Setting the sound for the child in stages. Articulation gymnastics, speech therapy exercises, pronunciation lessons with pictures

Speech therapists believe that the sound [L] is one of the last sounds that a preschooler learns to pronounce. It sometimes takes a child a whole year to set up this sound, so you need to correct the consonant [L] as soon as a distortion in the child’s speech is noticed.

To make sure that speech therapy classes are required, you must first check how correctly or incorrectly the child pronounces the sound, the degree of distortion of the pronunciation.

The correct pronunciation of [L] and soft [L ’] is characterized by:

Pronunciation is tested with the following exercises:

There are several options for incorrect pronunciation of soft [L '] and hard [L]:

• two-lip pronunciation: [L] is replaced by a child with [U] or another vowel (instead of a horse, you hear “uashadka”, instead of a shoulder blade - “pypatka”);
• in verbs, the combination [UVA] is often heard (saw - “piuva”);
• nasal pronunciation is characterized by - an incorrect rise of the tongue, while the air flow goes into the nose (elbow - "ngokot");
• replacing the sound “L” with others - “F”, “V”, “D” (elbow - “fokot”, horse - “doshadka”);
• interdental pronunciation - the tip of the tongue falls into the space between the teeth, it turns out whistling (moon - piss");
• a difficult sound is simply skipped (bow - “uk”, moon - “una”);
• if the baby pronounces “R”, then he can substitute it for “L” (the moon is “rune”).

Reasons for the lack of the correct "L"

Factors that provoke the incorrect pronunciation of the sound [L] may be the following points:

• incorrect speech breathing;
• problem in speech hearing;
• poor development of the articulatory apparatus, weakness of the muscles of the tongue;
• individual structure of the bridle.

Incorrect speech breathing can be characterized as follows:

• the child has a small lung capacity;
• weakened respiratory muscles (the baby cannot speak loudly);
• exhaled air comes out in jerks or all at once (as a result of which the child cannot pronounce the end of the sentence);
• incorrect, inept distribution of exhaled air (my brother and I ig ... - breath - to paradise);
• hasty pronunciation - choking.

Setting the sound [L] for a child begins in stages with breathing exercises.

You should teach the child to hold the toy: the baby lying on the carpet is invited to inhale - hold the breath (hold the ball) - exhale.

• it is proposed to sing a vowel sound (o, a, s, y, e), then the consonant [L] is added to it - (la, lo, lu, ly, le);
• imitation of various sounds.

Poor hearing development can be eliminated in the following ways:

• creating an auditory image of sound

Listening to the sound of mechanisms and natural phenomena will help. It is difficult for a parent to correctly imitate different sounds, so you can open the Sound of a Fire Engine website and invite your child to listen to the sound of a motorcycle, train, car, engine, siren, broken glass, rain song, ultrasound. The child will eventually begin to repeat these sounds.

• repeated pronunciation of words with sound [L]

le - ice, icebreaker, ice drift; lo: spade, London, burdock; la: swallow, bench, palm; ly: skis, ski tracks, pitchforks; lu: puddles, meadows, lawn.

• poor development of the articulatory apparatus,

The speech therapist concludes about the weak development of the articulatory apparatus, which in a playful way shows the preschooler how to pronounce the sound. The tasks will be as follows:

• connect the fingers with a "ladle" that imitate the tongue;
• the fingers of the second hand are also compressed, resembling a mouth;
• it is proposed to clench and unclench the fist - the tongue rises, the mouth opens and closes;
• blow into the fists, watch how the substituted narrow strip of paper will sway
• individual structure of the bridle

Sometimes "blurring" of speech occurs due to the individual structure of the frenulum. The muscular ligament under the tongue is short, which limits the upward movement of the tongue. the child cannot pronounce sounds correctly. In this case, the speech therapist selects a complex of articulatory gymnastics, which consists in stretching the hyoid ligament.

One of the exercises aimed at raising the tongue up is the “Swing”:

• put the tongue behind the teeth, holding it in this position for several minutes,
• lift it up to the upper teeth and fix it;
• “pump” the tongue, gradually speeding up the pace.

You can invite a preschooler to quickly pronounce syllables with the sound [L], which include various vowels.

A good effect is given by the exercise “How a turkey “buzzes””:

• put the tongue on the lip and drive it (it should not come off);
• say “bl-bl”, gradually speeding up the pace.

Articulation gymnastics

Setting the sound [L] to a child in stages involves articulation gymnastics:

• Warm-up exercises

1. The simplest task for warming up is the "clatter" of the tongue, like the clatter of a horse's hooves. As a result, the tongue warms up, rising to the upper palate.
2. The task "Sail" helps to strengthen the muscles of the tongue. The tongue is raised and stands straight, like a sail. so it is held first for 10 seconds, gradually the time of the rack increases by another ten seconds. The minimum time to complete the exercise is 40 seconds.

