying on the fact that he will spontaneously master them. The initial units of speech must be words, since sounds - phonemes - exist only as part of a word, from which they are isolated during analysis through a special operation. Only after this can they be operated as independent units and observed as part of syllable chains and in isolated pronunciation. Operations of sound analysis, on the basis of which the skills and abilities of conscious recognition and differentiation of phonemes are formed, are carried out at the beginning of work on material with sounds correctly pronounced by the child. After the child learns to recognize this or that sound in a word, determine its place among other sounds, and distinguish one from another, you can move on to other types of operations, relying on the skills developed in the process of working on correctly pronounced sounds.

Work on developing the perception of incorrectly pronounced sounds must be carried out in such a way that the child’s own incorrect pronunciation does not interfere with him. To do this, at the time of performing sound analysis operations, you need to exclude your own pronunciation, transferring the entire load to the auditory perception of the material.

It is advisable to include the child’s pronunciation in subsequent lessons, when there is a need to compare his own pronunciation with the standardized one.

With phonemic dyslalia, it is necessary to form the missing movements of the organs of articulation; make a correction to an incorrectly formed movement. In cases where the sound is distorted due to disturbances in the method or place of its formation, a combination of both techniques is necessary. The formation of the articulatory base of sounds in functional dyslalia occurs in a shorter time than in mechanical dyslalia. Before forming the articulatory structure for mechanical dyslalia, it is necessary to carry out work that would help determine the position of the articulation organs in which the sound will be closest to the acoustic effect of normalized sound. To form an articulatory base, types of exercises, didactic requirements and methodological recommendations, and guides for correcting pronunciation have been developed.

With dyslalia there are no gross motor disorders. A child with dyslalia has not developed some speech-specific voluntary movements of the organs of articulation. The process of forming articulatory movements is carried out as voluntary and conscious: the child learns to produce them and control the correct execution. The necessary movements are first formed by visual imitation: the speech therapist in front of the mirror shows the child the correct articulation of sound, explains what movements should be made, and invites him to repeat. As a result of several tests, accompanied by visual control, the child achieves the desired position. If there are difficulties, the speech therapist helps the child with a spatula or probe. In subsequent classes, you can offer to perform the movement according to verbal instructions without relying on a visual model. The child then checks the correctness of execution based on kinesthetic sensations. Articulation is considered mastered if it is performed accurately and does not require visual control. When working on developing correct pronunciation, it is necessary to avoid mentioning the sound that is being worked on.

As the child completes the task, the speech therapist checks whether he has chosen the correct position for pronouncing the desired sound. To do this, he asks the child to exhale (“blow strongly”) without changing his position. When you exhale forcefully, an intense noise occurs. If the noise corresponds to the acoustic effect of the desired voiceless consonant, then the pose is taken correctly. If not, then the speech therapist asks the child to slightly change the position of the articulation organs (raise, lower, advance the tongue a little) and blow again. The search for the most successful position 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 even tries to independently incorporate it into speech. Since this does not always lead to positive results, the speech therapist should in such cases divert attention from the sound by switching to another object.

With dyslalia, there is no need for an abundance of exercises for the organs of articulation; those that will result in the formation of the necessary movements are sufficient. Work is being carried out on individual speech movements that have not been formed in the child during development.

Requirements that must be made for articulation exercises

Develop the ability to take the required pose, hold it, and smoothly switch from one articulatory pose to another.

The system of exercises for the development of articulatory motor skills should include both static exercises and exercises aimed at developing dynamic coordination of speech movements.

Exercises are needed to combine movements of the tongue and lips, since when pronouncing sounds, these organs are involved in joint actions, mutually adapting to each other (this phenomenon is not Osit name e, coarticulation).

Classes should be short-term, but carried out repeatedly so that the child does not get tired. During pauses, you can switch it to another type of work.

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

As the speech therapist masters the movements necessary to realize the sound, he moves on to practicing the movements required for other sounds.

Types of articulation exercises

Exercises forlips

The corners of the mouth are slightly retracted, the front teeth are visible, the range of movement is as when articulating sound, etc.

The lips are neutral, as when pronouncing a.

The lips are rounded, as with o, with y.

Alternating movements from a to i, from a to y and back.

5. Smooth transition from and to a, from oko, from okuy back. Articulating a series with a smooth transition: i - a - o - y and in reverse order.

At the moment of articulation, you can include pronunciation. During the exercises, the speech therapist in front of the mirror explains to the child what position the lips are in when pronouncing this or that sound.

ExercisesForlanguage

Place the tip of the tongue against the lower incisors with the corners of the mouth drawn back. The back of the tongue is curved towards the upper incisors. The position of the corners of the mouth and jaw is not fixed in the child’s mind as an articulatory position: this position is necessary only to facilitate visual control.

The lateral edges of the tongue are raised, forming a round slit necessary for pronouncing whistling sounds; This pose is called “groove tongue” or “tube tongue.” To make it easier for the child to perform the exercise, you can offer to stick out the spread tongue between the teeth, then round the lips and thus bend the side edges of the tongue. You can use a round probe (“spoke”), press it on the base of the tongue (along the midline) and ask the child to round his lips.

The tongue is raised to the alveoli, the lateral edges are pressed against the molars (upper) teeth. The tongue seems to stick to the upper jaw.

Consecutive alternation of the upper and lower positions of the tongue: the tongue is raised, pressed tightly (sucked) to the upper jaw, and then sharply retracted to the lower position. At the moment the tongue is lifted, a clicking sound is made, the exercise is called “clicking”, “playing horses”.

When performing the exercise, the speech therapist draws the child’s attention to the lowered, motionless lower jaw.

The tip and front part of the back of the tongue are raised to the alveoli (“tongue with a spoon” or “cup”). The exercise is intended for pronouncing sounds, during the articulation of which the middle part of the back of the tongue bends, and the front part and root of the tongue are slightly raised.

Rhythmic movements of the tongue left and right, the tip of the tongue touches the upper alveoli or passes along the border between the upper incisors and alveoli.

Joint movements of the tongue and lips: the tip of the tongue rests on the lower incisors, the lips make a smooth transition from one articulatory pose to another, the teeth are slightly apart. Particular attention is paid to the combination of the position of the tongue with the position of the lips for sound and; the tip of the tongue is in the upper position, the lips make a smooth transition from one articulatory pose to another. Attention is drawn to the combination of the upper position of the tip and the front part of the back of the tongue with the position of the lips for labialized vowels (o and u).

II. Stage of formation of primary pronunciation skills

The goal of this stage is to develop in the child the initial skills of correctly pronouncing sounds using specially selected speech material. Specific tasks are the production of sounds, the formation of skills for their correct use in speech (automation of skills), as well as the ability to select sounds without mixing them with each other (differentiate sounds).

The need to solve these problems in the process of speech therapy work follows from the laws of ontogenetic mastery of the pronunciation aspect of speech. A number of studies have shown that from the moment a particular sound appears in a child, i.e. Its first correct pronunciation takes a fairly long period of time before it is included in speech. A.N. Gvozdev called it the period of mastering sound. It lasts 30-45 days or more and has its own characteristics. First, the new sound is used in parallel with the old one, which was its substitute (substitute), while the old sound is used more often than the new one. Subsequently, the new sound begins to be used more often than its former substitute, and after a while it displaces the substitute in all positions and is used even in cases where the latter acts in its own function, i.e. he completely displaces it from speech, and only after this the process of delineation (differentiation) of the new sound and the one that acted as a substitute begins.

Sound production is achieved by using technical techniques described in detail in specialized literature. In the works of F.F. There are three methods of Pay: by imitation (imitative), with mechanical assistance and mixed.

The first method is based on the child’s conscious attempts to find articulation that allows him to pronounce a sound that corresponds to what he heard from the speech therapist. In addition to acoustic supports, the child uses visual, tactile and muscle sensations. Imitation is supplemented by the speech therapist’s verbal explanations of what position the articulatory organ should take. In cases where the articulatory positions necessary for a given sound have been developed, it is enough to remember them. You can use the technique of gradually feeling for the desired articulation. The search often leads to positive results when producing hissing sounds, paired voiced sounds, as well as paired soft ones. Some sounds, for example, sonorant r ir", as well as l, affricates ch and c, back-lingual k, g, x, and more successfully are placed in other ways.

The second method is based on external, mechanical influence on the organs of articulation with special probes or spatulas. The speech therapist asks the child to pronounce the sound, repeat it several times, and while repeating

Using a probe, he slightly changes the articulatory pattern of sound. The result is a different sound: for example, the child pronounces the syllable sa several times, the speech therapist places a spatula or probe under the tongue and slightly lifts it towards the upper alveoli, a hissing sound is heard, not a whistling sound. With this method, the child himself does not search; his articulation organs only obey the actions of the speech therapist. After long training, he takes the necessary position without mechanical assistance, helping himself with a spatula or finger.

The third method is based on the combination of the previous two. Imitation and explanation play a leading role in it. Mechanical assistance is used in addition: the speech therapist explains to the child what needs to be done to get the desired sound, for example, raising the tip of the tongue (in cases where this movement is not performed by the child exactly as needed for a normalized sound). With this method, the child turns out to be active, and the posture he acquired with the help of a speech therapist is recorded in his memory and is easily reproduced in the future without mechanical assistance.

The production of sound (if it is distorted) is carried out based on normally pronounced sounds, the articulatory structure of which has common features with the disturbed sound. In this case, their articulatory “kinship” is taken into account, which may not be the same in different groups of sounds. Thus, when working on voiced consonants, they rely on their voiceless paired sounds, and the task of speech therapy work comes down to supplementing the general articulatory posture with the work of the vocal apparatus. When working on posterior lingual plosives, the root part of the tongue is included in the work, and the position of the anterior lingual plosive is taken as the starting point and from there the transition to posterior lingual articulation is made.

When setting a sound as its initial basis, one should refer not to an isolated preserved version, but to a sound in a syllabic combination, since a syllable is a natural form of sound for its implementation in speech. The sound is not placed sh, which is then included in the syllabic environment, but the sound is immediately placed as part of the word sha. This provision is very important due to the fact that when producing an isolated sound, the transition to a syllable is often difficult. It is necessary to provide for possible dynamic changes in the articulation of the same phoneme in different sound environments. This is achieved without much difficulty, since the patterns (programs) of sound combinations in a child with dyslalia are not disrupted. He can easily introduce a new sound into these circuits by analogy with the basic sounds already included in them. The starting points for producing hard sounds should be the sounds in the syllable with the vowel a, and for soft sounds the sounds in the syllable with the vowel i should be taken. In further work, consonants are added in positions before the remaining vowels. In this case, attention is paid to labialized vowels, since before them many consonants undergo significant articulatory changes.

As the sound is placed in one of the syllable positions, work is underway to automate the sound and incorporate it into speech.

The process of sound automation consists of training exercises with specially selected words that are simple in phonetic composition and do not contain broken sounds. For training, words are selected in which the sound is at the beginning, end or middle. First of all, the sound is practiced at the beginning (before the vowel), then at the end (if the sound is dull) and lastly in the middle, since this position turns out to be the most difficult. From practicing the sound in words of a simple syllabic structure, they move on to pronouncing the sound in words containing a combination of the sound being practiced with consonants (these consonants must be previously formed in the child or sufficiently strengthened). To automate sound, they use the techniques of reflected repetition, independent naming of words from a picture. Useful tasks that direct the child to search for words containing a given sound (inventing words with a given sound). Work on sound analysis and synthesis brings great help. You should not limit yourself to just training sounds in words; you need to introduce creative exercises, games, and move from pronouncing individual words to constructing phrases with them and short statements.

Automation work usually involves one sound. In cases of complex dyslalia, two sounds may be involved if they are articulatory contrast; otherwise interference may occur.

When a child has a violation of the contrast between deafness and voicedness of sounds, then all voiced sounds can be included in the process of automation at the same time. If a child experiences difficulties, then the voiced fricatives are practiced first, then the voiceless fricatives.

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

The child is presented aurally in pairs with words containing a new sound, as well as a sound that was previously its substitute, or words containing sounds that the child mixes in his pronunciation. Having recognized the presented word, the child names the sound heard in it and reproduces it in the same word. Training in the pronunciation of paronymic words is useful, and it is important to include each word in a minimal context. Work is being done to classify words: select pictures whose names contain the sound s, then select those that contain the sound w; arrange the pictures into groups: on the left are pictures with the sound s, and on the right - w. Exercises for independent selection of words containing one or another sound, as well as words containing both mixed sounds, are useful. Written language is used with school-age children: reading words with differentiated sounds, finding them in the text, correct pronunciation, recording, conducting analysis (preceding or accompanying the recording). Work on the differentiation of sounds helps to normalize the operation of their selection.

When working on sound differentiation, no more than a couple of sounds are connected at a time. If more sounds of one articulatory group are needed, they are still combined in pairs. For example, when mixing ts, ch, shch, the sounds are combined into pairs: ts - ch, ch - shch, ts - shch. This is explained by the fact that the differentiation process is based on comparison operations, which are carried out most successfully by children.

III. Stage of formation of communication skills

Its goal is to develop in the child the skills and abilities to accurately use speech sounds in all communication situations.

In classes, texts are widely used, rather than individual words, various forms and types of speech are used, creative exercises are used, and material rich in certain sounds is selected. This kind of material is more suitable for classes on sound automation. But if at this stage the child works only on specially selected material, then he 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 with them.

Cases of complex or combined functional and mechanical dyslalia require clear planning of lessons, reasonable dosage of material, determination of the sequence in correcting sounds, as well as an idea of ​​​​which sounds can be included in the work simultaneously and which should be practiced sequentially.

Disadvantages of pronunciation of individual sounds and techniques for their production

1. Disadvantages of pronunciation of the sounds r and r" (distortions - rhotacism, substitutions - pararotacism)

The structure of the organs of articulation. The lips are open and take the position of the next vowel sound, the distance between the teeth is 4-5 mm. The tip of the tongue rises to the base of the upper teeth. It is tense and vibrates in the passing air stream. The anterior-middle part of the back of the tongue bends. The back of the tongue is pushed back and rises slightly towards the soft palate. The lateral edges of the tongue are pressed against the upper molars, the vocal-respiratory stream passes through the middle. The soft palate is raised and closes the passage to the nose, and the vocal folds vibrate to produce the voice. The soft sound p differs from the hard sound in that when it is articulated, the middle part of the back of the tongue rises to the hard palate (approximately as with the vowel i), the tip of the tongue is slightly lower than with p, the back of the back of the tongue, together with the root, is moved forward (Fig. 5).

Violation of hard p can be velar or uvular. With velar articulation, a gap is formed at the point where the root of the tongue approaches the soft palate; exhaled air, passing through this gap, causes random multi-impact vibration of the soft palate. As a result, noise arises that mixes with the tone of the voice. With uvular r, only the small tongue vibrates; the vibration is harmonic in nature and is not accompanied by noise.

Lateral articulation of p (lateral rotacism) is complex and difficult to correct. One of the lateral edges of the tongue vibrates, the closure between the tongue and the molars breaks, and a voice-exhalatory stream emerges through it, as with the sound l, as a result a sound is pronounced in which the ril seem to merge.

When pronouncing p buccally, a gap for the exhaled stream of air is formed between the lateral edge of the tongue and the upper molars, as a result of which the cheek vibrates (vibrates). At the same time, noise is superimposed on the tone of voice. Rarely, the disorder is bilateral.

Somewhat less common is the single-beat p, in which there is no vibration, but the place of articulation is the same as with a normally pronounced sound; it is sometimes called protori.

Even less common is the coachman's r, when the lips are close together and vibrate.

Among pararotacisms there are replacements of the sound r with a paired soft r", as well as l" j (iot), g, d, etc.

The soft p" can be broken in the same way as the hard one, but at the same time there are often cases when only the hard sound is broken, and the soft one turns out to be unbroken.

Sound production techniques

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

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

However, this technique does not always lead to success. With posterior lingual articulation of p or its velar (uvelar) articulation, bifocal vibration may appear: posterior and new, anterior. The simultaneous combination of two types of vibration creates a rough noise, and the child refuses to accept such a sound. In addition, when front vibration is achieved, the sound often turns out to be excessively long (rolling) and noisy.

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

The resulting fricative sound is fixed in syllables. You can, without fixing the sound in the syllables, proceed to the second stage of production: with mechanical assistance, using a ball probe. It is inserted under the tongue and, touching the lower surface of the front part of the tongue, rapid movements of the probe to the right and left cause vibrations of the tongue, its front edges alternately close and open with the alveoli. These movements can be carried out with a regular flat spatula (wooden or plastic) or probe No. 1 (Fig. 12). A child can do home workouts using the handle of a teaspoon or a clean index finger. During training, the exhaled stream should be strong.

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

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

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

When setting a soft p" the same technique is used, but with the help of the syllable zi, and in the future ze, zya, ze, zyu.

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

2. Disadvantages of pronunciation of lil sounds

(distortions - lambdacism, replacements - paralambdacism)

The structure of the organs of articulation. With l, the lips are neutral and take the position of the next vowel. The distance between the upper and lower incisors is 2-4 mm. The tip of the tongue is raised and pressed against the base of the upper incisors (but can also occupy a lower position). The anterior-middle part of the back of the tongue is lowered, the root part is raised towards the soft palate and is pulled back, a spoon-shaped depression is formed in the middle. The lateral edges of the tongue are lowered, an exhaled stream of air passes through them, weak, as when pronouncing all voiced consonants. The soft palate is raised and closes the passage to the nose. The vocal folds vibrate to produce voice.

The articulation of the soft "l" differs from the hard one in that the lips, when pronouncing it, are slightly pulled to the sides (which is typical for soft consonants). The anterior-middle part of the back of the tongue rises towards the hard palate and moves forward somewhat, the back part of the back -

The ki of the tongue, together with the root, is significantly advanced and lowered (Fig. 6).

Among the violations of l, there is a common distortion of sound, in which a bilabial sonorant sound is pronounced like the short u found in some dialects, or the sound w, characteristic of the phonetic structure of the English language. More numerous are cases of paralambdaism in the form of its replacement with a short

Rice. 6. Articulation of sounds l, l":

vowel ы, fricative g (as in southern Russian dialects), soft and semi-soft l, (iot), occasionally there is a replacement with the sound r and some others.

Soft "l" is violated very rarely: a semi-soft pronunciation or replacement with the sound / (iot) is observed.

Sound production techniques. The child is asked to open his mouth slightly and pronounce the combination ya. In this case, y is pronounced briefly, with tension in the organs of articulation (as if on a firm attack of the voice). The speech therapist shows a sample pronunciation. As soon as the child has mastered the desired pronunciation, the speech therapist asks him to pronounce this combination again, but with his tongue clamped between his teeth. At this moment, the combination la is clearly heard. When performing the task, the speech therapist ensures that the tip of the child’s tongue remains between the teeth.

You can use another technique. Using a soft l as a base sound, ask the child to repeat the syllable la several times, then insert probe No. 4 (see Fig. 12) so that it is between the hard palate and the middle part of the back of the tongue; press the probe downwards to the right on the tongue or to the left and ask the child to pronounce the combination A several times. At the moment of pronouncing, adjust the movement with the probe until the acoustic effect of a solid L is obtained.

The main difficulty in producing the sound l is that, while pronouncing the sound correctly, the child continues to hear his previous sound. Therefore, it is necessary to attract the child’s auditory attention to the sound that is produced at the moment of its production. The sound l can be obtained by auditory imitation if, at the preparatory stage, the child has learned to recognize it and distinguish the correct sound from the incorrect one.

3. Disadvantages of pronunciation of sounds s - s, z - z, c (distortion - sigmatism, substitutions - parasigmatism)

The structure of the organs of articulation when pronouncing the sounds s, s, z, z". When pronouncing a sound, the lips are slightly stretched into a smile, the front teeth are visible. Before labialized vowels, the lips are rounded, the teeth are brought together to a distance of 1-2 mm. The tip of the tongue rests on the lower incisors, the front part of the back of the tongue is curved. Its lateral edges are pressed against the molars. With this arrangement, a narrow passage (round gap) is formed between the tip of the tongue and the upper front teeth. A groove is formed along the tongue along its midline. A strong stream of exhaled air passing through this gap causes a whistling noise. The narrower the gap, the higher the noise; the wider the gap, the lower the noise, turning into a “lisp” (the sound is pronounced with a “lisp”). The soft palate is raised and closes the passage into the nasal cavity; The vocal folds are open and do not produce voice.

When pronouncing a soft s, the lips stretch more than with s and become tense. The anterior-middle part of the back rises higher to the hard palate and moves slightly forward in the direction of the alveoli, as a result of which it narrows even more, and the noise becomes higher-pitched

When articulating z and z", in addition to the paired deaf ones, a voice is added and the pressure of the air stream weakens.

The structure of the organs of articulation when pronouncing the sound ts. The lips are neutral and take the position of the next vowel. The distance between the teeth is 1-2 mm. The sound is characterized by complex lingual articulation: it begins with a stop element (as with t), while the tip of the tongue is lowered and touches the lower teeth. The front part of the back of the tongue rises to the upper teeth or alveoli, with which it makes a bow. Its lateral edges are pressed against the molars; the sound ends with a slotted element (as in c), which sounds very short. The boundary between the plosive and fricative elements is not detected either audibly or articulatory, since they are fused together. The soft palate is raised and closes the passage to the nose, the vocal folds are open, the sound is dull, the exhaled stream of air is strong (Fig. 8).

Main types of sigmatism. Interdental sigmatism is the most common in this group of disorders. The characteristic whistling sound is absent. Instead one hears

Rice. 7. Articulation of sounds s, s", з, з": s, s"; з, з"

Rice. 8. Articulation of the sound ts:

Bow moment;----gap

a lower and weaker noise caused by the position of the tongue inserted between the teeth: the round gap is replaced by a flat one. The same deficiency applies to the paired voiced z and affricate c.

Labial-dental sigmatism. With it, in addition to the tongue, the lower lip, which moves closer to the upper incisors, participates in the formation of the gap (as in the formation of the sound f), so the acoustic effect when distorted with is close to the sound f. A similar defect is observed when pronouncing other sibilants.

Lateral sigmatism. The exhaled stream of air does not pass along the midline of the tongue, but through the lateral gap, one-sided or two-sided, since the lateral edges of the tongue are not adjacent to the molars. The tip of the tongue and the front part of the back form a bridge with the incisors and alveoli. With such articulation, noise is heard instead of s. The same noise, only voiced, is heard when pronouncing z. With lateral articulation, ts can also be pronounced. The defect also extends to the corresponding paired soft whistling sounds.

Dental parasigmatism. The tongue acquires anterior occlusive articulation instead of fricative, a sound like a plosive t or, with a voiced sound, is heard. With the sound if, its articulation is simplified and it becomes single-element, pronounced like s or like t.

