Larisa Panova

Dear colleagues!

For correct pronunciation sound L it is necessary to work out the rise of the tip of the tongue up. If the tip of the tongue is not firmly pressed against the alveoli, then sound turns out not clean. Most easy way- this is first to put an interdental L. But I prefer, if possible, to immediately develop the correct articulation mode without intermediate stages. Therefore, to help the child feel how and where he needs put the tongue i came up with a game "Tongue-strongman".

I ask the child to press the strip with his tongue as I (point to yourself: lips in a smile, mouth open, put a strip in the middle on the tip of the tongue and press it to the upper palate). Then, I ask the child to pull the strip that I pinched - "take it from me!"“And now, you also press your strip with your tongue so that it would be difficult for me to take it away from you”:

Show how you pressed the strip with your tongue. Now sing song: "A-a-a-a-a-a!" and press the tongue behind the upper teeth as you have learned now.

These strips are made elementary, used once.

It is necessary to glue a sheet of paper with tape and cut into strips. Width not less than 1 cm. Length - optional. If only it was comfortable for the players.

I would be glad, colleagues, to hear your feedback.

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Correct articulation of the sounds "L" and "L"

SOUND "L"

The position of the lips depends on the adjacent, mainly subsequent, vowels;
upper and lower incisors are at a slight distance from each other;
the tongue rests with its tip against the upper incisors or their gums;
the lateral edges do not close with the upper molars, as a result of which passages for exhaled air remain on the sides;
the root of the tongue with a hard sound [L] is raised;
the soft palate is raised, closing the passage to the nasal cavity;
the vocal cords are closed and vibrate.

Sound "L"
The articulation of a soft sound [L '] differs from articulation solid sound [L] in that it is not the root part of the tongue that rises, but the anterior-middle part of its back. Not only the tip of the tongue with the gums closes, but also a significant surface of the anterior part of the back of the tongue with the alveoli (sometimes the sound [L '] is pronounced with the tip of the tongue lowered by closing the front of the back with the alveoli).
Correcting the violation of the pronunciation of the sound [L] on the basis of imitation is rarely possible.

Variants of violations

1. Sound skips(spoon - oshka, milk - moko, glass - sides, etc.).
2. The sound "L" is replaced by a fuzzy "U"(spoon - ear, milk - mouoko, glass - bokau, etc.). In this case, especially often in a soft position, a sound is skipped in the middle of a word (milk - moko, raspberries - maina, etc.).
3. The sound "L" is replaced by the sound "V"(a spoon is a louse, milk is a movoko, a glass is a glass, etc.).
4. The sound "L" is replaced by the sound "Y"(spoon-yoshka, milk - moyoko, glass - bokai, etc.).

Preparatory exercises for the sound "L"

Articulation exercises for the tongue for the sound "L"

(All exercises are performed in front of a mirror counting up to 5-7.)

• Fence: stretch the lips in a smile so that the lower and upper teeth are visible. Then clamp the teeth with a "fence".
• Smile: we smile, stretching our lips wide, then return them to their previous position again.
• Window: mouth open, lower and upper teeth should be visible.
• Spatula: mouth ajar, put the tongue on the lower lip, pronounce PY-PY-PY: Hold the wide tongue in a calm position with the mouth open, counting from 1 to 5-10.
• Swing: smile, show teeth, open your mouth. Put the tongue behind the lower teeth and hold in this position counting from 1 to 5. Then raise the wide tongue by the upper teeth and hold the count from 1 to 5. So alternately change the position of the tongue 4-6 times.
• Ribbon: stick a wide tongue between closed teeth and smile.
• Charger: bare your teeth alternately close and open your lips.
• Turkey: open your mouth, with a wide tongue make movements along the upper lip back and forth: BL-BL-BL.
• The steamer hums: smile, bite the tip of the tongue with your teeth and pronounce the sound “Y” for a long time.
• Jam: mouth open, tongue out. In this position, circular movements of the tongue over the lips begin, as if delicious jam is licked. Alternatively, you can call the exercise your child’s favorite treat (1 minute).
• Painter: with the tip of the tongue drive along the upper sky, as if you are painting it.
• Exercises for lips and jaws Open your mouth wide, as when pronouncing the sound a. The jaws and lips are tense and motionless. The teeth are open to the width of one and a half fingers. The tongue should lie at the bottom of the mouth. The child should hold this position for a while. Close your mouth. Repeat exercise. Tongue exercise
  1. Stick your tongue out. Bend the tip and edges of the tongue so that a "cup" ("ladle") is formed. The middle part of the tongue lies on the lower lip and does not touch the upper teeth. Relax your tongue and pull it into your mouth. Repeat many times.
  2. Chatterbox on the palate. With a tense curved tip of the tongue with the inclusion of the voice, drive (scrape) across the palate back and forth, slowly, then quickly. Teeth open to the width of a finger. The lips are open and do not cover the teeth. The jaws must be motionless, only the tongue works.
  3. As in the "talker" exercise, make the tongue "cup". Round lips. Open your teeth at a distance of one and a half fingers. Without changing the position of the tongue, insert it into the mouth and reach the palate with a curved tip near the alveoli. The convex part of the tongue is located between the teeth and gives the tongue a comfortable position. The lips take on an oval shape. Repeat the exercise several times.
  4. Pronunciation of a long sound [L]. Make the tongue "cup" and raise it to the alveoli, as in the previous exercise. Enable voice. The tongue must be immobile. A long sound "L" is heard if the tongue is torn from the alveoli. The lips are oval in shape, the teeth are open and, together with the jaw, are motionless. Control with the palm of the hand: a warm air flow is felt.

