Calling individual sounds,brief recommendationsand articulatory patterns.

vocalization, non-speaking children, apraxia

After the massage session, using the visual-auditory method, we move on to calling individual sounds. The teacher working with the child must be clearly aware of the movement of the organs of articulation and pronounce the evoked sound in an exaggerated manner. Below are brief recommendations for calling each sound and describe articulatory structures in alphabetical order (Burlakova M.K., 1997):

A- a vowel sound, the mouth is wide open, the sound is caused by asking you to open your mouth and say “a”. If the child opens his mouth and there is no exhalation, you can lightly press his upper abdomen.

B- consonant sound, cheeks puffed out, lips closed, nostrils pinched, sonorous sound. The sonority of a sound is controlled by feeling the vibration of the vocal cords with the back of the hand. You can vibrate your lower lip by quickly, lightly tapping it.

IN- Lower lip slightly bitten. Teeth must be visible. The upper lip can be held with your fingers to form a labiodental junction. The sound is voiced, consonant. When evoking sound, it is good to use the exercise of blowing out a candle.

G- consonant voiced sound. The tongue goes deep into the mouth, in the form of a bow, the root of the tongue comes into contact with the soft palate. You can help your child by pushing his tongue into the back of his mouth with a lollipop-type candy.

D- consonant voiced sound. The tongue protrudes slightly forward between the teeth and, as it were, pushes away from them. If the “n” sound has been practiced or is present in the child’s spontaneous pronunciation, you can pinch his nostrils to produce a d-shaped sound.

E- long vowel sound. The tongue rests very strongly on the lower teeth, the mouth is slightly open. You can ask the child to draw out the sounds “ee”, which in combination will give E.

Yo- vowel sound, relatively short. When pronounced for a long time, the sound “O” is clearly audible. Help, as when calling “E”.

AND- consonant hissing sound. The tongue is raised to the hard palate and pushed back into the mouth, which is achieved by pressing on the cheeks near the corners of the mouth. A light stream of warm air comes out through the gap between the teeth.

Z- a consonant whistling sound. The corners of the mouth stretch as much as possible in both directions, the teeth are clearly visible. A cool, light stream of air comes out through the gap between the teeth.

AND- high vowel sound, mouth in a smile, without tension.

Y- similar to a short “and” with a slight aspiration of “x”.

TO- consonant voiceless sound. The tongue goes deep into the mouth and comes into contact with the soft palate. Help as when dropping the sound “g”.

L- long consonant sound. The tip of the tongue rises up and rests firmly on the alveoli (behind the teeth). If necessary, it is placed in the interdental position.

M- nasal long consonant sound. The lips are tightly compressed, and the air stream exits through the nasal cavity. To produce sound, you can lightly compress the child’s lips and hold back the natural exhalation.

N- nasal long sound. The tongue is raised to the hard palate, the lips are half-open and teeth are visible, the air stream goes into the nose.

ABOUT- vowel sound, long. The lips are stretched vertically, like the letter “o” itself. If the desired articulatory position cannot be achieved by imitation, you can achieve voluntary stretching of the lips forward by asking the child to lick a round lollipop candy, then replacing it with an inedible object of a suitable round cross-section (for example, the neck of a plastic bottle). Make sure that only the child’s lips work; the teeth should not touch the candy or an auxiliary object.

P- consonant, dull short sound. The cheeks are puffed out, the lips are tightly compressed, the nostrils are pinched.

R- consonant, sonorous, long vibrating sound. The tip of the tongue vibrates in contact with the alveoli.

WITH- a consonant, dull whistling sound. The lips are stretched in a smile, the teeth are bared.

T- a dull consonant sound. The tongue is between the teeth, slightly pushing against the teeth.

U- long vowel sound. The lips are pulled together into a narrow “pipe” and pushed forward. First, you can help the child hold the desired lip pattern with your fingers, then the pose is held using a thin tube (for example, a ballpoint pen).

F- consonant voiceless sound. The lower lip is slightly bitten, the edges of the upper incisor teeth are visible. It is convenient to create a sound when blowing out a candle flame. If necessary, hold the upper lip with your fingers so that it does not touch the lower lip.