• Sound staging exercises [S]

In the game "Steamboat" the child smiles, his tongue is at his teeth. The kid bites his tongue so that he lies still and says “s-s-s”, which turns into “l-l-l”. You can try to perform the production from different vowels [A], [U], [S].

• Staging exercises from the sound [L´]

[L´] is easier to pronounce than hard [L]. Such softening is acceptable, because the child avoids strong tension in the muscles of the lips. If this process does not go away for a long time, then you can apply a little trick: suggest that the child, when pronouncing the syllables LA, LO, LU, LY, LE, try to touch his upper lip with his tongue.

• Sound staging exercises [A]

This option is performed in several periods, but it is not worth focusing the child’s attention on the gradual development of a difficult sound: the preschooler should smile and, biting his wide tongue, pronounce the sound [A] as long as possible. It should turn out "al - al". Next, you need to work out the pronunciation "ala - ala" and only then "la - la".

• Sound staging exercises from [B]

It is necessary to teach the child to slow down the movement of the lower lip. He must lower it and hold it for 5 seconds, and then raise it to the top. If the child cannot complete the task, the index finger is placed under the lip, which raises and lowers the lower lip. At the same time, you can say a poem: “I caught moths and butterflies on a bench. All caught, caught, caught. One - two - let go.

Setting the sound [Л]

The pronunciation of a soft sound - [L '] is slightly different from the pronunciation of a hard [L]. It is not the root of the tongue that rises, but its middle part. Most of the back of the tongue is in contact with the alveoli.

If the child’s tongue does not move well, then the simplest articulation exercises for the lips can help:

It is also necessary to perform exercises for the language:

• I roll a nut (roll the tongue, resting it on the right and left cheeks).
• The locomotive is buzzing - for a long time pull the sound [S] through parted lips quietly, loudly, in a whisper.

The set of subsequent speech exercises includes the following:

1) the child several times clearly and abruptly pronounces L - L - L;

2) tasks for pronouncing the syllables la - la, le - le, li - li (when pronouncing, the tongue is bitten, then released);

3) pronunciation of syllables with a change in rhythm: 1 time - 2 times - 3 times and vice versa:

4) words are selected for syllables and pronounced several times:

• whether - whether - whether - downpour - le-le-le - lion;
• la - la - la - frog - le-le-le - chronicle;
• lu - lu - lu - Lyuba - le, le-le - summer;
• le - le - le - ice - le, le-le - tape;

5) repeat the words in a different order: swan - leaf - lion - elevator.

6) remember the names that begin with L;

7) change the offer:

• Lenochka has a ribbon. - This is Lenochka's ribbon.
• Leni has a lake. - This is Lenin's watering can.

8) Say words with reverse syllables:

• al - shawl, medal;
• spruce - jelly, spruce forest;
• ol - salt, mole;
• yal - piano, hoop;
• ul - boulevard, bulldog.

Sound automation [L] in syllables

Setting the sound [L] to the child is carried out in stages. One of the important stages is the exercise of its automation. It should be borne in mind that this process is lengthy, so sound games must be performed systematically up to 5 minutes a day.

You can choose from the following exercises:

1) sound song [L]:

the child sings syllables starting with "L", substituting various vowels: "la - la - la - la - la - la";

2) pronunciation [L] in syllables:

• you can just pronounce the same syllables, bite the tip of the tongue;
• pronunciation of reverse syllables: “al - al; silt - silt; ol - ol ";
• pronunciation of intervocalic syllables: "ala - or - ulu - olo -yly";
• automation [L] in direct and reverse syllables, syllables with several consonants are selected: “clo - gla - bea - fli - hlu - angry - sle - went - blee - cle - agl - okl - als - uhl - ashl - ibl - ekl »;

3) automation of sound [L] in different positions (it will be more interesting for a child if he begins to name words from pictures):

[lo] fluff - V [ol] -ha; [la] ma - [al] maz, [lu] k - [yu] la, [ly] zhi - carry [whether]; [el] ka - [che] lka;

4) working out the pronunciation [L] at the end of the word:

drove - drove, wrote - wrote, shook - shook.

Gradually, you can complicate tasks, move on to exercises with phrases, with sentences consisting of 3, 4 or more words:

• white cloud, silk blanket, blue phloxes;
• Asya ate an apple. Lukerya was cleaning an onion.
• Klava clapped her hands. Vlad dreams of being a pilot.
• Volodya has a record in his hands.
• Klava took the needle in her hands.

The number of words in sentences is gradually increasing.

Pronunciation will be helped by pure phrases that you can come up with yourself:

It is necessary to memorize proverbs and sayings with a preschooler:

• In winter it is cold, the animals are hungry.
• The nightingale is small, but the voice is sweet.

Mimic gymnastics

Mimic gymnastics is the basis for the correct pronunciation of phonemes. With systematic exercises, the child trains the entire articulatory apparatus involved in the pronunciation of sounds. Speech therapists have developed many exercises for this purpose. Not bad if an adult prepares didactic material for classes.