Setting the sound "L"

After carrying out the preparatory exercises, you should choose one of the methods for setting the sound “L”.

The speech therapist invites the child to pronounce the sound “Y” with the interdental position of the tip of the tongue, fixing this position when pronouncing syllables, words and sentences that include the sound “L”. As the sound “L” is fixed in this position, the interdental articulation of the sound “L” is gradually transferred to the tooth. Performing this exercise, you can notice that the cheeks swell. There is nothing wrong with this, because. the sound “L” is lateral and when it is pronounced, the air enters the cheeks. After the sound [L] is obtained in isolation, attach it to the vowels: [L___a], [L____y], [L____o], [L____y], [L____e]. At first, the tip of the tongue will still have to be bitten. If it will be difficult to do this in a direct syllable, try reverse syllables: AL____, UL_____, OL____, IL____, EL_____, ЫЛ____.

In cases where a child replaces the sound [L] with a two-lip [B] (labial-labial lamdacism), one should spread the upper and lower lips with the fingers, pressing them against the bare incisors, between which the flattened tip of the tongue will be inserted (until the child get out of the habit of pushing the lips forward). Articulation exercises will help: “Smile”, “Fence”: the lips are exaggeratedly stretched in a smile, exposing the front teeth (the teeth are clenched at the same time!). Hold this position for as long as possible. The adult may even have to hold the child's lips, stretching them into a smile, with the help of the thumb and forefinger. Only by such measures will it be possible to keep the "naughty" lips in a smile and get rid of the "croaking".

It is possible that a solid sound [L] will not work right away. We'll have to be content with its mild version: [L´]. Mitigation at the first stage of setting is quite acceptable. It occurs due to excessive tension in the muscles of the lips. If the process drags on, you can do this: pronouncing the syllables LA, LO, LU, LY, LE, the baby will have to touch the upper lip with the wide tip of the tongue. Not entirely aesthetically pleasing, but the solid sound of the sound [L] is guaranteed. It’s only worth moving away from this as soon as possible so that this option for pronouncing the sound does not get fixed. A relaxing massage of the circular muscles of the mouth or light tapping of the lips with your fingers helps a lot to get away from tense lips. And some more exercises:

"Horse snorts": blow forcefully on relaxed lips, imitating the snorting of a horse.

"Fish": slap relaxed lips against each other, as a fish does in an aquarium.

“Fuh!”: Blow with force on relaxed and parted lips.

1. In some cases, you can offer the child to open his mouth wide so that the lower and upper teeth are visible. Pronouncing the sound [A] for a long time, the child should touch the upper incisors with the tip of the narrowed tongue. You can get a combination of [L] with the vowel [A] (“la”). If the sound [L] sounds soft, it is necessary to bite the narrow tip of the tongue with incisors.

Setting the sound "L"

• The sound "L" may appear by itself simply by imitation after automation of a solid "L"
• After automating L, we simply combine this sound with the vowels “I”, “E”, “Yo”, “Yu”, “I”, while stretching our mouth in a smile.
• Very often, on the contrary, there is a soft sound “L”, the child can easily reproduce it simply by imitating “La-la-la”, and then we try to call the hard sound “L” just by touching the upper lip with the wide tip of the tongue when pronouncing syllables.

After receiving the correctly pronounced sound [L], you should go to audio automation in syllables and in words on cards.

CHAPTER 4

(L, L\R, R*)

Setting the sound "L"

Correct articulation

Lips- open.

Teeth- close at a distance

Language- the tip of the tongue is raised and rests against the upper incisors, the upper part of the tongue is lowered, the lateral edges of the tongue do not close with the molars, the root part is raised -

air jet- strong, jerky.

The circle in this case indicates the neutral position of the lips. The figure in the center resembles the letter "L" - the tongue is raised, but the lateral edges do not close with the upper molars, i.e. on the sides there are passages for exhaled air.

The tip of the tongue is at the upper incisors - (.) at the top of the figure.

When pronouncing the sound "L" there may be the following violations:

1. The sound "L" is absent in the child's speech (lambdacism).

2 The "L" sound is replaced. The most common are the following types of paralambdacism or substitutions:

On "in" (labio-tooth paralambdacism);

On "a", "y", "s" and other vowels;

On "n" (linguo-dental paralambdacism);

On "G" (posterior palatine paralambdacism);

On "y" (middle palate paralambdacism).

3. The sound "L" is distorted. The most common types of distortions are:

Nasal pronunciation (nasal lambdacism);

Interdental pronunciation (interdental lambdacism);

The sound "L" is missing

The child says this: “ride” - instead of “horse”,

“koos” - instead of “ear”, “poche” - instead of “went”.

In the preparatory stage of setting the sound "L" in the articulation gymnastics, include the following exercises.

Lip exercises:"Fence", "Smile" - "Tube

", articulation of vowels: "A", "O", "U". Holding the lips for one exhalation in a rounded position, etc.

Language exercises:“Chatterbox” (turn on the voice, drive back and forth across the sky with a tense tip of the tongue), “Turkey

"Shovel", "Let's brush our teeth", "Swing", "Delicious jam",

"Cup", "Painter", "Glue Candy", "Punish Naughty Tongue", "Tongue Biting", "Horse", "Fungus",

"Accordion", etc.

Air blast exercises:“The hunter is walking through the swamp” (bite your tongue, exhale air with force while pressing your cheeks with your fingers. A popping sound is heard - the steps of the hunter through the swamp), “Whose ball will fly further?”,

"Focus", an exercise with a "sultan", with snowflakes, with lisgiks, butterflies, etc.

There are several ways to produce the sound "L".

1. By imitation.

a) The child is asked to round his lips, raise his tongue to the upper incisors, turn on his voice and give an air stream in small impulses (jerky).

b) They are asked to make the tongue look like a pancake, then bite its tip with incisors. Pay attention to the child that the tongue is like a "pancake" on a plate. Repeat this exercise in front of a mirror several times. When the child has mastered this exercise, proceed to the production of the sound "L" in the interdental position. Invite the child to pronounce the sound "A" ("U", "S") at the moment when he releases his tongue after biting.

Repeat this exercise in front of a mirror several times. Speeding up the pace of the exercise, we first hear the syllables al-al-al, then - la-la-la. Then they ask the child to raise the tip of the tongue to the "bumps" and, pressing it to the alveoli, pronounce the syllables ly-ly-ly.

In combination with the sound "Y", the sound "L" sounds especially clear.

2. By imitation with the introduction of game techniques:

The plane flies and buzzes (l-l-l);

The girl sings a song (l-l-l);

3. By imitation using models.

4. From reference sounds. For the sound "L" these are two sounds: "Y"

and "T". When pronouncing the sound "Y", the middle part of the tongue rises to the sky. When pronouncing the sound "T" - the tip of the tongue rises to the root incisors.

When the reference sounds have been worked out, ask the child to quickly pronounce the combination of sounds "ya", "ya" ("U", "S" have an upper rise of the tongue, "S" - the middle row, "U" - back).

When we bite the tip of the tongue, we cause the anterior-middle part of the tongue to rise to the upper incisors, a occlusive sound resembling "L" is formed. With this method of setting, the lifting of the tip of the tongue upwards (the sound “T”) is worked out in parallel.

5. From articulation.

a) From the interdental. They ask the child to bite the tip of the tongue, blow on it and buzz.

b) "Chatterbox". With a tense curved tip of the tongue with the inclusion of the voice, drive (scrape) across the sky back and forth, slowly, then quickly. Teeth open to the width of a finger. The lips are open and do not cover the teeth. The jaws must be motionless, only the tongue works. There may be the following inaccuracies: the tip of the tongue does not reach the palate, it scrapes in space, and the goal of the exercise is not achieved;

lips and teeth are close together, so there is no clarity of sound; the exercise is carried out without turning on the voice, so a dull sound is heard, and it should be VOICED.

turkey balabochet).

d) Make the tongue "cup" and raise it to the alveoli, as in the previous exercise. Enable voice. The tongue must be immobile. A long sound is heard

"L". The lips are oval in shape, the teeth are open and, together with the jaw, are motionless. Control with the palm of the hand: a warm air current is felt.

6. Mechanically, a) Probe-frame from "L *".

In the case when the sound “L” is replaced by other sounds, special attention should be paid to the development of phonemic hearing, to the child’s ability to distinguish between the sound “L” and its substitute, to be aware of the difference in their articulation, to clearly perform the movements of the tongue necessary for the correct pronunciation of the sound " L".

In this case, the difficulty lies in the fact that, having already learned to pronounce the sound “L” correctly, the child continues to hear the replaced sound, therefore, work with models, pictures-symbols should be carried out even after setting the sound “L”.__

The sound "L" is replaced by the sound "A"

Scheme of work

3. Staging by imitation.

When pronouncing the sound “A”, the lips are rounded, the air stream does not encounter obstacles when passing on its way.

When pronouncing the sound “L”, the tip of the tongue is at the upper incisors, the front of the tongue is lowered, the lateral edges of the tongue do not close with the molars, the air stream passes along the edges of the tongue. Leaning his hand to his mouth, the child can feel a strong, jerky, warm, tongue-cut jet.

The frog croaks (ah-ah-ah);

The girl is crying (l-l-l);

The figure resembles the letter "L". The tip of the tongue is at the upper incisors - (.) at the top of the figure, and when replaced with a sound

"A" tongue is at the bottom of the mouth, air passes freely through the mouth. The bell means that the sound is sonorous.

The sound "L" is replaced by the sound "U"

Scheme of work

1. Development of phonemic hearing.

Prepare sound articulation models

We play games with models to distinguish between these sounds.

2. Articulation gymnastics (the same as in the absence of

3. Staging by imitation.

We explain the difference in the articulation of the sound "L" and its substitute.

With this violation, the lips, not the tongue, take an active part in the formation of sound. Often this defect goes unnoticed, because. the child, pronouncing the sound "L", stretches his lips forward, as with the sound "U", and then quickly moves on to the next sound in the word and the listener does not have time to notice how the sound is pronounced. It is easier to recognize this defect in the isolated pronunciation of sound. The child needs to be explained that the lips should not move. The speech therapist himself pronounces the sound, and the child, looking in the mirror, also pronounces the sound. Draw the child's attention to the difference, then explain the correct articulation. The child rounds and tightens the lips. Next, they ask the child to work with the tongue. Raise the tongue to the "tubercles", press hard on them, "turn on" the voice, and quickly withdraw the tongue. The child repeats the exercise several times.

a) By imitation with the introduction of game techniques:

The wind is howling (woo-hoo);

The wolf howls (oo-oo-oo);

The girl is crying (l-l-l);

The plane flies and buzzes (l-l-l).

b) By imitation using models.

When pronouncing the sound "L" - the tip of the tongue is at the upper incisors, the lateral edges do not close with the molars, passages for exhaled air remain on the sides

The figure resembles the letter "L". The tip of the tongue is at the upper incisors - (.) at the top of the figure, and when replaced with the sound "U"

the tongue is at the bottom of the mouth, the air passes freely through the mouth, the lips are extended forward. The bell means that the sound is sonorous. Next, call the sound "L".

The sound "L" is replaced by the sound "Y"

Scheme of work

1. Development of phonemic hearing.

Prepare models of articulation of sounds.

We play games with models to distinguish between these sounds.

2. Articulation gymnastics (the same as in the absence of

3. Staging by imitation.

We explain the difference in the articulation of the sound "L" and its substitute.

a) By imitation with the introduction of game techniques:

The bear growls (s-s-s);

The girl is crying (l-l-l);

The plane flies and buzzes (l-l-l).

b) By imitation using models.

Explain to the child the difference in the pronunciation of sounds using the example of models.

When pronouncing the sound “Y”, the lips are stretched, the model has a wide rectangle, the air stream passes without barriers, the vocal folds work - the model has a bell.

When pronouncing the sound “L” - the tip of the tongue is at the upper incisors, the lateral edges do not close with the molars, passages for exhaled air remain on the sides - the figure resembles the letter “L”. The tip of the tongue is at the upper incisors - (.) at the top of the figure. The bell means that the sound is sonorous. Draw the child's attention to the difference, then explain the correct articulation. The child rounds and tightens the lips. Next, we ask the child to work with the tongue. Raise the tongue to the "bumps", press hard on them, "turn on"

Replacing the sound "L" with the sound "V"

Scheme of work

1. Development of phonemic hearing.

Prepare models of articulation of sounds.

We play games with models to distinguish between these sounds.

2. Articulation gymnastics (the same as in the absence of

3. Staging by imitation.

When replacing the sound “L” with “B”, pay attention to the movement of the lips, which, forming a gap with the teeth, take part in the formation of the sound. When replacing "L" with "B", it is necessary to slow down the movements of the lower lip. For this, the child is taught to first lower it, exposing the teeth, and hold it in this position for a count of 3 to 5, then raise it to the upper incisors.

These movements are repeated several times. If the child fails, use mechanical assistance: lower and raise the lower lip with the index finger placed under it.

a) By imitation with the introduction of game techniques:

The wind is blowing (in-in-in);

The girl is crying (l-l-l);

The plane flies and buzzes (l-l-l).

b) By imitation using models.

Explain to the child the difference in the pronunciation of sounds using the example of models.

When pronouncing the sound “L”, the lips are in a neutral, calm position on the model-circle, the tip of the tongue is at the top on the model

- (.) at the top of the circle, the lateral edges of the tongue do not touch the incisors, resulting in passages for exhaled air -

on the model a figure resembling the letter "L". When pronouncing the sound "B", the lower lip is close to the edges of the upper incisors, the upper one is slightly raised, a narrow gap remains in the middle for the passage of air - on the model, the figure resembles an arc.

The tip of the tongue departs from the lower incisors - (.) below the figure.

The bell means that the sound is sonorous. Draw the child's attention to the difference, then explain the correct articulation.

The sound "L" is replaced by the sound "I"

Scheme of work

1. Development of phonemic hearing.

Prepare models of articulation of sounds that the child replaces.

We play games with models to distinguish between these sounds.

2. Articulation gymnastics (the same as in the absence of

3. Staging by imitation.

Explain to the child the difference in the pronunciation of sounds. Pay special attention to the difference in the position of the tongue and air

| | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

Teachers of speech therapy and mass groups will find a lot of necessary material on the site. Try to correctly perform speech therapy exercises yourself, and then start practicing with your child. Individual lessons allow you to solve problems with diction in children. Thanks to the site (), the child will learn to overcome speech disorders and build self-confidence. It is better to study often and in short portions than to arrange long lessons, but with long breaks. The child, first of all, needs your attention, care and love. Use tongue twisters, riddles, retellings (learning to retell), stories, fairy tales to develop speech. The more activity you show with the kids, the faster he will learn to speak correctly.

SOUND SETTING L.

Exercises of articulatory gymnastics.

1. Frog-proboscis.
2. Spatula.
3. punish the naughty tongue.
4. Delicious jam.
5. Cup.
6. Sweet tooth.
7. Swing.
8. Steamboat.
9. Turkey.
10. Painter.
11. We clean the upper teeth.
12. Count your top teeth.
13. Let's catch the sound "L"

L - consonant, oral, stop-passing, anterior lingual, sonorous, solid.

BOGOMOLOV.

Normal setting when pronouncing a solid sound.

1) The tip of the tongue is raised and in contact with the anterior part of the palate (alveoli), with the inclusion of the voice remains motionless. A gap is formed on the sides of the tongue through which air passes.

2) Lips are open.

3) The teeth are open.

4) Air is exhaled in a moderate jet; in the palm of the hand, raised to the mouth, a warm stream of air is felt.

5) Sound l voiced.

PREPARATORY EXERCISES

Exercises for lips and jaws.

Open your mouth wide, as when pronouncing the sound A. The jaws and lips are tense and motionless. The teeth are open to the width of one and a half fingers. The tongue should lie at the bottom of the mouth. The child should hold this position for a while. Close your mouth. Repeat exercise.

An exercise for language.

1) Stick your tongue out. Bend the tip and edges of the tongue so that a "cup" ("ladle") is formed. The middle part of the tongue lies on the lower lip and does not touch the upper teeth. Relax your tongue and pull it into your mouth. Repeat many times.