X- a dull consonant sound. The mouth is wide open, the tongue goes deep into the mouth, the air stream comes out freely and “warmly”.

C- consonant complex short sound. It is formed by quickly changing the position of the tongue from the sound “t” to the sound “s”, the lips are stretched into a smile.

H- a consonant complex sound. It is formed by quickly changing the position of the tongue from “t” to “w”.

Sh- a consonant dull hissing sound. The tongue goes deep into the mouth, the lips are rounded.

SCH- soft "sh".

Y- vowel. The lower jaw is slightly pushed forward.

E- vowel. Lips and tongue are relaxed. Lips in the shape of a horizontal oval.

YU- vowel compound sound. It is formed as a result of a rapid change in the position of the lips from the “i” to the “y” position.

I- vowel compound sound. It is formed as a result of a rapid change in the position of the lips from the “i” to the “a” position.

Articulatory patterns are formed by a speech therapist depending on the child’s readiness to pronounce a particular sound. It is important to achieve arbitrary pronunciation of 5-6 sounds and try to merge them into the simplest onomatopoeic words, tying them to certain situations that are easy to reproduce.

For example, singing the sound “and”, the child jumps high, holding the hands of an adult; “b” is accompanied by fist blows on soap bubbles on the table.

Having consolidated the stereotype of pronouncing practiced babbling words, you can expand their situational use, while working on evoking the following sounds. In some cases, sounds appear spontaneously under the influence of vocabulary development. Sometimes seemingly already worked out sounds “float away” when they are included in words. This is probably due to insufficient analytical processes (as with learning to read using only the global method). The child does not retain a separately pronounced sound as a phoneme if he has learned to speak the whole word. Despite the temptation for a speech therapist to work only on words, one cannot stop evoking single sounds, since a secondary decay of the emerging expressive speech may occur, which may have already occurred at an early age.

The order of formation of articulatory structures depends on the presence of spontaneous vocalizations in the child. Based on the existing sounds, the speech therapist seeks to induce their voluntary pronunciation and monitors the enrichment of involuntary articulation. The most common order in which sounds appear is:

vowel sounds:

A, E, Y, I, O, U, then the letters: I, E, E, Yu

consonant sounds:

M, P, N, T, F, B, I, K, S, X, V, D, G, 3, L, W, F, H, Sh, R

It takes an average of 4-6 months to induce echolalic repetition of the first sounds (“A”, “E”, “Y”). If the child is over 5.5 years old, then echolalic vowel reproduction can begin after a year of work.

Since articulation, speech exhalation and vocal production are mismatched in non-speaking children, at first there may be silent repetition of sounds, then whispering, and only then the voice comes in. But this applies only to the voluntary pronunciation of sounds at our request; the child’s involuntary vocalizations are significantly enriched and sound in full voice. This indicates the success of the work being carried out.

Approximately 2-4 months after the first sounds, echolally repeated words appear (usually they are not related to a specific situation and somehow attracted the child’s special attention, for example, “pineapple”, “samovar”). At first, the words sound quiet and indistinct, but gradually the strength of the voice increases and the child’s active vocabulary begins to expand with more and more new nouns.

It should be noted that method of evoking speech sounds by forming articulatory patterns very labor intensive. It has to be resorted to in cases where disinhibition of oral speech does not occur either in holding therapy sessions, or in music therapy classes, or in speech therapy classes, where methods that are common when working with children suffering from alalia are used.

The accumulated work experience has shown that the use of the proposed technique is most effective at the age of 3.5-5.5 years. If the insufficiency of the linguistic side of the speech imitative mechanism is so great that by the age of seven it is not possible to achieve even nominative echolalic speech, then it is advisable to direct the main efforts to the development impressive speech. It is also necessary to create conditions that encourage the child to spontaneously use such means of nonverbal communication as gestures and pictograms (Korvyakova N.F., 1999; Duker P. C ., 1991). Gestures must linguistically meet the child's needs and express his desires and interests.

By gradually filling out the table, it is easy to determine which skills need to be practiced daily (there is a minus sign next to them), and which ones have already become an automated action and only need reinforcement.

table 2

articulatory structure of sounds [S, S’, Z, Z’]

1 . "Frog"

Smile, exposing your closed teeth with tension. Hold this position for a count of five. The bite should be natural, the lower jaw should not move forward.

The frogs will like it

Pull your lips straight towards your ears.

I'll pull it, I'll stop

And I won’t get tired at all.

2. "Proboscis"

Lips and teeth are closed. Pull your lips forward with tension. Hold them in this position for a count of five.

I imitate an elephant.

I pull my lips with my proboscis.

And now I'm letting them go

And I return it to its place.

3. "Frog" - "Proboscis"

N and count “one-two”, alternate the “Frog” exercise and the “Proboscis” exercise.

Your lips directly to your ears

I'll stretch like a frog.

And now I'm a baby elephant

I have a proboscis.

4. "Spatula"

Smile, open your mouth. Place your wide tongue on your lower lip. Hold calm for a count of five. In this exercise, it is important to ensure that the lower lip does not tense or pull on the lower teeth.

Place your tongue with a spatula

And keep count of him:

One two three four five!

The tongue needs to be relaxed!

5. “Let’s punish the naughty tongue”

Lips in a smile. It is easy to bite the tongue along the entire length from tip to root, alternately sticking out and retracting again.

6. "Pussy is angry"

Smile, open your mouth. Place the tip of your tongue against your lower teeth. On the count of “one”, bend your tongue out into a slide, resting the tip on your lower teeth. On the count of two, return to the starting position. The tip of the tongue should not come off the lower teeth, and the mouth should not close.

On the bench by the window

The cat has settled down and is dozing.

The cat opens its eyes

The cat arches its back.

7. "Stubborn Donkey"

Lips in a smile, mouth slightly open. Pronounce the sound combination with force IE. The tip of the tongue rests against the lower teeth.

8. "Tube"

Open your mouth, curl your tongue into a tube. Blow into this tube for a long time.

Let's fold our tongue into a tube -

It looks like a pipe.

Blow the pipe

We can do it without a pipe.

9. “Brushing the lower teeth”

Smile, open your mouth slightly. Use the tip of your tongue to “clean” your lower teeth from the inside, moving your tongue left and right. The lower jaw does not move.

Brush your teeth, brush your teeth

And outside

And inside,

Don't let them get sick.

10. "Little swing"

Smile, open your mouth. On the count of “one-two”, alternately rest your tongue on the upper and lower teeth. The lower jaw is motionless.

I'm swinging on a swing

Up and down, up and down.

I'm rising higher and higher

And then - down.

11. "Count your bottom teeth"

Smile, open your mouth slightly. The tip of the tongue rests in turn on each lower tooth from the inside. Make sure that the lower jaw is motionless.

Something happened to the tongue

He's pushing his teeth!

As if he wants them for something

Push it out by the lips.

A set of exercises that develops the correct

articulatory structure of sounds [Ш, Ж, ШЧ]

1. "Smile"

The teeth are closed. Lips in a smile. Upper and the lower incisors are visible.

Smile widely

Very simple and easy:

Like a frog

Pulls to ears

Lips. We smile.

It turns out great!

Well done! We are trying!

2. "Tube"

Extend your closed lips forward like a tube. Hold in this position for a count of 5.

3. "Spatula"(see whistling)

4. "Pancake"

Open your mouth a little, calmly put your tongue on the lower one and, smacking it with your lips, pronounce the sounds “five-five-five.” Keep your wide tongue in a calm position and with your mouth open, counting from 1 to 5-10.

Recharge it again

We'll do it in order.

Five-five-five -

Five-five-five -

Your tongue is a spatula!

On the spatula and on the pancake

Our language is now similar

He is obedient and diligent

And that's why it's good!

5. "Cup"

Smile, open your mouth, place your wide tongue on your lower lip, bend the side edges of your tongue into a cup shape. Hold for a count of five. The lower lip should not cover the lower teeth.

A mosquito landed on my tongue,

But he failed to take off!

Caught right in the cup!

It remained in the “cup”!