Hissing parasigmatism. The tongue takes on the articulation characteristic of vd, or the articulation of a softened hissing sound, reminiscent of a shortened shch.

Techniques for producing whistling sounds

The production usually begins with a dull hard s.

In case of labiodental sigmatism, the labial articulation must be removed. This is achieved by demonstrating the correct position of the lips when articulating this sound or with mechanical assistance (with a spatula or finger, the lower lip is pulled away from the teeth). In other cases, the child is asked to smile, pull back the corners of the mouth slightly so that the teeth are visible, and blow on the tip of the tongue to produce a whistling noise typical of s. Mechanical assistance can be used. The child pronounces the syllable ta repeatedly, the speech therapist inserts probe No. 2 (see Fig. 12) between the alveoli and the tip (as well as the front part of the back of the tongue) and gently presses it down. A round gap is formed, passing through which the exhaled stream of air produces a whistling noise. By controlling the probe, the speech therapist can change the size of the gap until the desired acoustic effect is obtained.

For interdental sigmatism, you can use the technique described above. To avoid associations with a broken whistling sound, you need to pronounce the syllable with clenched teeth at the beginning of its pronunciation or slightly lengthen the pronunciation of the consonant, and lower the jaw on the vowel a. Particular attention is paid to visual and auditory control.

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises performed, can rise to close contact with the lateral teeth.

To obtain a clear pronunciation, a two-stage method of producing this sound is used: they cause interdental pronunciation to get rid of the squelching noise, and then move the tongue to the interdental position.

The sound ц is placed from the sound t with the tip of the tongue lowered to the lower incisors and the front part of the back of the tongue pressed against the upper incisors. The child is asked to pronounce the sound t with a strong exhalation. At the same time, it is as if they pronounce aphids sequentially. The element of the whistling sound turns out to be extended. To obtain a continuous sound with a shortened whistling element, the child is asked to pronounce the reverse syllable with the vowel a. When pronounced, you hear a combination of ats. Then you need to bring the front part of the back of the tongue closer to the teeth (until they touch both the upper and lower incisors) and again pronounce the combination ats with a strong exhalation at the moment of transition from a to ts. In cases where it is difficult for a child to hold the tip of the tongue against the lower incisors, mechanical assistance is used. Using a spatula or probe No. 2 (see Fig. 12), the speech therapist holds the tip of the tongue against the lower incisors or places the probe between the front part of the back of the tongue and the teeth and asks the child to pronounce the syllable ta with a strong exhalation. At the moment the child pronounces the explosive element of the syllable, the speech therapist lightly presses the tongue. A fricative noise is heard, joining the plosive noise without an interval, resulting in a continuous sound ts.

In cases where all whistling sounds are defective, production usually begins with a dull hard s. In the future, it becomes the basis for the production of other whistling, as well as hissing ones. In some cases, with impaired fricative sibilants, the sound ts in children is pronounced without distortion. In such situations, you can call the sound s from the sound ts. The speech therapist asks the child to pronounce ts in an extended manner; an extended s is heard: tess. Then the speech therapist asks to pronounce this element without closing the tongue with the teeth. A condition that facilitates articulation is the position ts at the beginning of an open syllable, for example tsa

Rice. 9. Articulation of sounds sh, zh, shch:

4. Disadvantages of pronunciation of hissing sounds sh, zh, shch, ch

In some cases, they are similar to the shortcomings of whistling ones: interdental, buccal, lateral pronunciation. In addition, there are defects inherent in the pronunciation of only hissing sounds. The structure of the organs of articulation. When pronouncing the sound sh, the lips are extended forward and rounded (before a - rounding is minimal, before s (i) there may be no rounding). The distance between the teeth is greater than with whistling teeth - 4-5 mm. Tip

The tongue is raised towards the beginning of the hard palate or alveoli, the middle part of the back of the tongue bends, and the back rises towards the soft palate and is pulled towards the wall of the pharynx. The lateral edges of the tongue are pressed against the upper molars; The velum palatine is raised and closes the passage to the nose. The vocal folds are open; a strong exhalation stream of air passes through two slits: between the back of the tongue and the soft palate, and between the tip of the tongue and the hard palate. This produces a complex noise, lower than when pronouncing whistling sounds, reminiscent of hissing.

When the voiced sound is formed, the articulation is the same as when the sound w is formed; it is complemented by the work of closed and oscillating vocal folds that produce voice. The exhaled stream of air is somewhat weaker and the gap between the tip of the tongue and the hard palate is smaller than during the formation of w (Fig. 9).

Main types of violations of shizh sounds

Among the violations of these sounds, several types of distorted pronunciation are noted.

“Buccal” pronunciation of sh and zh. The tongue does not take part in articulation; the exhaled stream of air encounters an obstacle not between the tongue and lips, but between the teeth that are close together (sometimes clenched) and the corners of the mouth pressed against them from the sides. A “dull” noise is formed, and when a voiced sound is pronounced, a voice is added to the noise; pronouncing the sound is accompanied by swelling of the cheeks.

“Bottom” pronunciation sh and zh. The gap is formed not by the approach of the tip of the tongue to the hard palate, but by the front part of its back. With this articulation, sibilants acquire a soft shade, reminiscent of the sound u, pronounced without its inherent longitude. In some cases, such articulation may produce a hard sound.

Back-lingual pronunciation sh and zh. The gap is formed by the convergence of the back of the tongue with the hard palate. In this case, the result is a noise reminiscent of the noise produced by the sound x or the voiced fricative g, as in the southern Russian regions.

In addition to cases of distorted pronunciation of sh and z, various replacements of hissing sounds with other sounds are observed. Among them, the most common are the replacements of hissing ones with whistling ones. The replacement of hissing sounds with whistling ones is not always complete, since acoustic differences between the whistling substitute and the normalized sound s are very often observed.

Techniques for making shizh sounds

The sound sh is placed first, and then the sound is placed at its base.

The production of the sound sh is carried out in a number of ways.

The child pronounces the syllable sa several times and, while pronouncing it, gradually (smoothly) raises the tip of the tongue towards the alveoli. As the tongue rises, the nature of the noise of the consonant changes. At the moment of the appearance of a hissing noise, corresponding to the acoustic effect of the normalized sound, the speech therapist fixes the child’s attention with the help of a mirror in this position. Then he asks to blow strongly on the tip of the tongue, adding the sound a to the exhalation (as a result, the syllable sha is heard). The child pronounces the syllable sa with the tongue in the upper position and listens carefully to what sound is produced.

The child pronounces the syllable sa several times, and the speech therapist inserts probe No. 5 under the tongue (see Fig. 12). With its help, it moves the tip of the tongue to the upper position and regulates the degree of its rise until a normally sounding sh appears. The speech therapist fixes the probe in this position, asks the child to pronounce the same syllable again and listen carefully. After several trainings in pronouncing sha with the help of a probe, the speech therapist fixes the child’s attention on the position of the tongue and finds out whether he can independently put the tongue in the desired position.

If the pronunciation of p is unimpaired, you can place sh and z from this sound. The child pronounces the syllable ra and at this moment the speech therapist touches the lower surface of his tongue with a spatula or probe No. 5 (see Fig. 12) to slow down the vibration. When pronounced in a whisper, ra is heard as sha, and when pronounced loudly, zha is heard.

The sound w is usually placed from the sound w by turning on the voice when pronouncing it, but it can also be placed from the sound z, like sh from s.

Disadvantages of pronunciation of the sound

The sound shch in the Russian language is pronounced as a long soft fricative sibilant, which is characterized by the following structure of the organs of articulation: the lips, as with sh, are extended forward and rounded, the tip of the tongue is raised to the level of the upper teeth (lower than with sh). The front part of the back of the tongue bends slightly, the middle part rises towards the hard palate, the back part is lowered and moved forward; the velum is raised, the vocal folds are open. A strong stream of exhaled air passes through two slits: between the middle part of the back of the tongue and the hard palate and between the tip of the tongue and the front teeth or alveoli. A complex noise is formed, higher than with w (see Fig. 9).