2) "Chatterbox". With a tense curved tip of the tongue with the inclusion of the voice, drive (scrape) across the palate back and forth, slowly, then quickly. Teeth open to the width of a finger. The lips are open and do not cover the teeth. The jaws must be motionless, only the tongue works.

Note. There may be the following inaccuracies: the tip of the tongue does not reach the palate, it scrapes in space, and the goal of the exercise is not achieved; lips and teeth are close together, so there is no clarity of sound; the exercise is carried out without turning on the voice, so a dull sound is heard, and it should be sonorous.

3) As in the "talker" exercise, make the tongue "cup". Round lips. Open your teeth at a distance of one and a half fingers. Without changing the position of the tongue, insert it into the mouth and reach the palate with a curved tip near the alveoli. The convex part of the tongue is located between the teeth and gives the tongue a comfortable position. The lips take on an oval shape. Repeat the exercise several times.

Note. The tip of the tongue may not rest against the alveoli, but in the middle of the palate, and therefore the convex part of the tongue will be too far from the teeth. This will interfere with the formation of the correct sound l.

4) Pronouncing a long sound l.

Make the tongue "cup" and raise it to the alveoli, as in the previous exercise. Enable voice. The tongue must be immobile. A long sound is heard. The lips are oval in shape, the teeth are open and, together with the jaw, are motionless. Control with the palm of the hand: a warm air flow is felt.

Note. The following should be avoided: the tongue moves (and should be motionless), and therefore the sound turns out to be intermittent, indistinctly sounding; a stream of air passes into the nose, and instead of the sound L, the sound H is heard. This is because the edges of the tongue, tightly pressed against the upper molars, do not allow air to escape freely.

TRUE.

Vowel BUT it seems convenient as an initial auxiliary sound, since its structure includes a flattened and rather protruding tongue. Offer to pull the sound BUT and at this time push the tongue between the teeth, and then bite it in the middle. At this moment the sound of the sound BUT turns into sound L. If raising the flattened tongue to the upper lip or upper teeth is immediately available, you can immediately put a tooth sound L.

Vowel way S most convenient for transition to sound articulation L, since the root of the tongue is raised, the front part is wide; extension of the tip of the tongue, its slight biting with the teeth or lifting the tongue to the upper teeth against the background of the incessant sound S gives good sound L. Sound staging L from the sound S especially indicated when replacing the sound l - l, since in this case the incorrect sound depends on the tension of the tongue in the anterior-middle part of it, and not in the back.

Sometimes all attempts to raise the root of the tongue, i.e. get instead of a soft sound L his solid sound, are unsuccessful.

In these cases, you can apply the following methods:

offer to give possible tension in the area of ​​​​the shoulder girdle and neck, for which you need to bend your head forward and in this position pull the sound L as low as possible.

You can also apply mechanical assistance: with two fingers - index and ring - make a light pressure on the outside of the neck so that each finger falls at a point at the inner edge of the posterior third of the left and right sides of the lower jaw.

With these exercises, it is important to pay attention to the kinesthetic sensation that arises from lifting the root of the tongue.

With a two-lip or labial-tooth pronunciation of the sound L the articulation of the tongue is replaced by a simpler articulation of the lips. It is necessary to slow down the movements of the lips forward, strengthening the grin of the lips, and then proceed to setting the sound L using one of the above methods.

At nasal pronunciation it is useful to pay attention to the expiratory stream coming out of the mouth on the sides of the tongue, and also to push the tongue forward in one way or another.

All cases paralambdacism obsolete with the obligatory work on the differentiation of sound L with a substitute sound.

LEVIN.

1. The child is invited to slightly open his mouth and pronounce the combination ya. Wherein S pronounced briefly, with tension of the organs of articulation (as if on a firm attack of the voice). A sample of pronunciation is shown by a speech therapist. As soon as the child learns the desired pronunciation, the speech therapist asks him to pronounce this combination again, but with the tongue clamped between the teeth. At this moment you can clearly hear the combination la. When performing the task, the speech therapist ensures that the tip of the child's tongue remains between the teeth.

2. You can use another technique. Using soft as the base sound L, ask the child to repeat the syllable several times LA, then insert probe No. 4 so that it is between the hard palate and the middle part of the back of the tongue; press the probe on the tongue down - to the right or left, and ask the child to say the combination several times LA. At the moment of pronunciation, adjust the movement of the probe until an acoustic effect of a solid sound is obtained. L.