6. "Bagel"

Do the “Tube” exercise. Then round your lips so that your teeth are visible. Make sure your teeth are closed. Hold your lips in this position for a count of five.

7. "Focus"

Place a small piece of cotton wool on the very tip of your nose. The cup-shaped tongue fits tightly to the upper lips. You need to blow the cotton wool off the tip of your nose.

8. "Horse"

Smile, open your mouth. Click the tip of your tongue like a horse clicking. The mouth is open, the tip of the tongue is not extended or pointed. Make sure that it does not tuck inward and that the lower jaw remains motionless.

Let's go, let's go on horseback

The path is smooth.

A neighbor invited us to visit

Eat sweet pudding.

We arrived at lunchtime

And the neighbor is not at home.

9. "Painter"

Smile, open your mouth. Using the wide tip of your tongue, stroke the palate from the teeth to the throat. The lower jaw should not move.

It's time to paint the rooms.

A painter was hired.

We lower the jaw lower,

We help the painter.

10. "Delicious jam"

Smile, open your mouth. Using a cup-shaped tongue, lick your upper lip from top to bottom (you can coat it with jam). The lower lip should not be tight around the teeth (you can pull it down with your hand).

11. "Fungus"

Smile, open your mouth. Suck your wide tongue to the roof of your mouth. This is the cap of the mushroom, and the hyoid ligament is the stalk. The tip of the tongue should not turn up, the lips should be in a smile. If the child is unable to suck his tongue, then he can click his tongue, as in the “Horse” exercise. Clicking trains the desired movement of the tongue.

I stand on a thin leg,

I stand on a smooth leg,

Under the brown hat

With velvet lining.

12. "Harmonic"

Position the tongue as in the “Mushroom” exercise, lips in a smile. Without lifting your tongue, open and close your mouth.

I play the harmonica

I open my mouth wider,

I'll press my tongue to the sky,

I'll move my jaw lower.

A set of exercises that develops the correct

articulatory structure of sounds [L, L’]

1. "Fence"

Smile, exposing your upper and lower teeth. Hold your lips in this position for a count of 5.

2. "Proboscis"(see whistling)

3. "Fence" - "Proboscis"

4. "Spatula"(see whistling)

5. "Delicious jam" (see sizzling)

6. "Pancake"(see sizzling)

7. "Swing"

The mouth is open. Raise the wide tip of the tongue to the upper lip and then lower it to the lower lip. After this, pull the tongue alternately towards the nose and chin.

The little frog cheated a little.

He shouted as loud as he could:

“Hey, mosquitoes, swing!

On the swing, on the swing!

I made you a swing!

I'll rock you myself!

Mouth open

Lips in a smile

Flexible tongue tip

Will rock you for now

Up and down,

To the lip and to the nose,

Enjoy without question!”

8. "Steamboat"

Open your mouth slightly and pronounce the sound for a long time on one exhalation. Y-Y-Y. It is necessary to ensure that the tip of the tongue is pubescent and located in the back of the mouth.

A steam locomotive without wheels!

What a miracle locomotive!

Has he gone crazy?

He went straight across the sea!

9. "Turkey"

Open your mouth slightly, put your tongue on your upper lip and move the wide front edge along the upper lip back and forth, trying not to lift your tongue from your lip, as if stroking it. Gradually speed up the pace of the exercise, then add a voice so that you can hear “bl-bl-bl”. Make sure that the tongue does not narrow; it should be wide.

Turkey

And best friend

Honestly he will say: -

You are a turkey!

11. "Painter"(see sizzling)

12. "Count the top teeth"

Smile, open your mouth slightly. The tip of the tongue rests in turn on each upper tooth from the inside.

13. “Brushing the upper teeth”

U smile, open your mouth slightly. Using the tip of your tongue, “clean” your upper teeth from the inside, moving your tongue left and right.

Little frog brushes his teeth

Every day, every day!

Brushing a frog's teeth

Well, not lazy at all!

Upper teeth outside

Cleans. Cleans inside too.

On right- left, left - right,

Admire it, look.

14. "Let's catch the sound[ L] »

Smile. While making a sound L bite the wide tip of the tongue with your teeth. Gradually increasing the pace of movement, you will hear a sound J.I.

A set of exercises that develops the correct

articulatory structure of sounds [Р, Р’]

1. "Swing"(see L)

2. "Painter"(see sizzling)

3. “Brushing the upper teeth” (see L)

4. "Count the top teeth"(see L)

5. "Horse"(see sizzling)

6. "Fungus"(see sizzling)

7. "Harmonic"(see sizzling)

8. "Drum"

Smile, open your mouth. Repeatedly and pronounce a sound clearly D-D-D. When pronouncing this sound, the tongue rests on the upper teeth, do not close the mouth. Very often, when performing this exercise, the child closes his mouth. To prevent this from happening, you can hold a stick about 1 cm wide or the handle of a rectangular children's toothbrush between your teeth (the handle should not be thick, it should be straight, like a ruler).

We beat the drum hard

And all together we sing:

“D-d-d-d!”

9."Komarik"

Smile, open your mouth. Raise your tongue by your upper teeth; pronounce a sound for a long time 3 (if the child can pronounce it correctly). If the child's mouth closes when performing this exercise, you can use mechanical assistance, as in the "Drum" exercise.

Suddenly out of nowhere

Little mosquito

And it burns in his hand

Small flashlight.

10. "Motor"

Basic exercise. When making a sound for a long time D-D-D or 3-3-3 (behind the upper teeth, see exercise “Drum” or “Mosquito”), with quick movements of the flat handle of a teaspoon, a wooden spatula, a pacifier, or simply the straight index finger of the child himself, make frequent oscillatory movements from side to side.

Our tongue is a motor!

Start it, driver!

A set of exercises that develops the correct

articulatory structure of sounds [K, G, X]

1. "Frog" - "Proboscis"(see whistling)

2. “Spatula” - “Needle”

U smile, open your mouth. On the count of “one”, place your wide tongue on your lower lip. On the count of “two,” stick your tongue out, sharp as a sting.

Place your tongue with a spatula

And hold it calmly.

Tongue with a needle then

Pull with a thin tip.

3. "Pussy is angry" (see whistling)

4. “Brushing the lower teeth” (see whistling)

5. "Count your bottom teeth" (see whistling)

6. "Coil"

Smile, open your mouth. Place the wide tip of the tongue against the base of the lower incisors. Press the lateral edges of the tongue against the upper molars. Roll out the wide tongue forward and move it deep into the mouth. The tip of the tongue should not be removed from the incisors, the lips and lower jaw should not move.

7. "Swing"(see L)

The structure of the organs of articulation. To make a sound l a rather complex work of various parts of the articulatory apparatus is required: the lips are neutral and take position in; depending on the next vowel; the distance between the upper and lower incisors is 2-4 mm; the tip of the tongue rises and presses against the bases of the upper incisors (but can also occupy a lower position); the front and middle parts of the back of the tongue are lowered, its root part is raised and pulled back, a spoon-shaped depression is formed in the middle; the lateral edges of the tongue are lowered and allow an outgoing air stream to pass through; the exhaled stream of air is weak; the soft palate is raised and closes the passage to the nose; The vocal cords vibrate to produce the voice.

The articulation of the soft l" differs from the articulation of the hard l the fact that the lips move slightly to the sides when pronouncing it (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 of the back of the tongue, together with the root, is significantly moved forward and lowered.

The following exercises help develop the necessary tongue movements.

“Punish the naughty tongue.”

“Spatula”, “Pancake”, “Flatbread”.

"Swing-1".

Target:

The mouth is open. Lips in a smile. Place a wide tongue on the outside of the upper lip, then on the lower lip. Tuck the tip of the tongue as much as possible. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move.

"Swing-1".

Target: develop the ability to quickly change the position of the tongue, develop mobility and flexibility of the tip of the tongue, and the accuracy of its movements.

The mouth is open. Lips in a smile. Insert a wide tongue between the upper lip and upper teeth, then between the lower lip and lower teeth. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

"Swing-2".

Target: develop the ability to quickly change the position of the tongue, develop flexibility and accuracy of movements of the tip of the tongue.