Showing the pictures, the adult says, the kid repeats after him:

You can seat the child in front of the mirror and ask him to close and open his eyes: “Sleep, little eye, sleep! Sleep with both eyes. Morning has come. Time to wake up". The preschooler is shown pictograms in which he sees laughing, crying people. The child tries to portray the same state on his face. Non-standard exercises with a small ball into which a cord is threaded are interesting.

With a ball, you can do the following:

• push with the tongue;
• catch with the mouth without the help of hands,
• take on the lips and push out with force;
• roll in your mouth like chipmunk nuts;
• holding the ball in your mouth, tell tongue twisters.

Suitable for mimic gymnastics and exercises with a spoon:

• push a small spoon, clenched in a fist, with your tongue, trying to turn it in different directions;
• alternately push the concave and convex parts of the spoon through your fingers;
• tap your tongue lightly with a spoon.
• press the spoon to the lips, folded with a tube, and circle the oval of the lips with it;
• holding a spoon in your hands, make circular movements with them on your cheeks; smiling, do the same;
• draw a small amount of liquid into the tongue, as in a spoon, and move it in different directions so that the water does not spill.

Breathing exercises. Setting the sound [L] on inspiration

Setting the sound [L] to the child is carried out in stages on inspiration, therefore, before starting exercises for the development of speech, you need to carry out breathing exercises for several minutes:

• short breath - one second;
• smooth long exhalation - 3-5 seconds.

You can invite the child to perform the following exercises, but be sure to follow the rule of inhalation - exhalation:

Setting [L] with mechanical assistance

Setting the sound [L] is difficult for a child to perform, it must be carried out in stages.

In this case, the following tasks can help:

We fix the pronunciation

The following exercises can help to fix the pronunciation of the sound [L]:

• Pick up about 30 sentences consisting of three to four words. Each word must contain the sound [L]. An adult, together with a preschooler, pronounces sentences, gradually speeding up the pace:

1. Lola washed the floors.
2. The rider sat on a horse with a saddle.
3. The elk stood and suddenly fell.
4. Paul was sitting on a chair.
5. The big moon rose to the sky.
6. We'd better be silent, and work to customize.
7. Pinocchio treated Malvina with a ripe apple.
8. Fox Alice outwitted everyone.
9. The wolf was hunting for a bun.
10. The fox is cunning, the wolf is stupid, the bear is strong.
11. Lenya washed the glasses.
12. Muslim was talking to Lucy.
13. A package has arrived.
14. Malvina sat on the balcony and looked at the moon.
15. Today is full moon.
16. The eclipse of the moon is mysterious.
17. I took the album and went to draw.

• The kid is invited to complete the phrase:

1. The cat does not have red boots, but soft ones (paws).
2. My sister draws a pattern (no, not with paints, but with varnish).
3. The children sat down to eat porridge, not enough (spoons).
4. The skier got up (on skis).
5. Shoe the hooves (horse).
6. They run fast (no, not goats, but gazelles).
7. The house is light, lit (lamp).
8. The rain has passed. Children run (through puddles).

• A good effect is the pronunciation of tongue twisters:
• la-la-la: light bulb, azure, bark;
• lo-lo-lo: Lola, wolf, Volodya:
• le-le-le: village, paddle, summer;
• ly-ly-ly: skis, ski track, skier;
• lu-lu-lu: meadow, moon, rover.
• After the child has learned to quickly pronounce tongue twisters and tongue twisters, you can proceed to the study of poems for children:

Ten little squirrels

They all went out to meet my mother.

At the hollow they sat

And looked at the sun.

Exercises to improve speech hearing

Speech therapists use the following games to develop speech hearing:

• “Snowstorms, snowstorms, what did you sing?”

In this game, children say words or sentences with different voice power. Variant of the game - "the wind blows"

• "Speak loud! Speak quietly!

The child is shown toys, if they are small, he speaks softly, large ones - loudly.

• "Guess who's talking!"

You can stage the fairy tale "Three Bears", in which the bears speak in different voices (low, high, normal).

The teacher makes different sounds, the child must guess where the signal sounds - far or close.

• "Do not miss!"

An adult shows the child pictures that he names with errors. The player should notice the mistake and clap their hands. In the second version of the game, in case of incorrect pronunciation, the baby raises a red circle.

• fox - rice, summer - veto, Luntik - Funtik, rollers - Tolik, oars - tesla;
• Fox - yew, kitty, fisa, disa, Lisa.
• "Listen carefully and choose."

An adult shows a picture and names a series of words, among which you need to choose one:

• bow, hatch, angle, coal;
• sheet - fleece, kitty-kitty.
• "What is this?"

The teacher calls the general concept. child - a word in which there is a sound [L]:

• fruits: oranges, pineapples;
• animals - fox, elk;
• shoes - shoes;
• trees are plum.

To implement the phased sound setting [L], systematic training is needed with simple and complex, musical and simple exercises that will teach the child to correctly articulate.

Article formatting: Vladimir the Great

Video about sound production L

Articulation gymnastics for sounds L, L: