To pronounce the sounds P, P ', the complex work of all the muscles of the tongue is necessary. When pronouncing R, the mouth is open. The tip of the tongue and its front part are widely flattened and raised to the bases of the upper teeth, tense; the tip of the tongue does not adhere tightly to the upper alveoli and vibrates in the passing air stream. The vocal folds are closed and vibrate to produce voice. The exhaled stream of air passes in the middle. The jet must be strong and directed. The soft sound R ‘ differs from the hard one in that when it is articulated, the middle part of the back of the tongue rises to the hard palate, the tip of the tongue is somewhat lower than when pronouncing the sound R.

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Sound characteristic

To pronounce the sounds P, P ', the complex work of all the muscles of the tongue is necessary. When pronouncing R, the mouth is open. The tip of the tongue and its front part are widely flattened and raised to the bases of the upper teeth, tense; the tip of the tongue does not adhere tightly to the upper alveoli and vibrates in the passing air stream. The vocal folds are closed and vibrate to produce voice. The exhaled stream of air passes in the middle. The jet must be strong and directed.The soft sound R ‘ differs from the hard one in that when it is articulated, the middle part of the back of the tongue rises to the hard palate, the tip of the tongue is somewhat lower than when pronouncing the sound R.

STAGE 1. ARTICULATION GYMNASTICS FOR SOUNDS P, Pb.

"Spatula"

Mouth open, lips stretched into a smile. A wide, relaxed tongue rests on the lower lip. This position is held for 5-10 seconds. If the tongue does not want to relax, you can pat it with your upper lip, while saying: pya-pya-pya.

"Needle"

Mouth open, lips stretched into a smile. Stick a narrow, tense tongue out of your mouth. Hold for 5-10 sec.

"Shovel-needle"

Alternation of tongue positions: wide-narrow. The exercise is performed rhythmically, counting.

"Watch"

Mouth open, lips stretched into a smile. The tip of the tongue alternately touches either the left or the right corner of the mouth. The exercise is performed rhythmically, counting. The chin doesn't move!

"Swing"
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, to develop the mobility and flexibility of the tip of the tongue, the ability to control it.
Options:
a) The mouth is open. Lips in a smile. The wide tongue rises up to the nose and down to the chin. b) The mouth is open. Lips in a smile. A wide tongue rises to the upper lip, then descends to the lower. c) The mouth is open. Lips in a smile. The wide tip of the tongue touches the upper incisors, then the lower ones. Make sure that the tongue does not narrow, the lips and jaw do not move;
d) The mouth is open. Insert a wide tongue between the upper teeth and lip, and then between the lower teeth and lip.
e) The mouth is open. Lips in a smile. With a wide tip of the tongue, touch the tubercles behind the upper incisors, then behind the lower ones.
When performing all exercise options, make sure that the tongue does not narrow, the lips do not stretch over the teeth, the lower jaw does not move;

"Get your nose out with your tongue"
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, to develop the mobility of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Raise the wide tip of the tongue to the nose and lower to the upper lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

"Get your chin out with your tongue"
Purpose: to strengthen the muscles of the tongue, develop the mobility of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Lower the wide tongue to under the chin, then raise it to the lower lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

"The tongue goes over the teeth"
Purpose: to strengthen the muscles of the tongue, develop the flexibility and accuracy of the movements of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Language movements:
with a wide tongue, touch the lower teeth from the outside, then from the inside.
When performing exercises, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

"Let's brush our teeth"
Purpose: to develop the rise of the tongue, the flexibility and mobility of the tip of the tongue, the ability to control the tip of the tongue.
The mouth is open. Lips in a smile. With a wide tip of the tongue, brush the upper teeth from the inside, moving the tongue up and down. Make sure that the tongue is wide, the lips do not stretch over the teeth, the lower jaw does not move.

"Painter"
Purpose: to develop the upward movement of the tongue, its mobility, the ability to control it.
The mouth is open. Lips in a smile. With a wide tip of the tongue, stroke the palate, making movements of the tongue back and forth (from the teeth to the throat and back). Make sure that the tongue does not narrow, reaches the inner surface of the upper incisors and does not protrude from the mouth, the lips do not stretch over the teeth, the lower jaw does not move.

"Horse"
Purpose: to strengthen the muscles of the tongue, to develop a lift of the tongue.
The mouth is open. Lips in a smile. Press a wide, spatulate tongue against the palate (the tongue sticks) and tear off with a click. Make sure that the lips are in a smile, the lower jaw does not “plant” the tongue up.

"Fungus"
Purpose: to strengthen the muscles of the tongue, to develop an upward movement of the tongue, to stretch the hyoid frenulum.
The mouth is open. Lips in a smile. Press the wide tongue with the entire plane against the palate (the tongue sticks) and hold in this position under the count from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its leg. Make sure that the lateral edges of the tongue are equally tightly pressed against the palate (no half should sag), so that the lips do not stretch over the teeth. When repeating the exercise, the mouth should be opened wider.

"Harmonic"
Purpose: to strengthen the muscles of the tongue, develop the ability to hold the tongue in a vertical position, stretch the hyoid frenulum.

"Flick the tip of the tongue"
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, the flexibility and mobility of the tip of the tongue, the ability to control 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 tear off with a click. At first, the exercise is performed at a slow pace, then faster. Make sure that the lips and lower jaw are motionless, only the tongue works.

"Delicious jam"
Purpose: to strengthen the muscles of the tongue, develop the mobility of the tongue, develop a rise in the wide front of the tongue.
The mouth is open. Lips in a smile. Lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow, when retracting, its lateral edges slide over the molars, and the tip of the tongue is raised. The lips do not stretch over the teeth, the lower jaw does not “plant the tongue up - it must be motionless.

"Chatterbox Turkey"
Purpose: to develop the rise of the tongue, to develop the flexibility and mobility of its front part.
The mouth is open. Lips in a smile. Make movements along the upper lip with the wide edge of the tongue in front of it back and forth, trying not to tear the tongue from the lip, slightly bend the tip, as if stroking the lip. First, make slow movements, then speed up the pace and add voice until you hear the sounds of bl-bl. Make sure that the tongue does not narrow (the tongue should lick the upper lip, and not move forward), that the upper lip does not stretch over the teeth, the lower jaw does not move.

"Focus"
Purpose: to develop the ability to hold the lateral edges and the tip of the tongue in a raised state, to teach to direct the air stream in the middle of the tongue.
The mouth is open. Lips in a smile. The tongue is out. The lateral edges and the tip of the tongue are raised, the middle part of the back of the tongue bends down. Holding the tongue in this position, blow off the cotton from the tip of the nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, the fleece flies straight up.

"Snort"
Purpose: to develop the vibration of the tip of the tongue.
Put a wide relaxed tongue between the lips. blow on the tongue and lips so that they vibrate. Make sure that the lips do not tense up, the cheeks do not swell, the tongue is not clamped by the teeth.

"Machine"
Purpose: to develop the rise of the tongue, flexibility and mobility of the tip of the tongue.
The mouth is open. Lips in a smile. With a tense tip of the tongue, knock on the tubercles behind the upper teeth, repeatedly and clearly pronouncing the sound t-t-t - at first slowly, gradually speeding up the pace. Make sure that the lips and lower jaw are motionless, the sound t has the character of a clear blow, and does not clap, the tip of the tongue does not tuck in, an exhaled stream of air is felt. to check, bring a strip of paper to your mouth: if the exercise is performed correctly, it will deviate.

"Drum"
Purpose: to develop the rise of the tongue, the ability to make the tip of the tongue tense; develop his mobility.
a) The mouth is open. Lips in a smile. With a wide tip of the tongue, knock on the palate behind the upper teeth, repeatedly and distinctly pronouncing the sound ddd. First, pronounce the sound d slowly, gradually speed up the pace. Make sure that the lips do not stretch over the teeth, the lower jaw does not move, the tongue does not narrow, its tip does not tuck, so that the sound q has the character of a clear blow, and is not squelching. The sound d is pronounced so that the exhaled air stream is felt.
b) The mouth is open. Lips in a smile. Raise a wide tongue up to the palate and pronounce clearly yes-dy alternately. When pronouncing the syllable yes, the tongue is retracted to the center of the palate, when pronouncing dy, it moves to the tubercles behind the upper incisors. At first, the exercise is performed slowly, then the pace accelerates. When pronouncing, an exhaled stream of air should be felt. Make sure that the lips do not stretch over the teeth. The lower jaw should not move. The pronunciation of yes-da should be clear, not squelching, the tip of the tongue should not tuck.

"Kick the ball into the goal"
Target. Develop a smooth, long, continuous air stream running in the middle of the tongue.
Description. Smile, put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound f for a long time, blow out the fleece of the collar. Gates can be made of wire.
Attention! 1. The lower lip should not stretch over the lower teeth. 2. You can not puff out your cheeks.

STAGE 2. SETTING THE SOUND R

Method 1.

The most common is the production of the sound "r" from the sound "d", repeated on one exhalation: dddd, followed by a more fixed pronunciation of the latter. Alternating pronunciation of the sounds "t" and "d" in combinations td, tdd at a fast pace, rhythmically is also used. They are articulated with a slightly open mouth 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", "t", you need to ask the baby to blow strongly on the tip of the tongue, and at this moment a vibration occurs.

Method 2.

Raise the tip of the tongue to the alveoli and pull the sound [z] for a long time, while quickly moving the index finger along the lower part of the tongue, closer to its edge.

Method 3.

The production of the sound "r" goes in 2 stages: at the 1st stage, the fricative sound "r" is put without vibration from the sound "g" when it is drawn out without rounding the lips and with the front edge of the tongue moving slightly forward, to the gums 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 gums.
The resulting fricative sound is fixed in syllables, but without fixing it in syllables, you can proceed to the 2nd stage of production: with mechanical help, using a ball probe (at home, you can replace it with a teaspoon handle or index finger). The probe is inserted under the tongue and, touching the lower surface of the anterior part of the tongue, with a quick movement of the probe to the right and left, the tongue vibrates, its front edges alternately close and open with the alveoli. This approach leads to positive results.

Method 4.

The most effective is the method of setting the sound "r" from the syllabic combination "for" with a slightly elongated pronunciation of the first sound "zzzza". During the repeated repetition of syllables, the child, at your request, moves the front of the tongue up and forward to the alveoli until the acoustic effect of the fricative sound "r" in combination with the vowel "a" is obtained. After that, insert the probe (forefinger, teaspoon stalk, spatula), with its help bring the tongue to vibration.

Method 5.

Pronounce it like a horse with lips whoa. And then the tongue is up and it turns out trrr.

STATEMENT OF THE SOUND R.

Method 1.

When setting a soft p ', the same technique is used as in method 4, but with the help of the syllable zi, and further ze, zya, ze, zu.

Method 2.

After automating p, using the imitation technique, they achieve the correct pronunciation of p. If necessary, you can practice from the top 3, 3, 3, pronounced repeatedly and then for a duration. A long rolling p is sequentially connected with vowels and, i, e, e, u while stretching the lips into a smile. Having achieved the correct pronunciation of ri in syllables, they enter words, etc.

STAGE 3. SOUND AUTOMATION R.

1. Pronunciation of an isolated sound [p]
Game tasks to consolidate the isolated pronunciation of sound
Onomatopoeia
Imitation of the rumble of an airplane, the engine of a working tractor or car, the growl of a tiger, etc.
"Let's start the tractor." "Let's start the car." The machine's motor is running. The car is driving down a long road. The child rolls the typewriter on the table and makes the sound rrrr. Whose car will go further? Whose motor will run longer? Run out of petrol. Let's fill up the car with gasoline and drive on.
Conversations of mothers of animals with their cubs (pronounce the sound [p] with different strength and pitch of voice).
The big dog and the puppy are angry. The tigress teaches the cubs to growl (pronounce the sound [r] in a low and high voice).
The cat purrs: “Moore-r-r-r” (in a low voice). The kitten purrs: “Moore-r-r-r” (high-pitched voice).
The crow and the crows croak: “Karrr” (low and high voice).

2. Automation of sound [p] in syllables

Lesson 1
Automation of sound [p] in syllables with a confluence of consonants (tr, dr)

- Stand so that there is a window in front of you. Turn around so that there is a mirror to your left. Walk to the middle of the room. What's on your left? What's on the right?
Breathing exercise
Roll the pencil on the table, trying to make the air stream not intermittent, but strong and long.
Development of articulatory motor skills
Repeat previous exercises.
Development of memory, attention
Memorization and reproduction of the syllable series in combination with the movement of the hands and fingers.
Game tasks
"Let's cut down a tree." "We chop wood." "We're making a house."
Tra-tra-tra; dra-dra-dra;
tra-tra-tro; draw-draw-draw;
labor-trouble; friend-friend-friend;
try-try-try; dry-dry-dry;
tra-tro, tro-try; draw-draw;
tro-tra, tro-tra; dry-dra;
tor-tra-true; dra-dro-dru;
tra-tro-tro-tra; dra-dro-dra-dra.

"Ball game". Catch the ball if you hear the sound [r] in the word. The speech therapist says the word, then throws the ball. Determining the position of the sound [r] in the words firewood, sturgeon, cancer. Put a circle - a symbol of sound in the corresponding window of the sound house.
Introduction to the letter r

Lesson 2


"Listen carefully". Sit down as many times as you hear pops and beats on the tambourine.

Atr-atr-atr-atr;
neg-neg-neg-neg;
morning-morning-morning-morning;
ytr-ytr-ytr-ytr;
yatr-yatr-yatr-yatr;
etr-etr-etr-etr-etr;
yutr-yutr-yutr-yutr-yutr;
itr-itr-itr-itr-itr;
atr-neg-itr;
itr-morning-yr;
yatr-itr-morning
What sound is missing in the word? Ouzo..., abazhu..., ti..., live..., monte..., vee..., vete..., zefi..., moto..., act... .
Development of phonemic perception
Tapping out the rhythmic pattern of the words mosquito, Arctic, port, watermelon, irga.
Analysis and synthesis of syllables
How many sounds are in the syllable ar? What is the first sound in the syllable ar? What is the second sound? What sounds did you hear in the syllable ur? The sound [o] "made friends" with the sound [p]. What syllable did you get?
Designation of syllables with color symbols.
Making syllables from letters

Lesson 3
Automation of sound [r] in open syllables
Development of auditory perception
Tapping rhythm on a tambourine.
Coordination of breathing, articulation and phonation
Game exercise "Musicians". We play drums, trumpet, double bass and trombone.
Pronunciation of syllables with a change of stress.
Ra-ra-ra-ra; ra-ro;
ro-ro-ro-ro; ry-ru;
ru-ru-ru-ru; ru-ry-ro;
ry-ry-ry-ry; ro-ro-ro-ry.
Development of phonemic perception
Which syllable is extra? Ra-ra-ra-ra, ra-ra-ra-la.
Let's come up with names for the dolls. And ... (ra), Ve ... (ra), Ma ... (ra), Le ... (ra), La ... (ra).
Add a syllable. What ... (ra), spo ... ra), pa ... (ra), ko ... (ra), but ... (ra).
- What syllable disappeared from the word Pinocchio? Bu...tino (ra).
What syllable has disappeared from the word rainbow? ...arc.
- Say the missing syllable. Wo ... ta (ro), wo ... na (ro), ko ... wa (ro), pe ... (ro), kangu ... (ru), ko ... (ra) .
Analysis and synthesis of syllables
What is the first sound in the syllable ra? Name the second sound. How many sounds are in the syllable ra?
- Boring with one sound [p]. Let's invite the sound [y] to it. The sound [p] "made friends" with the sound [y]. What syllable did you get?
Perform a similar task with other vowel sounds.
Reading syllables

Lesson 4
Automation of sound [p] in syllables with a confluence of consonants
Spatial orientation
Toys are placed in different parts of the room. Where will you go, what will you find? I'll go straight - I'll find a kitten. I'll turn back - I'll find the bear. I'll go to the left - I'll find a dog. I'll go to the right - I'll find a fox.
The development of voice, breathing and switchability of the organs of the articulatory apparatus. Coordination of speech with movement
Game exercise "Jugglers". We throw balls and pronounce syllables.
Great-pro; bra-bro-bru;
pru-pry; vra-vro;
pro-pru-pry; lying;
bra-bro; vro-vro-lie-lie.
bru-bra;
- What is the extra syllable? Vra-vra-kra.
Development of phonemic perception
Determining the position of the sound [r] in the words doctor, cook, radio operator. Designation of the place of sound on the sound line.
- Listen to the words jumper, goalkeeper. What syllable is missing? ... gun, ... tar.
- Let's make words. Say the syllable bra, and I will complete it with the sound [t]. What word came out? Say the syllable vra, and I'm a tar. What word did we make?
Compilation of letters p and v from parts.
- What are the same elements in these letters? Find letters that have such elements.
Compilation of syllables from the letters of the split alphabet.
Arrange the pictures on rails: on the top - in the words-names, the sound is at the beginning of the word, on the middle - in the words-names in the middle; to the bottom - in the words-names at the end.

Lesson 5
Sound automation [p] in reverse syllables
Spatial orientation
- Who is standing to your right? Who is sitting to your left? Get in front of Misha. Be with Kolya. Who is behind you?
Development of voice, breathing and switchability of the organs of the articulatory apparatus
Game tasks
"Musicians". "We play the balalaika."
Fra frou;
fry-fro;
fro-fro-fra;
fra-fro-fra-fra.
"The conversation of the Crocodile with the Rhino." Express intonation when pronouncing syllables emotional states.
- Kra-cro. (enough)
- Cra-cru-cru. (displeased)
- Kra-kru-kru-kry. (confidently)
- Gru-gry. (timidly)
- Gru-gra-gras. (indignantly, furiously)
- Gra-gro-gro-gras. (calmly)
Development of phonemic perception
"Ball game". Catch the ball if the word has a sound [p].
- Let's make a word. Say the syllable kra, and I sound [n]. What word came out? Say the syllable gru, and I - sha. What word came out?
- Look at the pictures and guess the missing words. K...ysha, g...oz, g...hell. Name the missing sound.

3. Automation of sound [r] in words

Lesson 1.

Automation of sound [r] in words with syllables tra-tro-tro-tra; dra-dro-dra-dra
Pronounce the words correctly
Grass, ladder, trawl, chandelier, tractor, trench, trapezoid, springboard, cane, tractor driver, trench, tram, canister, mattress, tomorrow, notebook, transport, have breakfast.
Morning, cable, subway, trail, troika, tropics, cane, cartridge, sailor, sidewalk, reed, path, albatross, trolleybus.
Peter, felt, liter, center, meter, minister, theatre.
Coward, labor, pipe, pipe, cowardice, chimney sweep, parsley, coward, cheesecake, difficult.
Bonfires, asters, tents, meters, winds, spats, cunning, tear off.
Cedars, thrush, firewood, another, airfield.
Dragon - Little Dragon - Little Dragon.
Fight, fighter, otter, drape, potato pancakes, hydra, square, square.
Friend, girlfriend, friendship, make friends, friendly, make friends.
Antonyms. Enemy is friend.
Bucket, core, thigh, firewood, woodcutter, firewood, bustard, thrush.
Ostrich, fear, jet, string, chandelier, construction site, page, build, builder, island, shavings, fear, country, scarecrow, scary, wanderer, country, sharp, motley, fast, scary, slender, strange, plan.
Tasks
"One word - many meanings." Figure 17. (See color insert.) Trumpet - a musical instrument, a pipe on the roof of a house, a drainpipe, a straw for a cocktail.
Let's pick up the words "relatives" to the words path, grass, pipe.
Grass - grass - blade of grass - grass - blade of grass.
Path - path - path - path - path.
Pipe - pipe - pipe - chimney sweep.
Repeat these words.
Guess the word from the jumbled wa-tra syllables.
Complete the sound (letter), syllable.
Friend - all of a sudden
crayfish - fights,
rope - sailor.
Change the sound (letter).
Ladder - trawl,
ladder - drape,
trawl - trawl,
grass - firewood,
otter - buckets.
"Word in word". Fight (cancer, car, gift), transport (port, early, sport).
Suggest the right word.
The woodcutter is chopping ... (wood). They don’t go along the paths ... (trams). They drive around the city ... (trams). Fell into the trench ... (cane). The little dragon is doing exercises on ... (horizontal bar). Tram and trolleybus are ... (transport). Paradise and Roma are sweeping ... (yard).