The mouth is open. Lips in a smile. Place the wide tongue behind the lower teeth on the inside, then lift the wide tongue behind the upper teeth on the inside. Make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move.

"Delicious jam."

“Click the tip of your tongue.”

Target: strengthen the tip of the tongue, develop tongue elevation.

The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and tear off with a click. Perform the movements slowly at first, gradually speed up the pace. Make sure that the lower jaw does not move, the lips do not stretch over the teeth, and the tip of the tongue does not turn inward.

“Click the tip of your tongue silently.”

Target: develop upward movement of the tongue, strengthen the muscles of the tongue, develop precision of movements of the tip of the tongue.

The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and silently tear it off. First perform the exercise at a slow pace, then at a fast pace. Make sure that the lower jaw and lips do not move. The tip of the tongue should not curl inward and should not protrude from the mouth.

Target: develop the elevation of the tongue, develop flexibility and mobility of its front part. The mouth is open. Lips in a smile. Use the wide edge of your tongue in front of it to move back and forth across your upper lip, trying not to lift your tongue from your lip; bend the tip slightly, as if stroking the lip. First make slow movements, then speed up the tempo and add your voice until sounds are heard bl-bl. Make sure that the tongue does not narrow (the tongue should lick the upper lip, and not move forward), so that the upper lip does not stretch over the teeth, and the lower jaw does not move.

10. “Slide”, “Pussy is angry.”

Target: strengthen the muscles of the tongue, develop lifting of the back and root of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue curves upward, then straightens out. Make sure that the tip of the tongue does not leave the alveoli, and that the lips and lower jaw remain motionless.

11. Exercises in pronouncing the sound k (g).

Target: strengthen the muscles of the tongue, develop tongue elevation. Options:

a) The mouth is open. Lips in a smile. The tip of the tongue is pubescent and pulled back. Pronounce the sound slowly To, trying to hold your curved tongue in the upper position as long as possible. Make sure that the lower jaw and lips are motionless;

b) The same, but pronounce the sound g.

12. "Reel".

Target: strengthen the muscles of the tongue, develop lifting of the back and root of the tongue, and their mobility.

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back of the tongue arches, the tongue “rolls out” forward and retracts into the depths of the mouth. Make sure that the tip of the tongue does not leave the alveoli, and that the lips and lower jaw are motionless.

13. "Steamboat".

Target: develop lifting of the back and root of the tongue, strengthen the muscles of the tongue.

The mouth is open. Lips in a smile. The wide tip of the tongue is lowered and pulled back, the back of the tongue is curved towards the palate. Pronounce a sound for a long time s(“like a steamship humming”). Make sure that the tip of the tongue does not rise and is in the depths of the mouth, the back is well arched, the sound s didn't go to And, the lips and lower jaw were motionless.

The group of hissing sounds includes sounds w, f, h, sch .

Sound Sh.

Sound w consonant, deaf, hard. There is no corresponding soft sound in the Russian language.

When pronouncing a sound w Normally, the speech organs take the following position:

• lips somewhat advanced;
• Tip of the tongue raised to the sky (to the alveoli), but does not touch it, forming a gap;
• lateral edges of tongue pressed from the inside to the upper molars or hard palate, without letting a stream of exhaled air pass through the sides. Thus, the tongue takes the shape of a ladle or cup.
• vocal cords open, the stream of exhaled air passes freely between them;
• air jet it is exhaled evenly in the middle of the tongue, it is strong, wide, warm, and can be easily felt with the back of the hand brought to the mouth.

Any deviation from the correct articulation pattern leads to sound distortion. When producing a sound, our main task is to create in the child the correct articulation of this sound.

Articulation of sound and w presence of voice.

Articulation of sounds sch And h different from articulation of sound w additional raising of the middle part of the tongue to the palate. In addition, the sound h is occlusive-cleft, i.e., during its articulation, the front part of the back of the tongue first closes with the alveoli, and then a gap is formed between them.

So for the hissing sounds w, f, sch, h the main thing is the articulation of sound w , which means it will be the base for this group. That is, work to correct hissing sounds must begin with the sound w . If the sound w is pronounced correctly, then by adding a voice we get the sound and ; adding the rise of the middle part of the tongue, we get sch ; adding the rise of the middle part of the tongue and the bow in front of the gap, we get h . Therefore, sound disturbances w, sch, h are the same as those w .