The main difficulty in staging sound L lies in the fact that, pronouncing the sound correctly, the child continues to hear his former sound. Therefore, it is necessary to attract the child's auditory attention to the sound that is obtained at the time of its production. Sound L it is possible to obtain by auditory imitation if at the preparatory stage the child has learned to recognize it and distinguish the correct sound from the wrong one.

Setting the sound "L" in speech therapy is one of the stages of consistent work on its pronunciation. As a rule, by the age of six, this sound is already among the letters of the alphabet mastered and pronounced by the child. If by this age his pronunciation leaves much to be desired, it is advisable that the staging process take place in stages with a speech therapist.

How to teach a child to say the letter "L", how to learn to pronounce it to an adult, what is the automation of the sound "L" tells our article.

Correct articulation of the sound "L"

In order for "L" to sound without distortion, the organs of speech must be in the following position:

• The teeth are not compressed, there is a small distance between them.
• The tip of the tongue is in good shape, touches the gums at the upper incisors, the tongue is lowered in the middle and on the sides, and slightly raised at the base.
• The air jet passes between the tongue and cheeks on both sides.
• The vocal cords create the sound of the voice.

Now look at the articulation profile of the “L” sound and test yourself by answering the questions:

The structure of the speech organs of the soft "L" is distinguished by the position of the tongue - its middle part is closer to the upper palate.

How to pronounce the letter "L" if there are speech disorders?

Types of distorted pronunciation "L"

A speech defect with the letter "L" is called lambdacism. It comes in 4 types:

1. Bilabial. The lips are extended into a tube and it turns out "U" (a leaf is a whistle, a shovel is uapata).
2. Nasal. The tongue at the base is in contact with the soft palate, air enters the nose, creating the sound "NG" (paw - ngapa, bow - nguk).
3. Interdental. This position of the tongue gives the sound a lisp.
4. Lack of "L". The effect of swallowing sound is created (summer is here, the boat is boat).

When “L” is replaced by other sounds, for example, a child says “V” instead of “L”, then this is paralambdacism.

Here, too, there are several replacement options:

• on "G" (spoon - gozhka, put - wait);
• on "B" (fork - twist, moon - wuna);
• on "Y" (skiing - yyzhi, lamp - yampa);
• on "D" (sausage - kadbasa, kolobok - kodobok);
• on "L" (little - small, bug - bug).

Are you wondering what the defect is called when you do not pronounce "L"? This is burr. And people who pronounce unclean "L" are teased as burrs.

The reason for the incorrect pronunciation of "L" may be weak muscles of the tongue, which plays a major role in the articulation of this sound. It may also be the wrong anatomical structure of the frenulum of the tongue, which does not allow reaching the base of the upper teeth. And with incorrect phonemic perception, if it takes place, it is problematic to reproduce “L”, like any other sound.

What does the algorithm for working with the sound "L" look like?

To learn how to pronounce the letter “L” correctly, you need to consistently go through all the stages of working on its sound pronunciation, slowly and without jumping from one step to another.

Once you have mastered a skill at one stage, you can move on to the next. This will significantly reduce the time and give a stable expected result.

How to put the sound "L" in an adult? The correction process is no different from what is provided in speech therapy for preschool children and schoolchildren. Another may be the form - without game elements, if this is a very serious adult.

And now let's consider in detail what exercises are performed in individual and group classes at each stage of the correctional process.

Preparatory stage

They explain to the child how to pronounce the letter “L”, show how it should sound. For the development of phonemic perception, words are called and asked to determine it by ear.

Then, breathing exercises are performed to form a targeted air jet.

For example, playing foosball with a foam ball or the Hippo exercise, as in the picture.

At this stage, due attention is paid to articulatory warm-up.

Sound production stage

To set the sound "L" used in several ways:

Setting the sound "L" by imitation

At a speech therapy lesson, a child is shown in front of a mirror how to position the tongue, lips; how air passes through such a structure; draw his attention to the slight vibration of the cheeks. The kid repeats after the adult. If difficulties arise, game techniques with elements of onomatopoeia come to the rescue, for example, the howl of the police siren “Llll”.

With this method of staging, illustrated material is widely used to create a visual image of the sound. To put the sound and form its kinesthetic image, the baby is offered to feel a warm air stream on his palm during sound pronunciation.

Setting the sound "L" mechanically

This method of sound production provides for the use of auxiliary means.

With the help of fingers, as well as a spatula, a probe, safe household items, if you practice this method of setting at home, the speech organs are fixed in the correct position.

For example, if a wooden stick is placed across the tongue, the necessary space is created between the sides of the tongue and the upper row of teeth for the correct direction of the air stream.

With a two-lip defect, when the lips spontaneously stretch into a tube, they are held with fingers in the smile position.

Setting "L" from other sounds

"L" in a solid sound can be successfully put through "Y" as follows:

1. The tip of the tongue is bitten and the “Y” is drawn out. With such articulation, the desired “L” should sound.
2. The same can be done in a slightly different way. The tongue lies halfway between the teeth, and the air is exhaled so that the cheeks move. First you need to do it silently, and then connect the voice. A noisy “L” will be heard, which will gradually become clear.
3. With a distinct sound, the tongue moves behind the upper teeth.

The “L” setting is also performed from the soft “L”: the thumb is placed in the hole under the chin, pressed lightly, a hard “L” is reflexively obtained. The same effect can be achieved if the chin is supported from below with the back of the hand while pronouncing a soft “L”.

To relieve excessive tension during sound production, you can massage the facial muscles with your fingertips. And also snort like a horse; slap your lips like a fish; pretend to be tired by exhaling “uff”.

Articulation gymnastics for the sound "L"

The complex of articulatory gymnastics includes fun imitative games for the tongue.

Thanks to them, its motor activity increases (“Turkey”), the desired location is worked out (“Sail”), the tone increases (“Swing”), the elasticity of the hyoid ligament improves (“Horse”, “Accordion”).

And here are the exercises!

Automation "L"

When the sound has been delivered, it must be introduced into your everyday speech.

Therefore, at the automation stage, it is consolidated first in isolated sound, then in syllables and words, then in phrases and sentences.

How? With the help of game exercises, repetition of words, learning poems, tongue twisters, tongue twisters, riddles.

Card file of tasks for automation "L"

Teach the airplane to say the letter "L" correctly by repeating the syllables:

And now - the automation of the sound "L" in words: name the objects and think about where the sound "L" is hidden, at the beginning of the word, in the middle, or maybe at the end?

Here are more words with "L" for sound automation - practice:

Repeat phrases with the sound "L" and try to make sentences out of them:

Let's play! This is a game track, name the words and move from top to bottom to our "L":

And this funny snail is waiting for you to guess all the words and get to "L":

Automation of the sound "L" in poetry is an entertaining activity for preschoolers and adults.

Learn a poem about the letter "L" and tell your friends:

By repeating tongue twisters to the sound “L”, you will learn to pronounce it even better:

Think carefully and guess the riddle about the letter "L" from the first, well, or from the second, time:

But the task is more difficult. Try to speak and not stutter:

Speech material for automation "L" in connected speech:

To automate the sound "L" compose stories on the topics:

• “How mom washed the dishes,” using the words spoon, fork, plate, pan.
• "In the forest" with the words fox, spruce, squirrel, wave, wolf.

Stage of sound differentiation "L"

At the stage of differentiation, when the problematic sound was delivered and fixed, it is taught to distinguish it from similar ones in sound. What does it mean? See differences in articulation, in listening, identify the location in the composition of the word.

The sound "L" is differentiated in pairs with "P", "V", "L" in isolated pronunciation, as well as in syllables, words and sentences.

Speech material on the differentiation of sounds "L" and "R"

How do "L" and "R" sound separately?

Repeat the syllables where there are letters "L" and "R":

Say the words and help the monkey arrange the products in different boxes:

Make suggestions:

Put the letters in the words correctly and read the poem:

Differentiation of sounds "L" and "V"

Say "L" first, then "B". Repeat the syllables with these sounds:

Name the words and group them in three columns:

Listen or read the sentences, try to clearly pronounce the letters "L" and "V":

Repeat phrases:

Differentiation of sounds "L" and "L"

Say "L" and "L", determine by ear their difference in sound. Read the syllables with these sounds:

Name the words in the picture with a hard "L" and a soft "L":

Proverbs and phrases will help you make your pronunciation clear:

Discipline and motivation - guaranteed result

In working on sound pronunciation, discipline is necessary for a successful result.

• In order not to miss classes, but to study systematically.
• To work hard and complete tasks in stages.
• To keep track of your pronunciation in your free time from lessons.

Also, motivation is important. Learn to pronounce naughty sounds so that communication brings joy.

Support your little one by taking the time, being patient, encouraging small victories. The result will be not only correct speech, but also leadership qualities of character.

Is that what you want?