Lesson 2.

Automation of sound [r] in words with the syllable ra
Pronounce the words correctly
Cancer, frame, crayfish, early, wound, radio, rainbow, work, shell, shell, rocket, racket.
Ant, anthill, loaf, caravan, parachute, skydiver, cuttlefish, pencil, caramel, dried apricots, kurabie, macrame, snowstorm, ram, crucian carp, garage, drum, bagels, photography.
Yura, Kira, Ira, Shura, Vera, Zhora, Tamara, hole, mountain, bark, hole, couple, curtain, spur, kennel, canister.
Tasks
What sound was swallowed by the evil wizard Soundeater in the words ... hell-ha, ... shark, mu ... avey, ka ... andandash? Repeat these words.
Divide the word kennel into syllables. Say the word without the syllable well. Kennel - bark. Replace the sound [k] with the sound [n]. (Nora.) Rearrange the syllables in the word nora. (Early.) Replace the sound [o] with the sound [a]. (Wound.)
"Word in word". Rainbow ... (arc.) Which syllable has disappeared from the word?
Rearrange the letters. Glad is a gift. Mountain - horns. Mara - frame.
Rebus. Figure 18. (See color insert.) Fish, watermelon, crab. Name the items. Pick out the first sound in their names. Make a word out of these sounds. (Crayfish.)

crayfish
wound
frame
rainbow
shell
sink
What is the common part in the words ram, bagel, drum?
"We develop the grammatical structure of speech."
Tell me the end of the speech.
Ash-ash-ash, Roma has ... (pencil).
Shi-shi-shi, on the table ... (pencils).
Shom-shom-shom, Roma draws ... (in pencil).
Wei-wei-wei, carries a blade of grass ... (ant).
Wound-wound-wound, the ram butts with ... (ram).
Change the sound (letter). Mountain - time - hole - bark.
"The letter is missing." Bu...an, ba...an, ha...already.
"Word in word". Joy (rad, hell, dot, growth), rocket (cancer, chum salmon), pirate (feast, shooting gallery), drum (bar, wound, slave), steering wheel (ram, wound), shells (cancer, ears), rainbow ( glad, arc).
"Learning to think."
What is common between cancer, crucian carp and shell?
Remember the words - the names of food with the sound [p].
Remember the words - the names of objects that move, with the sound [p].
Name the objects that answer the question "Who is this?"
Figure 19. (See color insert.) Karabas-Barabas. Who will run away from Karabas-Barabas faster - Pinocchio or Artemon? What advice would you give to Karabas-Barabas?
“Ra-ra-ra, ra-ra-ra, the game begins.
I ask with the syllable ra to me now to name the words.
Think of five words that begin with the syllable ra.

Lesson 3.

Automation of sound [p] in words with the syllable ro
Pronounce the words correctly
Horn, mouth, rye, Roma, rose, horns, company, growth, Motherland, horn, horns, robot, lesson, cow, box, peas, hero, peas, peas, cheese, rosette, ice cream, gate, crow, sparrow, road, pie, threshold, city, garden, ferry.
Tasks
"Did I say the right words?" Dorobey, koroh, dorobka. Say these words correctly.
"One word - many names." Horns, feather, rosette.
Bird feather, pen nib.
Horns (goat), horns (pasta).
Socket for jam, electric socket.
Change the sound, letter. Mouth - ditch. Rose - company - horns. Gate - crow - crown - cow.
Add the word horn to the syllable by. What will be the new word? Horn - threshold.
If you “invite” the sound [r] to the first place for the word rose, what new word will you get?
Complete the word Roma to get the word - the name of the flowers. Roma ... (shki).
"We develop memory."
Listen and then repeat the words. Road, gate, crow. Listen to the words again. Road, gate, crow, magpie. What is the new word?
"Word in word". Thunderstorm (time, horn, gas, mountain, rose). Rhinoceros (nose, litter, sleep, horn, grew). Cottage cheese (thief, horn, dialect). Pie (horn, feast). Tracks (horns, crusts).
Choose rhyming words.
Crown - ... (crow), horn - ... (threshold, pie).
Figure 20. (See color insert.) Several robots.
"Find the same items." Find robots that differ in color and size.
Suggest a word.
Snow fell on ... (threshold),
The cat blinded himself ... (pie).
In the meantime, sculpted and baked,
Brook pie ... (leaked).
Bake pies for yourself
Not from snow - from flour!
P. Voronko
Repeat words. Daisies - pockets - cloudberries.
Think of words with the syllable ro.
Many words with the syllable ro.
rose, roma, mouth, bucket,
Robot, steamer, subway.

Lesson 4.

Automation of sound [p] in words with the syllable ry
Pronounce the words correctly
Lynx, fish, fisherman, market, camelina, trough, burrows, mountains, chickens, balls, tigers, games, spurs, beavers, lobsters, mosquitoes, trough.
Tasks
"Developing Memory"
Repeat words. Mosquitoes, burrows, mountains, balls, burrows, curtains, tomatoes. How many words did you remember?
Wizard Soundeater stole half a word. Name the last syllable. Sha..., go..., but..., shto..., coma..., tomato..., samova..., go..., but....
What is the difference between the words company - rose; roar - lynx; burrows - mountains?
What are the common syllables in the words gate, crow, sparrow?
"We develop the grammatical structure of speech"
Pick up the words-"relatives" to the word fish.
Fish - fish - fish - fish - fish - fish - fisherman - fisherwoman - fisherman - fish - fishy - lack of fish - fishing - fisherman.
What word doesn't fit? Lynx, lynx, lynx, lynx, prowl.