Among the disadvantages of the pronunciation of the sound ь there is a shortened pronunciation (the duration of such a sound is the same as with sh), replacement with a soft whistling sound s, as well as the pronunciation of ш with an affricative element in the final phase, such as the combination sh"ch (sh"ch"uka instead of шch "uka).

To make the sound ь you can use the sound s. The child pronounces the syllable s"and or s"a several times with an extended whistling element: s"i, s"i... Then the speech therapist inserts a spatula or probe under the tongue and, at the moment of pronouncing the syllables, slightly lifts it, moving it back slightly. The same acoustic effect can be achieved without lifting the tongue, but only by moving it back slightly with the touch of a spatula.

If the sound ch is pronounced correctly, then it is easy to get the sound ь from it by extending the final sound ch as a fricative element. A long sound is heard, which is subsequently easily separated from the explosive element. The sound is immediately introduced into syllables and then into words.

Disadvantages of pronunciation of the sound h

When pronouncing the sound h, the lips, as with all hissing sounds, are elongated and rounded. The distance between the teeth is 1-2 mm. The sound has complex lingual articulation: it begins with a closing element (as with the sound t"). The tip of the tongue is lowered and touches the lower incisors. The front part of the back of the tongue is pressed against the upper incisors or alveoli. Its middle part is curved towards the hard palate. The entire tongue advances somewhat forward. The sound ends with a fricative element (as in u), which sounds briefly. The boundary between the plosive and fricative (fricative) elements is not captured either aurally or articulatory, since the elements are fused together. The soft palate is raised and closes the passage to the nose , vocal folds are open, the sound is dull (Fig. 10).

Among the shortcomings of the pronunciation of the sound ch, in addition to those that are common to all sibilants, it should be noted the replacement of ch with the soft whistling affricate “i”, which is not characteristic of the phonetic system of the Russian literary language, as well as t” or sh. The sound ch can be placed from the soft t”, pronounced in direct syllable (t "i) or reverse (am"). The child pronounces any of these syllables several times with some increased exhalation on the consonant element. At the moment of pronouncing, the speech therapist uses a spatula or probe No. 5 (see Fig. 12) slightly pushes back the tip of the tongue (as for articulation sch). The same acoustic effect can be obtained by inserting a probe

Rice. 10. Articulation of the sound h:

Bow moment;

under the tongue. At the moment of pronunciation, the speech therapist slightly lifts the tongue and at the same time moves it back slightly. The h sound is easier to produce in reverse syllables.

In some cases, disturbances of all whistling and hissing sounds are observed. There have been cases when all these sounds are realized in only one articulatory variant - a softened hissing sound. When encountering such cases, the speech therapist analyzes the defect in order to properly organize speech therapy intervention. If the disorder is classified as dyslalia, it is necessary to determine the sequence in the production of sounds. It is customary to place whistling sounds first (primarily voiceless ones), and on their basis - voiced sounds. Hissing sounds are placed after the whistling ones: first - hard, then - soft. When staging hissing sounds, the sequence of sounds being practiced is freer. It is determined by a speech therapist based on the characteristics of the manifestation of the defect.

5. Disadvantages of pronunciation of the sound / (yot) (yotocism)

The structure of the organs of articulation. The lips are somewhat stretched, but less than with i. The distance between the incisors is 1-2 mm. The tip of the tongue lies at the lower incisors. The middle part of the back of the tongue is strongly raised towards the hard palate. Its back part and root are moved forward. The edges rest against the upper lateral teeth. The soft palate is raised and closes the passage into the nasal cavity. The vocal folds vibrate and form the voice. Depending on the phonetic position of the sound, it can be articulated with a narrower or wider gap. The exhaled stream of air is weak.

The sound / (iot) is disrupted less frequently than the sounds described above. His defective pronunciation most often comes down to the replacement of a soft “l” (in his lower or upper articulation).

You can correct the sound by relying on the vowel and: the child pronounces the combination ia or aia several times. The exhalation intensifies somewhat at the moment of pronouncing and, and a is pronounced immediately without interruption. After such a pronunciation has been mastered, the speech therapist gives instructions for a shorter pronunciation and. In addition to the combination ia, it is useful to pronounce ai, oi, etc. As a result, the child develops diphthongoid pronunciation.

Another example of setting the sound / (yot) is setting it from a soft z" with mechanical help. The child pronounces the syllable z"a (zya), repeating it several times.

During pronunciation, the speech therapist presses the front part of the tongue with a spatula and moves it back a little until the desired sound is obtained.

6. Disadvantages in the pronunciation of the sounds k, g, x, tf, f, x" (kappatzism, gammatism, hitism)

The structure of the organs of articulation. When pronouncing a sound, the lips are neutral and take the position of the next vowel. The distance between the upper and lower incisors is up to 5 mm. The tip of the tongue is lowered and touches the lower incisors, the front and middle parts of the back of the tongue are lowered, the back part closes with the palate. The place where the tongue stops with the palate changes under different phonetic conditions: when it is on the border of the hard and soft palate, when combined with the labialized vowels o and u, the stop appears lower (with the soft palate). The lateral edges of the tongue are pressed against the upper back teeth. The soft palate is raised and closes the passage into the nasal cavity. The vocal folds are open. The exhaled stream explodes the closure between the tongue and the palate, resulting in a characteristic noise.

When articulating the sound x, in contrast to k, the back of the tongue does not completely close with the palate: a gap is created along the midline of the tongue, through which the exhaled air produces noise.

When pronouncing soft k", g", x", the tongue moves forward and makes a stop with the palate (and for x" - a gap). The middle part of the back of the tongue approaches the hard palate. The front part (like the hard ones k, g, x) is lowered. The tip of the tongue is slightly closer to the lower teeth, but does not touch them. The lips stretch somewhat and reveal the teeth (Fig. 11).

With kappacism and gammacism, the following disorders are observed: sound is formed by the closure of the vocal folds, which sharply diverge when a high-pressure air stream passes through them. Air rushes noisily through the glottis. Instead of k, a guttural click is heard. When pronouncing a voiced sound, a voice is added to the noise. With chitism, a weak guttural noise is heard.

Rice. 11. Articulation of sounds k, k", g, g", x, x":

There are cases of replacement of the posterior lingual plosives k and g with the anterior lingual plosives t and d, which are called paracappacism and paragammatism. Occasionally

Rice. 12. Set of probes for making sounds

There is a type of paracappacism when the sound k is replaced by x. With gammacism, the replacement with a fricative velar or pharyngeal r is indicated in transcription by the Greek letter (gamma).

Violations of soft g, k, x" are similar to violations of hard g, k, x, ko; in some cases, a lateral pronunciation of k" ig" is observed.

Techniques for correcting these sounds come down to placing plosives in the back of the tongue from plosives in the front of the tongue, and fricatives in the back of the tongue from fricatives in the front of the tongue. Soft sounds are placed from soft, and hard sounds from hard. Sounds are produced with mechanical assistance. The child pronounces the syllable ta several times; at the moment of pronouncing, the speech therapist gradually moves the tongue back with a spatula by pressing on the front part of the back of the tongue. As the tongue moves deeper, the syllable cha is heard first, then kya, and then ka. The sound g is also placed from the syllable yes, but it can also be obtained by voicing k. The sound x is placed from the sound using a similar technique: first, xia is heard, followed by hya, and finally ha.

The described methods of producing sounds are used for both functional and mechanical dyslalia. The production of sounds in mechanical dyslalia must be preceded by more preparatory work than in functional dyslalia. During this process, much attention is paid to “pronunciation tests”.

In different phonetic environments, the same phoneme is realized in different articulatory variants, so the most frequent variants of combinations should be practiced.

A condition that promotes the development of standardized sounds and facilitates the child’s process of mastering the skills of sound production of speech is an adequately chosen path of sound production. The most justified is the one that takes into account the articulatory proximity of sounds and the natural ways of its implementation inherent in speech.

Relying on one or another sound as a base one, the speech therapist, when setting it up, should proceed from the fact that only the syllable

is the minimum unit in which it is realized. Therefore, we can talk about the production of a sound only if it appears as part of a syllable. All attempts to create sounds based on imitation of surrounding noises (the hiss of a goose, the noise of a train, the crackle of a machine gun and many others) to work on pronunciation with dyslexia can only have an auxiliary value.

Test tasks

Compare the definitions of dyslalia in the works of M.E. Khvatseva, O.V. Pravdina, O.A. Tokareva, K.P. Becker and M. Sovak. Establish their similarities and differences.

Name the main forms of dyslalia, indicate the criteria for their identification.

Name the main types of violations of individual sounds.

Describe the articulation of sound (optional).

Describe the defects in sound pronunciation (optional).

When visiting a special institution, check the state of the children’s sound pronunciation and determine the identified violations.

When attending a speech therapy session, note the techniques and aids used to eliminate defects in sound pronunciation.

Fundamentals of speech therapy // Ed. T.V. Volosovets. M., 2000.

Pravdina O.V. Speech therapy. 2nd ed. M., 1973.

Pay F.F. Techniques for correcting deficiencies in the pronunciation of phonemes // Fundamentals of the theory and practice of speech therapy. M., 1968.

Speech disorders in children and adolescents // Ed. S.S. Lyapidevsky. M., 1969.

Fomicheva M.F. Education of correct pronunciation. M., 1971.

Khvattsev M.E. Speech therapy. M., 1959.

Reader on speech therapy // Ed. L.S. Volkova, V.I. Seliverstova. M., 1997. Part I.

Basic purpose Speech therapy intervention for dyslalia is the formation of the ability to correctly reproduce speech sounds. To do this, the child must be able to: recognize the sounds of speech and not mix them up in perception, distinguish normative pronunciation from non-normative ones, exercise auditory control over his own pronunciation, take the necessary articulatory positions, vary articulatory patterns depending on their compatibility in the flow of speech, accurately use sounds in all types of speech.

Speech therapy classes are held regularly, at least 3 times a week. Home classes with the help of parents (as directed by a speech therapist) are required. They should be carried out in the form of short-term exercises (5-15 minutes) 2-3 times during the day. In the case of simple dyslalia, classes take 1-3 months, in case of complex dyslalia - 3-6 months.

There is no consensus in the literature on the question of how many stages speech therapy intervention for dyslalia should be divided into. B. M. Grinshpun proposes to allocate three the following stage.

1. Preparatory stage. The main goal is to include the child in a targeted speech therapy process. At this stage, a voluntary form of activity is formed, a conscious attitude towards classes is formed, voluntary attention, memory, and mental operations develop. Special speech therapy tasks include: the ability to recognize and distinguish phonemes and the formation of articulatory (speech motor) skills.

Work on the formation of the perception of speech sounds is built taking into account the nature of the defect. The following should always be considered. The ability to recognize and distinguish speech sounds as conscious. The initial units of speech must be words. Sound analysis operations are initially carried out on the material of correctly pronounced sounds. This work is carried out so that the child is not disturbed by his own incorrect pronunciation.

For formation of the articulatory base types of exercises, didactic requirements, methodological recommendations, and pronunciation correction aids have been developed. It is necessary to exercise the child only in those movements that are required in the production of each specific sound. As a rule, the child performs imitation exercises; in case of difficulties, you can help the child with a probe or spatula. Articulation exercises can be divided into static and dynamic, which must be combined in a complex. Exercises are needed to combine movements of the tongue and lips. Classes should be conducted briefly, but repeatedly. It is necessary to develop the ability to hold a pose and smoothly switch from one pose to another.

2. The stage of formation of primary pronunciation skills. The goal of this stage is to develop in the child the initial skills of correctly pronouncing sound using specially selected speech material.

In the works of F. F. Rau, three methods are distinguished production of sounds:

• · By imitation based on the child's conscious attempts to find the appropriate sound. Acoustic, visual, tactile and muscle sensations are used;
• · with mechanical assistance, using the influence of probes and spatulas. The speech therapist asks the child to pronounce a certain sound several times, and at this time he himself changes the child’s articulatory pattern, achieving a different sound;
• · mixed The method is based on the combination of the two previous methods.

As the sound turns out to be placed in one of the syllabic positions, work is carried out on its inclusion in speech, or automation. This process consists of training exercises with specially selected words, simple phonetic composition. Words are selected in which the sound is in different positions. Techniques of reflected repetition, independent naming of words from a picture, infusion of words, tasks for sound analysis and synthesis are used. It is necessary to introduce creative exercises, games, and move on to constructing phrases and short statements. Automation involves two contrasting sounds, differentiation. To differentiate, sounds need to be combined in pairs.

3. Stage of formation of communication skills. The goal is to develop in the child the skills and abilities to accurately use speech sounds in all communication situations. Texts are widely used, various forms and types of speech are used, and creative exercises are used.

Ekaterina Ermakova
Stages and content of speech therapy work to eliminate dyslalia in children of senior preschool age

Stages and content of speech therapy work to eliminate

dyslalia in children of senior preschool age

In the process of organizing remedial training, great importance is attached to general didactic principles. At the same time, for effective and lasting correction of pronunciation defects, it is necessary to take into account special principles:

Etiopathogenetic (taking into account the etiology and mechanism of the disorder

speech production);

Complexity of impact on all components of the speech system;

Differentiated approach to various types of correction

dyslalia.

Speech therapy the impact is a pedagogical process in which the tasks of corrective training and correctional education are realized

The main goal is to develop the skills and abilities to correctly reproduce speech sounds. To correctly reproduce speech sounds (phonemes), the child must be able to: recognize speech sounds and not confuse them in perception (i.e. distinguish one sound from another by acoustic characteristics); distinguish normalized sound pronunciation from non-standardized ones; exercise auditory control over one’s own pronunciation and evaluate the quality of sounds reproduced in one’s own speech; take the necessary articulatory positions to ensure a normalized acoustic effect of sound; vary the articulatory patterns of sounds depending on their compatibility with other sounds in the stream of speech; accurately use sound in all types of speech.

With proper organization speech therapy work a positive effect is achieved in all types dyslalia. With mechanical dyslalia in some cases, success is achieved as a result of joint speech therapy and medical effects.

A prerequisite for success speech therapy impact is to create favorable conditions to overcome disadvantages pronunciation: emotional contact speech therapist with a child; an interesting form of organizing classes, corresponding to the leading activity, stimulating the child’s cognitive activity; combinations of techniques work to avoid fatigue.

Speech therapy influence is carried out step by step, while on each of stages a specific pedagogical task is solved, subordinated to a common goal speech therapy intervention.

Stages of speech therapy intervention:

1. Preparatory stage. Its main goal is to include the child in purposeful speech therapy process. To do this, it is necessary to solve a number of general pedagogical and special speech therapy tasks.

One of the important general pedagogical tasks is the formation of an attitude towards classes: speech therapist must establish a trusting relationship with the child, win him over, adapt him to the situation speech therapy room, arouse his interest in classes and the desire to get involved in them.

The tasks of the preparatory stage includes the development of voluntary attention, memory, mental operations, especially analytical operations, comparison and inference operations.

To special speech therapy tasks include: ability to recognize (learn) and distinguish phonemes and the formation of articulatory (speech motor) skills and abilities.

Depending on the shape dyslalia these tasks can be solved in parallel or sequentially. For articulatory forms (phonemic and phonetic) in cases where there are no disturbances in perception, they are solved in parallel.

Job the formation of the perception of speech sounds is built taking into account the nature of the defect. In some cases Job is aimed at the formation of phonemic perception and the development of auditory control. In others, its task includes the development of phonemic perception and sound analysis operations. Thirdly, it is limited to the formation of auditory control as a conscious action. In this case, the following provisions must be taken into account.

The ability to recognize and distinguish speech sounds as conscious.

The initial units of speech must be words, since sounds are

phonemes exist only as part of a word, from which, through special

operations they are highlighted during analysis.

Operations of sound analysis, on the basis of which skills are formed

and skills of conscious recognition and differentiation of phonemes are carried out in

beginning work on material with sounds correctly pronounced by the child.

- Job on the formation of perception of incorrectly pronounced

sounds must be carried out so that the child’s own incorrect pronunciation does not interfere with him.

With phonemic dyslalia it is necessary to form the missing movements of the organs of articulation; make a correction to an incorrectly formed movement. In cases where the sound is distorted due to disturbances in the method or place of its formation, a combination of both techniques is necessary.

To form an articulatory base types of exercises developed, didactic requirements and methodological recommendations, aids for correcting pronunciation.

At work to form the correct pronunciation, it is necessary to avoid mentioning the sound that is being worked on Job.

Speech therapist During the task, the child checks whether he has chosen the correct position for pronouncing the desired sound. To do this, he asks the child to exhale ( "to blow hard" without changing posture. When you exhale forcefully, an intense noise occurs. If the noise corresponds to the acoustic effect of the desired voiceless consonant, then the pose is taken correctly. If not, then speech therapist asks the child to slightly change the position of the organs of articulation (raise, lower, move your tongue a little) and blow again.

At dyslalia There is no need for an abundance of exercises for the organs of articulation; those that will result in the formation of the necessary movements are sufficient. Job is carried out on individual speech movements proper, which were not formed in the child in the process of speech development, while necessary:

1. Work out the ability to take the required pose, hold it, smoothly switch from one articulatory pose to another.

2. System of exercises for the development of articulatory motor skills

should include both static exercises and exercises

aimed at developing dynamic coordination of speech movements.

3. Exercises are needed to combine movements of the tongue and lips, so

how, when pronouncing sounds, these organs are involved in joint actions, mutually adapting to each other (this phenomenon is called).

4. Classes should be held for a short time, but repeatedly,

so that the child does not get tired. During pauses you can switch it to another view

work.

5. Pay attention to the formation of kinesthetic sensations,

kinesthetic analysis and ideas.

6. As you master the movement necessary to realize sound, The speech therapist moves on to practicing movements, obligatory for other sounds.

2. On stage formation of primary pronunciation skills we set target: to form in the child the initial skills of correctly pronouncing sounds using specially selected speech material. Specific tasks are: production of sounds, formation of skills for their correct use in speech (automation of skills, as well as the ability to select sounds without mixing them with each other.

To the next stage– sound automation switches only when the child requests a speech therapist can easily, without preliminary preparation, without searching for the desired articulation, pronounce the given sound (but not onomatopoeia).

When setting a sound as its initial basis, one should turn not to an isolated preserved sound, but to a sound in syllable combination, since a syllable is a natural form of sound for its implementation in speech. This provision is very important due to the fact that when producing an isolated sound, the transition to a syllable is often difficult. It is necessary to provide for possible dynamic changes in the articulation of the same phoneme in different sound environments. This can be achieved without much difficulty, since the circuits (programs) combinations of sounds in a child with not affected by dyslalia.

As the sound ends up being placed in one of the syllable positions, is underway Job by its inclusion in speech, or automation. The process of sound automation consists of training exercises with specially selected words that are simple in phonetic composition and not containing disturbed sounds.

It often turns out that already in the process of automation, the child begins to freely include the delivered sound in spontaneous speech. If he does not mix it with others, then there is no need for subsequent working on them. IN speech therapy In practice, there are cases when further continuation is required sound work, in particular, by its differentiation from other sounds, i.e. differentiation. Job over the differentiation of sounds contributes to the normalization of the operation of their selection.

At work over the differentiation of sounds, no more than a pair of sounds are connected simultaneously, if for work a large number of sounds of one articulatory group are needed, they are still combined in pairs.

3. Stage formation of communication skills. Its goal is to develop in the child the ability to accurately use speech sounds in all communication situations.

In classes, texts are widely used, rather than individual words, various forms and types of speech are used, creative exercises are used, and material rich in certain sounds is selected. Such material is more suitable for classes on sound automation, but if at this stage the child will work only on specially selected material, then he 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 with them.

Thus, Speech therapy work to eliminate dyslalia in preschoolers is:

The pedagogical process in which the tasks of corrective education and correctional education are implemented.

Purpose speech therapy for dyslalia is the formation of skills and abilities to correctly reproduce speech sounds, exercise auditory control over one’s own pronunciation and evaluate the quality of sounds reproduced in one’s own speech, take the necessary articulatory positions that ensure the normalized acoustic effect of sound; vary the articulatory patterns of sounds depending on their compatibility with other sounds in the stream of speech; accurately use sound in all types of speech.

Thus, based on the study of theoretical sources, one can make conclusion: correctional work to overcome dyslalia should be built taking into account the form of the disorder and determining the structure of the speech defect.

The principles of speech therapy work are general starting points that determine the activities of the speech therapist and children in the process of correcting speech disorders.

Speech therapy intervention is a pedagogical process in which the tasks of corrective training and correctional education are realized.

It is known that childhood is the most favorable age for the formation of speech in general and its phonetic side in particular. It should be remembered that in order to successfully master the school curriculum, good, complete, competent speech is necessary. Therefore, timely identification of sound pronunciation defects and their correction are an obligatory section of the entire complex of work on speech development.

The formation of the pronunciation side of speech is closely related to the development of phonemic hearing, on the one hand, and the formation of lexical and grammatical categories, on the other. Therefore, the acquisition of writing and reading skills during the school period largely depends on how successfully and timely sound pronunciation is corrected in childhood. It is known that up to 4-5 years of age, deficiencies in sound pronunciation can be of a physiological nature, therefore targeted speech therapy sessions to eliminate dyslalia are recommended to begin at the age of 5.

Classes for dyslalia are held 3-4 times a week. Depending on the complexity of the violations, the following types of activities are distinguished:

Individual lessons (used when setting sounds and consolidating). Duration of classes is 15-30 minutes.

Subgroups, 2-3 people each (used for automation, differentiation of sounds). Classes last 25-35 minutes.

Frontal, 5-6 people each (preparatory stage and introduction of sound into speech). Duration - 35-40 minutes.

Children are prepared for work in frontal classes in individual and subgroup classes. In frontal lessons, only those sounds are studied that are correctly pronounced by all children in isolation and in facilitated phonetic conditions.

Frontal classes are classes with a group of children or adults to develop any functions or eliminate defects. As a rule, they are carried out by a speech therapist, defectologist or teacher in speech therapy groups or in groups with mental retardation.

Frontal classes are conducted with older children (6-7 years old), provided that the group is not overloaded in quantitative terms and the speech pathology is not severe. Frontal classes cannot be conducted with middle-aged and younger children (2-6 years) who have speech impairments. In these cases, subgroup classes are held.

The frontal lesson includes two stages. They are closely related and interdependent.

The first stage is to consolidate the correct pronunciation of the sound being studied. When selecting lexical material, it is necessary to provide for its diversity and saturation with the sound being studied, while eliminating, if possible, defective and mixed sounds.

Correctional classes on the formation of correct sound pronunciation are preceded by an examination of the phonetic side of speech in order to determine not only the number of incorrectly pronounced sounds, but also the nature of their violation.

It is recommended to include exercises on the use of lexical and grammatical categories acquired by children (singular and plural nouns, agreement of adjectives and ordinal numbers with nouns, prefixed verbs, etc.), as well as various types of work aimed at developing coherent speech (composing sentences, dissemination of them by homogeneous members, compilation of stories based on the picture, series of pictures, retelling). In the process of developing the correct pronunciation of sounds, the speech therapist teaches children to compare the sounds being studied, to draw certain conclusions about the similarities and differences between them in articulatory structure, the way they are articulated and sounded.

The second stage is the differentiation of sounds by ear and pronunciation. The process of children mastering pronunciation involves active motivation, concentration of attention to the sounds of speech, and the morphological elements of words.

In frontal classes, exercises are conducted to develop the organs of articulation, the skills of sound analysis, storytelling, enrichment of vocabulary, development of grammatical categories, preparation for learning to read and write, etc. .

The structure of frontal lessons on automating pronunciation and differentiation of sounds includes the required elements:

1) organizational moment;

2) message about the topic of the lesson;

3) characteristics of sound based on articulatory and acoustic characteristics;

4) pronunciation of the studied sounds in syllables and syllable combinations;

5) pronunciation of sounds in words;

6) physical training;

7) work on the proposal;

8) pronunciation of sound in coherent speech;

9) teaching elements of literacy;

10) the result of the lesson.

In addition to the mandatory elements, additional ones are introduced: tasks for developing the function of language analysis and synthesis; literacy preparation; lexical and grammatical tasks; physical pauses, voice, breathing, facial exercises; imitation of movements and actions occurring as the plot develops; creative tasks; word creation; games and exercises to develop cognitive processes; poems, dialogues, etc. The number, type and nature of additional elements are determined by the objectives of each specific lesson. Their introduction, moreover, is determined not only by the topic of the lesson, but also by the nature of the characters used in the lesson. They complement the content of the lesson and are aimed at the comprehensive and harmonious development of the child. Physical pauses, for example, in which speech and movements interact, help relieve tension and switch, if necessary, to the next task.

Basic principles of forming correct sound pronunciation

The principles of the formation of correct sound pronunciation are the general starting points that determine the activities of the speech therapist and children in the process of correcting disorders of the sound side of speech.

Speech therapy intervention is a pedagogical process in which the tasks of corrective training and correctional education are realized.

In the process of organizing remedial training, great importance is attached to general didactic principles. At the same time, for effective and lasting correction of pronunciation defects, it is necessary to take into account special principles:

etiopathogenetic (i.e. taking into account the etiology and mechanism of speech production disorders);

the complexity of the impact on all components of the speech system;

differentiated approach to the correction of various types of dyslalia.

Teaching correct speech requires systematic training, which allows the child to form a certain dynamic stereotype. Individual and subgroup lessons on developing correct pronunciation are designed for 10-15 minutes, after which a short break is taken, which is filled with the introduction of outdoor games, speech exercises, etc. When conducting such a lesson, it is necessary to comply with general didactic requirements:

accessibility of the proposed lexical material, which contributes to the conscious attitude of children to the work process;

a certain sequence of formation and presentation of material;

gradual complication of corrective exercises;

reliance on varied, colorfully designed visual material;

a differentiated approach to each child, taking into account the structure of the speech defect and age characteristics.

When planning correctional classes, it is important to remember that throughout the entire process, children must have a persistent positive emotional attitude, which is expressed in the desire to engage. This is achieved by the widespread use of game fragments in the lesson, the construction of interesting plots, in which the children themselves often become participants. During the lesson, children develop the ability to listen, hear and evaluate both their own speech and the speech of others. It is important to include a series of training exercises, teaching children to freely use new sounds in spontaneous utterances. Changing types of tasks and a reward system help maintain children’s interest over a certain period of time.

The main areas of work on children’s speech development are:

* formation of full-fledged pronunciation skills;

* development of phonemic perception, phonemic representations, forms of sound analysis and synthesis accessible to age.

As the child moves in the indicated directions, the following is carried out using corrected speech material:

* development in children of attention to the morphological composition of words and changes in words and their combinations in a sentence;

* enriching children's vocabulary mainly by drawing attention to the methods of word formation, to the emotional and evaluative meaning of words;

* educating children in the ability to correctly compose a simple common sentence, and then a complex sentence; use different sentence structures in independent coherent speech;

* development of coherent speech in the process of working on a story, retelling, with the formulation of a certain correctional task for automating phonemes specified in pronunciation in speech;

* formation of elementary writing and reading skills using special methods based on corrected sound pronunciation and full phonemic perception.

At the same time, the speech therapist conducts classes in which the vocabulary of preschoolers is expanded and clarified, and colloquial, descriptive and narrative speech is developed. All of these areas in speech correction work are interconnected.

Thus, frontal classes are classes with a group of children or adults to develop any functions or eliminate defects. As a rule, they are carried out by a speech therapist, defectologist or teacher in speech therapy groups or in groups with mental retardation.

The frontal lesson includes two stages. The first stage is to consolidate the correct pronunciation of the sound being studied. The second stage is the differentiation of sounds by ear and pronunciation.

The main goal of speech therapy for dyslalia is the formation of skills and abilities to correctly reproduce speech sounds. In order to correctly reproduce speech sounds (phonemes), a child must be able to: recognize speech sounds and not confuse them in perception (i.e., recognize a sound by acoustic characteristics; distinguish a normalized pronunciation of a sound from a non-standardized one; exercise auditory control over one’s own pronunciation and evaluate the quality sounds reproduced in one’s own speech; take the necessary articulatory positions that ensure the normalized acoustic effect of sound: vary the articulatory patterns of sounds depending on their compatibility with other sounds in the flow of speech; accurately use the desired sound in all types of speech.

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

With proper organization of speech therapy work, a positive effect is achieved for all types of dyslalia. With mechanical dyslalia, in some cases, success is achieved as a result of joint speech therapy and medical intervention.

A prerequisite for success with speech therapy is the creation of favorable conditions for overcoming pronunciation deficiencies: emotional contact between the speech therapist and the child; an interesting form of organizing classes, corresponding to the leading activity, stimulating the child’s cognitive activity; combinations of work methods to avoid fatigue.

Speech therapy classes are held regularly, at least 3 times a week. Home classes with the help of parents (as directed by a speech therapist) are required. They should be carried out daily in the form of short-term exercises (from 5 to 15 minutes) 2 to 3 times during the day.

To overcome pronunciation defects, didactic material is widely used.

The time frame for overcoming pronunciation deficiencies depends on the following factors: the degree of complexity of the defect, the individual and age characteristics of the child, the regularity of classes, and assistance from parents. In the case of simple dyslalia, classes last from 1 to 3 months, in case of complex ones - from 3 to 6 months. In preschool children, pronunciation deficiencies are overcome in a shorter time than in school-age children, and in younger schoolchildren - faster than in older ones.

Speech therapy intervention is carried out in stages, while at each stage a specific pedagogical task is solved, subordinated to a common goal.

Stages of speech therapy intervention

In the literature there is no consensus on the question of how many stages the speech therapy intervention for dyslalia is divided into: in the works of F. F. Pay, two are distinguished, in the works of O. V. Pravdina and O. A. Tokareva - three, in the works of M. E Khvatseva - four.

Since there are no fundamental differences in the understanding of the tasks of speech therapy for dyslalia, the allocation of the number of stages is not of a fundamental nature.

Based on the purpose and objectives of speech therapy intervention, it seems justified to distinguish the following stages of work: preparatory stage; stage of formation of primary pronunciation skills; stage of formation of communication skills.