Articulation of sound C.

Articulation of sound C

The lips are stretched, slightly pressed against the teeth. There is a small gap between the incisors. The tip of the tongue is lowered, pressed against the inner surface of the lower incisors. The front part of the back of the tongue is lowered, the middle part is raised, the back part is lowered. The tongue is in the “slide” or “bridge” position. The lateral edges of the tongue are pressed against the upper molars. The front part of the back of the tongue forms a gap with the alveoli, in the middle of the tongue there is a groove that directs the exhaled air stream in the center. The soft palate is raised (C - oral sound). Vocal folds

open (C – dull sound).

About the production of the C sound here.

Articulation of sound Z

Articulation of sound Z

Exactly the same as when pronouncing the sound S. The only difference is that the vocal

the folds are closed (Z – ringing sound).

Articulation of the sound Сь

Articulation of the sound Сь

The middle part of the back of the tongue is more raised upward, the groove is destroyed, the anterior part of the back of the tongue is more curved.

Articulation of the sound Зь

Articulation of the sound Зь

Exactly the same as when pronouncing the sound Сь. The only difference is that the vocal folds close (Зь – voiced sound).

Articulation of sound C

The lips are slightly tense and stretched. There is a small gap between the incisors, the tip of the tongue

Articulation of sound C

pressed against the lower incisors. At the first moment of articulation, the anterior part of the back of the tongue is raised and closes with the anterior edge of the hard palate. At the second moment of articulation, it descends, forming a gap with the palate. The middle part of the back of the tongue is raised, the back part is lowered. The lateral edges of the tongue are pressed against the upper molars. The soft palate is raised (C - oral sound). The vocal folds are open (C – dull sound).

About the production of whistling sounds. Defects in the pronunciation of whistling sounds are called sigmatism.

Types of sigmatism

1.Labiodental sigmatism. The lower lip approaches the upper incisors. (C, C resembles F, G - C) Predisposing factors of labiodental sigmatism: prognathia, wasting of the muscles of the tip of the tongue with dysarthria.

2. Interdental sigmatism. When pronouncing a sound, the tip of the tongue is pushed between the teeth. The result is a lisping sound. Predisposing factors for interdental sigmatism: anterior open bite, flaccid tongue, prognathia, weakness of the muscles of the tip of the tongue due to dysarthria, absence of anterior teeth, adenoids, an excessively large or long tongue, weakness of the orbicularis oris muscle.

3. Labial sigmatism. When pronouncing a sound, the tip of the tongue near the teeth at the level of the gap between the teeth produces not a whistling, but a dull noise (the sound resembles T or D). The predisposing factors for predental sigmatism are the same as for interdental sigmatism.

4. Lateral sigmatism. The lateral edges do not touch the upper molars; a gap is formed on the side through which part of the air stream escapes. Lateral sigmatism can be unilateral or bilateral. Predisposing factors for lateral sigmatism: lateral open bite, long narrow tongue, pareticity of the lateral edges of the tongue with dysarthria.

5. Nasal sigmatism. The soft palate does not close tightly with the back wall of the pharynx. Some of the air passes through the nose. Predisposing factors of nasal sigmatism: pareticity of the soft palate, clefts.

6. Hissing pronunciation of whistling sounds. Mechanism: the tip of the tongue is pulled deeper into the oral cavity, the back of the tongue is raised, a groove is not formed. Predisposing factors: increased tone of the tongue muscles with dysarthria, with open organic rhinolalia.

Parasigmatism

If the sounds С and Сь, З, Зь, Ц are replaced by other sounds, then this disorder is called whistling parasigmatism. Sound substitutions are a phonemic defect, i.e. they indicate imperfection of phonemic perception. This is very important to take into account when making corrections.

The sound S is most often replaced by F, Сь, Ш, Т, З.

The sound З is most often replaced by В, Зь, С, Д, Ш, Ж.

The sound C is most often replaced by S, T, S', T', Sh.

About the production of whistling sounds.

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