"Ladder of words". Read the words. Name the shortest word. Name the longest word. How many sounds are in each word?
growl
fish
fisherman
fishermen
fishing
"Word in word". Conversations (thieves, conversation, times, roses, mountains).
Rearrange the letters. The fisherman is a fish.
Pick up the words.
Ry-ry-ry, here are the words with the syllable ry:
mountains, spurs, mosquitoes,
games, tigers and balls.

Lesson 5.

Automation of sound [r] in words with the syllable ru
Pronounce the words correctly
Hand, sleeves, gun, stream, pen, sails, shirt, mittens, kangaroo, carousel, photogun, chipmunk.
Tasks
Do you know these words: washstand, handle, planer?
A small hanging washbasin - washstand.
The handle of a weapon, a hand tool - a handle.
A planer is a carpentry planing tool.
"Developing phonemic representations"
Add a word. Hand - hand ... (c) - sleeve ... (a).
Rearrange the letters. Krucha - handle.
Add sound. Cabin - tube. Replace the sound [y] with the sound [o]. Name a new word. (Trail.)
Make up words from jumbled syllables. Gu-ru-ken, ka-bash-ru, sel-ka-ru.
Roo-roo-roo, roo-roo-roo,
we continue the game.
I ask with the syllable ra
I now say the words.

Lesson 6.

Words with syllables gar-gor, kar-kor-kir
Accordion, harmonica, harpoon, hill, upper room, ermine, proud, mountainous.
Card, pocket, cornice, potato, cardboard box, cap, picture, caramel, carnival.
Feeder, crust.
Pickaxe, brick.

Lesson 7.

Automation of sound [p] in syllables and sound combinations
ar-or-ur-yr; ir-er-yur-yar
Pronounce the words correctly
Macaw, harp, arba, arch, army, artist, gunner, watermelon, lasso; ball, heat, steam, park, blow, cook, school desk, map, cardboard, pocket, longboat, badger, zoo, brand, curtain, harpoon, watchdog, monkey, accordion.
Jaguar, mosquito, squid, samovar, sugar, fire, fireman.
Sugar bowl, suharnik, fireman, hurdy-gurdy.
Bor, chorus, cake, slide, crust, mink, pattern, yard, feed, feed, ax, Egor, fence, tomato, TV, carrot, Fedor.
Board, borsch, locomotive, yard, fence, pie, cottage cheese, shutter, mound, mound, motor, hood, janitor, fly agaric, tomato, architect, sculptor, doctor, window, box, feeder, basket.
Boer, cord, blizzard, lemur, lampshade, horizontal bar, talker, plasterer, colander, Murka, Murzik, jacket, fruit, laces.
Shooting gallery, kefir, figs, marshmallows, tugboat, uniform, irga, Ira, apartment, commander, screen.
Yurt, sickle, coat of arms, peach, willow, guipure, musher.
Ruff, beaver, carpet, fire, grater, actor, driver, tent, five, boxer, sturgeon; fan, wind, willow, clover, evening, boat, coat of arms, envelope, gloves, crater, number, miner, poker, chamois, blueberry.
Tasks
“We develop the grammatical structure of speech” Do you know such words: cheesecake, whey, russula?
The words are "relatives".
Hole, hole, hole, hole.
Say it kindly. Pie - pie, cottage cheese - cottage cheese. What will we serve our guests? (Pies, cottage cheese, cottage cheese.)
"Developing phonemic representations"
Change the words. World - feast - shooting range.
Change the sound. T-shirt - brand, pug - fruit drink.
Add a word.
I will say the syllable pi, and you will say the word horn. What is the new word? (Pie) Yours ... (horn.) Bar - leopard - badger. Cheese is cheese. Cord - laces.
Match the words to the schemes of three, four and five sounds.
"The letter is missing."
Ma...ka, go...ka, but...ka, ko...ka.
"Words-rhymes". How are rhyming words similar?
The motor is a traffic light, the carpet is a fire, the horn is a pie, the fly agaric is a tomato, the cheese is the world, the map is a desk, the fence is an ax, Egor is a motor.
Let's compose poems with the words yard, Yegor, fence, ax.
Egor walked through ... (yard),
He sees - broken ... (fence).
I took Yegor ... (axe).
Quickly repaired ... (fence).
Repeat a couple of words. Kort is a mole. Cake is a port. Brand - frame.
"Word in word".
Zoo (steam, park, carp), hatchet (axe, cat, whale, port, current. type).

Lesson 8.

Sound automation [p] in words with syllables
kro-kro-kru-kry, gra-gro-gro-gra
Pronounce the words correctly
Crane, crab, edge, nettle, paint, paints, fine, crater, starch, kraukha, rudd, red, caviar, spark, crane operator.
Mole, crocuses, merganser, crumbs, pattern, dill.
Circle, croup, twist, mug, circle, grain, buckthorn, spinning, lace, large, steep.
Rat, roof, porch, wing, lid, lid, gooseberry.
Hail, rook, decanter, pomegranate, border, border guard, photographer, photography, grape, grape.
Thunderstorm, threat, formidable, threaten, thunder, grotto, rumble, loudspeaker.
Chest, cargo, pear, breast, loader, load, truck, sadness, rudeness.
Tasks
"Developing phonemic representations"
Repeat words. A bunch - a bunch - a nail. What words have the [r] sound?
Change the word by rearranging or replacing sounds (letters).
Court - mole, grotto - bargaining, rooks - doctors, nails - bunches.
Complete the sound (letter). A rose is a thunderstorm, glad is a hail, a mouth is a mole, a chest is a breast.
Let's make new words. What words can be formed from the letters of the word nettle? (Willow, park, carp, steam, cancer, Kira, var, feast, Vika, Ira)
Change the letter.
Grach is a doctor.
Thunder - grotto.
Mole - grotto.

Lesson 9.

Words with the syllables bra-bro-bro-bra, pra-pro-pru-pra
Brother, breaststroke, bracelet, take.
Eyebrows, brooch, brooch, throw, throw, ford, sandwich.
Bruce, lingonberry.
Cheese, splash, splash.
True, correct, true.
Sheet, cork, transparent, jump, jumper.

4. Automation of sound [r] in phrases

Figure 21. (See color inset.)
Red ball, scarf, fly agaric, pomegranate.
Pink collar, dahlia.
Burgundy sweater, jumper.
Orange circle, fence.
Red rose, aster.
Orange jacket, persimmon.
Pink fish, shirt.
Red feather.
Orange bucket.
Hoodie.
Pied thrush.
Black raven, rook.
Agile, nimble sparrow.
Pink feather.
Red tomatoes.
Orange shorts.
Pink dahlias, scarves, gloves.
Tasks
Find a couple of words.
Early morning).
Early ... (it's time).
Early breakfast).
Red ... (ball, scarf).
Dahlias... (red, pink, orange).

"Find differences". Figure 22. (See color inset.)

Two girls in jackets and gloves with dahlias and asters. One holds flowers in her right hand, the other in her left.
If you were an artist, what would you paint with red paint?
Red ... (pattern, ship, helicopter, trolleybus, crane, ball, scarf, tomato, fly agaric, pencil, felt-tip pen).
Red ... (fish, rose, roof, comb, shirt, glove).
Red ... (gloves, mittens, fly agaric).
What would you paint with pink paint?
Pink clover, jumper, sweater, pullover.
Pink daisy, jacket.
Pink crocuses, shirts.

5. Automation of sound [r] in sentences and coherent speech
a) Two-word sentences
Make suggestions.
Roma grew up
Marat grew up
Raya and Marat grew up

The grass has grown
crab rose
Daisies rose
Three word sentences

b) Repeat the sentence.
The tigers growled loudly. The camel has a hump. It's a frosty morning today. The driver drives the truck. Trofim carries a bucket. Raya plucked a chamomile. There is dew in the morning. Zakhar is holding a thermos.

c) Make up your own sentences with the following words:
Tigers... .
Chauffeur...
In the morning... .
In a thermos...
Four to five word sentences

d) Repeat the sentence. Name the extra word in the sentence.
The sailor climbs the ship along the ladder, the road.

A lynx, a crow ran along the path.

Carrots are rubbed on a grater, thermos.

Garbage and firewood are thrown into the basket.

The box contains multi-colored pencils, fruits.

There are steamers and rockets in the port.

Grapes grow on the vine, the roof.

e) Sentences with unions a, and
Zakhar picked cucumbers, and Roma picked tomatoes.

Roma put on his jacket and went out into the yard.

Zakhar and Roma were fishing.

Roma caught a crucian, and Zakhar caught a rudd.

Cucumbers and tomatoes grow in the garden.

Yogurt and kefir are fermented milk products.

Dad has a planer and an axe.

Tasks
Figure 23. (See color insert.) Pinocchio, Artemon, Pencil.
"Who goes to visit Pinocchio?" Which path is Artemon walking along? Who will come to visit Pinocchio faster - Artemon or Pencil? Which is shorter - a path or a path? Show me the shortest path.

Topics for compiling stories and fairy tales
"What are flowers?" Key words: chamomile, rose, aster, daffodil, nasturtium (garden); geranium, tradescantia (room); peas, primrose, Ivan da Marya, clover, alfalfa (meadow); motherwort, joster (medicinal).

Figure 24. (See color insert.) Two vases with flowers. Vases vary in size and patterns. Flowers: roses, dahlias, daisies, nasturtium, asters.
Think and say.
Where do roses grow? When do roses bloom? Without what there is no bush of roses? What happens if the rose is not watered? Why do people grow roses?

Add an offer.
Red Rose...
For roses to bloom...
If the rose is not...
Admire the rose and daisies. (What a beautiful rose! What beautiful daisies!)
What do you like more - rose or chamomile?
Ask me what I like. In my opinion, a rose is more beautiful than a chamomile.
"Holiday Gifts" (Eighth March, New Year, birthday.)
What can we give to our family and friends? (A picture, a photograph in a frame, a guitar, a basket of roses, a camera, felt-tip pens, a pen, pencils, a purse, a briefcase, a first grader's satchel, a lampshade, a set.)
"Spring". Key words: field, tractor, tractor driver, black earth, dry grass.
"Cooking Borscht" Key words: cook, colander, cutting board, potatoes, tomatoes, carrots, dill, parsley, parsnips, beets, saucepan, frying pan, borscht, boil, fry.
Name the objects in the name of which there is a sound [r]. What is the chef doing? What is the first dish the chef is going to cook from vegetables? What vegetables will he need for borscht? What will he fry the onions on?

"Tableware". Figure 25. (See color inset.)
Colander, mug, frying pan, bucket, thermos. Contour images of dishes superimposed on each other.

"Still life". Figure 26. (See color inset.)
In a vase, grapes, gooseberries, pear, peach, persimmon, pomegranate. In the basket are carrots, cucumbers, potatoes, dill, and next to it are fish. Berries: blueberries, lingonberries, cloudberries - in a small basket.
What do you see in this picture? What is the name of such a picture? (Still life.) Name the fruits first. What vegetables do you see? Name the berries. What red berries do you know?
"Magic garden. Magic tree” (drawn halves of fruits gr..., wine..., gr..., khur...).
"Fruit". Key words: pomegranate, pear, grapes, peach, persimmon, grapes. What color is persimmon? (orange) Peaches... (orange).
"Berries". Key words: crowberry, cloudberry, blueberry, lingonberry, gooseberry, currant, hawthorn.
Raya picked lingonberries. Rosa picked blueberries. What kind of jam will mom cook from lingonberries? What kind of jam can be made from blueberries?

"How the sound [r] got to us." Supporting words (names of heroes of fairy tales): Woodcutter, Scarecrow, Cheburashka, Karabas-Barabas, Pinocchio, Pencil.

"Cheburashka's birthday". Figure 27. (See color inset.)

Key words: toys, Pinocchio, Scarecrow, Crocodile Gena, pyramid.
Who came to the birthday party? What gifts, in the words-names of which there is a sound [p], were brought by the guests. Name the treats, in the words-names of which there is a sound [p].
Selection of words - names of actions. What were the guests doing? How did they play?
Determine the position of the sound [r] in words - the names of actions.
"The adventures of Pinocchio in kindergarten." Key words: monkey, truck, Cheburashka, paints, pencils, truck.
"Journey through the North (Arctic)". Key words: tundra, dwarf birch, hummocks, partridge, wolverine, brown bear, walrus, sled, frost, snowstorm.
"Magic tree". Key words: cake, marshmallow, marmalade, sherbet, ice cream, cake.
What confectionery and bread products grew on the "magic tree"?
Name the word in which the sound [r] comes last.
"Island Karavay". Key words: bagel, cheesecake, bagels, pie, pies, cake, kurabie, vermicelli, horns, pasta, shells.
Which words have the [r] sound at the end?
"Orange City" Key words: grass, streams, bushes, fence, road, path, fish, daisies, orange roses.
"Yard". Key words: kennel, trough, chickens, grain, corn grains, piglet, cow, rainbow, asters, dahlias, nasturtium, chamomile, roses, starlings.

"Compare two houses." Figure 28. (See color inset.)

What is missing in one of the houses shown in the picture? (Pipes.) What is superfluous? (In another house, two pipes are located side by side.)
Name the parts of the house that have the [r] sound in their names. Roof, attic, porch, frames, doorway, pattern, handrails, chimney. Find more items that have the [r] sound in their names.
Find triangular, square, rectangular and trapezoidal objects.
"Winter". Key words: scarf, mittens, jacket, Roma, friends, slide.
"Construction". Key words: excavator, crane, bulldozer, truck, painter, mortar, brick, plasterer, crane operator, excavator operator, plumber.
"One word - many meanings." The crane - the locking device for release of liquid or gas; brake control device. A crane is a machine for lifting and moving goods over long distances.
"Professions and Tools". Key words: fitter, driver, steelmaker, agronomist, machine operator, milkmaid, gardener, artist, accountant, miner, metallurgist, painter, carpenter, crane operator, roofer, astronomer, designer, photographer, janitor, tailor, fashion designer, engineer, fireman.
Make connections between words.
Water - a tap, a plumber - a tap, a painter - a bucket, an excavator - an excavator, a trowel - a plasterer, a truck - a driver.
"Logical connections". Figure 29. (See color insert.) Reference words: cake - confectioner, trowel - plasterer, bucket - painter, architect - drawing, photographer - camera, driver - truck, sailor - ship, boxer - gloves, cook - borscht, the traffic controller - a traffic light, the hairdresser - a mirror, a comb, a miner - a mountain, a fireman - a fire, a tailor - a shirt, a seller - food, a janitor - a yard, a gardener - a garden.
"Excursion to the Zoo" Reference words: giraffe, zebra, chamois, camel, badger, badger, chipmunk, lynx, lynx, mink, beaver, tiger, bison, porcupine, wolverine, ermine, snow leopard, jaguar, cheetah, panther, crocodile, ram, monitor lizard, rhinoceros, cobra, musk deer.
Who did you see at the zoo? Which of them is the fastest? (Cheetah.) Where can you meet a wolverine? (In the North, on the Kola Peninsula.) Who is next to the ostrich?
Name the baby animals. Figure 30. (See color insert.) Who is the camel next to? Who is the giraffe next to?
Who is protected by what? Who eats what? Why are some animals called herbivores?
"Scatter" the sounds of the word bison. "Collect" the word - the name of the animal from the sounds [g], [r], [f], [i], [a].
Compose tongue twisters with the words jaguar, badger.
Ar-ar-ar, here is a spotted one ... (jaguar).
"Dairy". Key words: meadow, cow, milkmaid, farm, grass.

"We develop memory."
Repeat words. Cheese, cottage cheese, yogurt, ice cream, curdled milk. Listen again: cheese, cottage cheese, yogurt, ice cream, curdled milk, kefir. What is the new word?
Choose the right words. Fresh ... (cheese), white ... (cottage cheese), delicious ... (yogurt), cold ... (ice cream), sour ... (yogurt), yesterday ... (kefir).
Establishing situational connections.
Make up sentences using these two words. A cow is grass, a milkmaid is a bucket, a farm is cows, grain is chickens, a dog is a kennel, a trough is a pig.
"Wild Animals and Domestic Animals". Figure 31. (See color inset.)
Body parts of wild animals and domestic animals (pig, cow, camel, ram). To whom do these body parts belong? (Horns - to a ram and a cow. Humps - to a camel. Piglet .... Tassels on the ears ....)
Name the animals in whose name the sound [r] is heard in the middle of the word.
"A hare and a hare are gardeners and gardeners." Key words: garden, harvest, garden, harvest, tomatoes, grapes, peaches, pears, parsley, dill, crow, magpie, badger, beaver.
What did the hares grow in the garden and in the garden? Who was invited to visit? What did they serve? What kind of compote did you cook? And what kind of jam?
Analysis of the word pear.
Memorization of vegetables and fruits. How many words did you remember?
"Lake. Fishing". Figure 32. (See color inset.)
Fish swimming in different directions. What are the fish called? How are carp different? Which fish will land on the hook?
Words: fisherman, fishermen, fish, crucian carp, crucian carp, worm.
Come up with names for the fishermen with the sound [p]. (Roma, Ruslan, Artem.)
Roma is sad. Ruslan is happy. Which of them is Roma, and which is Ruslan? Who is sad? Who is joyful? Who is angry? Do you know these words: sadness, joy, kindness?
Make sentences with the words cloudy, bright, bright.
"Flat". Key words: faucet, water pipes, curtains, chandelier, carpet; furniture, sideboard, stool, wardrobe, bed.
"The Fourth Extra". Figure 32. (See color insert.) Carpet, sideboard, stool, wardrobe.
The words are "enemies". Open - close, closed - open, bottom - top, long - short.
"Transport".
Development of visual perception and voluntary attention.
Figure 34. (See color inset.) Contour images superimposed on each other.
Name the items. Rocket, helicopter, steamer, parachute, tram, trolleybus.
The development of auditory perception and memory.
"Flies - does not fly." Mosquito, helicopter, tractor, rocket, sparrow, carpet, roof. Repeat the words with the [r] sound.
"Birds in Winter" Figure 35. (See color insert.) Key words: sparrow, magpie, crow, nutcracker. Birds on the feeder and near the feeder, on the tree.
"Birds in Summer". Figure 36. (See color insert.) Key words: corncrake, lark, crane. Birds sitting on a bush and near a hawthorn bush.
"Migratory birds". Reference words: sea eagle, skua, shrike.
"The Extraordinary Adventures of Crocodile Gena"; "Rema the monkey's birthday."
"At the reception at Aibolit." Key words: giraffe, camel, rhinoceros, zebra, cheetah, lynx, monkey, crocodile, cow, rabbit.
"Pond". Key words: crucian carp, crayfish, shell, algae, fisherman, fish.
"At the bottom of the sea". Key words: crab, squid, shells, shells, sea worms.
"How we went for mushrooms." Key words: box, basket, grass, road, trail, path, bucket, collect, russula, mushroom, boletus, fly agaric.
"Sport". Competition. Key words: start, springboard, boxer, ring, jumper, alpine skiing, skier, mountains, mountain top, plain.

The dragon stole the letter r. Listen to how the words sound: there-wai, tetad, tava, bass, Babos, chevyak, abuz, katoshka, gamoshka. What sound did the dragon steal?
In order for him to return the sound [r], it is necessary to fulfill his requests and tasks.
His first request: to teach him to divide words into syllables. Find objects in the picture that have the same syllable in their names. (Ball, cheese, scarf, bison.) How will you prove to the Dragon that these words have one syllable? Change the word so that it has two syllables. (Balls, cheese, scarves, bison.)
The second request: say words with the opposite meaning.
An enemy is a friend, evil is good, enmity is friendship, quarrel is friendship, sadness is joy.
The third request: name three words in which the sound [r] is heard at the beginning of the word; three words in which the sound [r] is heard at the end of the word; three words in which the sound [r] is heard in the middle of the word.

AUTOMATION OF SOUND Pb.

It is similar, but instead of the syllables ra, ru, re, ry, ro, the syllables - RI, PE, RYO, RYU, RYA are used, words with these syllables are selected.

Abstract of an individual speech therapy lesson.

Topic: Staging sound [р`].

Target: Setting the sound [p`].

Tasks:

Educational:

To form the child's ideas about the correct position of the organs of articulation when pronouncing the sound [p`].

Corrective:

Train the mobility of the articulatory apparatus.

Develop fine motor skills of the fingers.

Develop facial expressions.

Develop phonemic awareness.

Educational:

Cultivate correct, clear diction; neatness and posture.

Cultivate interest in the activity.

Equipment: pictures for articulation gymnastics,cotton wool, sound articulation profile [р`].

Plan:

Organizing time

Main part:

Articulation gymnastics

Finger gymnastics

The development of facial muscles

Exercise for the formation of a speech voice "Repeat quietly"

The game "Listen - do not yawn!"

Class Topic Announcement

Articulation analysis

Sound staging

Fixing isolated sound

Physical education minute

Game "Prove the sound"

Development of phonemic hearing

Homework

Summary of the lesson

Lesson progress:

1. Org. moment:

Hello Ira! On the way to kindergarten, I met our guest, but who she is, you will find out when I read you this rhyme:

What's the howl? What's a roar?
Is there a herd of cows there?
No, there is not a cow -
This is Tanya
crying,
poured,
The dress wipes off...
UUUUUU!..

What are you crying, roar,
Howling cow?
On you from dampness
Mold can grow.

Who is this poem about? Here she is, look. Let's calm our Ryova and treat her with jam.

2. Articulation gymnastics:

BUT)"Delicious jam"

The mouth is open. Lips in a smile. Lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow, when retracting, its lateral edges slide over the molars, and the tip of the tongue is raised. The lips do not stretch over the teeth, the lower jaw does not “plant the tongue up - it must be motionless.

"Spatula".

Mouth open, lips stretched into a smile. A wide, relaxed tongue rests on the lower lip. This position is held for 5-10 seconds. If the tongue does not want to relax, you can pat it with your upper lip, while saying: pya-pya-pya.

"Needle".

Mouth open, lips stretched into a smile. Stick a narrow, tense tongue out of your mouth. Hold for 5-10 sec.

B)"Horse"

The mouth is open. Lips in a smile. Press a wide, spatulate tongue against the palate (the tongue sticks) and tear off with a click. Make sure that the lips are in a smile, the lower jaw does not “plant” the tongue up.

"Fungus".
The mouth is open. Lips in a smile. Press the wide tongue with the entire plane against the palate (the tongue sticks) and hold in this position under the count from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its leg. Make sure that the lateral edges of the tongue are equally tightly pressed against the palate (no half should sag), so that the lips do not stretch over the teeth. When repeating the exercise, the mouth should be opened wider.

"Drum"

Smile, open your mouth and tap with the tip of your tongue behind your upper teeth, repeatedly and distinctly pronouncing the sound [d], gradually speeding up the pace.

AT)"Focus".

Purpose: to develop the ability to hold the lateral edges and the tip of the tongue in a raised state, to teach to direct the air stream in the middle of the tongue.

The mouth is open. Lips in a smile. The tongue is out. The lateral edges and the tip of the tongue are raised, the middle part of the back of the tongue bends down. Holding the tongue in this position, blow off the cotton from the tip of the nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, the fleece flies straight up.

3. Finger gymnastics:

Before we start playing with Ryova, let's stretch our fingers:

On a visit to the thumb

(fingers, clench into fists, thumbs up, both hands)

Came straight to the house

(two palms close at an angle - "roof")

Index and middle
Nameless and last

(called fingers, of each hand in turn connected to the thumb)

And little finger baby
(all fingers are clenched into a fist, little fingers, put up)
He climbed the threshold himself.

(Knock fists against each other.)

Together fingers are friends.

(Rhythmically squeeze fingers into fists and unclench.)

They cannot live without each other.

(Join hands in a lock.)

5. Development of facial muscles

Look out the window! Today the weather is wonderful, the sun is shining brightly.

L .: Sponges stretch forward with a tube. Draw the sun - a circle first to the right, then to the left. And now draw the rays of the sun - stretch the lips to the right, then to the left, then stretch the lips into a smile.

L .: The sun with rays shines brightly, hits the eyes. We squint: close the right eye, then the left.

6. Exercise for the formation of speech voice "Repeat Quietly":

Our Reva speaks.

Who will silently repeat?

The speech therapist calls the object loudly, and the child repeats the word quietly.

The words:radio, rainbow, sleeve, shirt, hero, feather, mosquito, tan, watermelon, envelope, corn, kangaroo.

7. The game "Listen - do not yawn!"

Speech therapist: “I will now name sentences, and you listen carefully. If you hear me asking a question, crouch; if not, stay where you are.”Speech material: Who roams the forest? The wolf roams the forest. The cat is walking on the roof. Where is the cat walking? What is the girl drawing? The girl is drawing a house. Rainbow comes after rain. It's raining at night. When does a rainbow happen? When does it rain? What is the boy drawing? The boy draws with a pencil.

8. And now, Ryova and I will learn to pronounce the sound [p`].

9. Articulation analysis.

Look,when we pronounce the sound [p`]our lips are half open in a smile,teeth are openthe wide tip of the tongue is raised up to the palate, tense, the back of the tongue is raised, air passes freely between it and the palate, the lateral edges of the tongue are tightlylie down to the upper molars. What happens to the vocal cords? (vibrate)

Sound [p`] consonant or vowel? And why?

Consonant. Because when we pronounce it, the tongue interferes with us.
Is the sound [p`] voiced or deaf?
- voiced, because the vocal folds vibrate.
What is soft or hard?
- soft.

10. Setting the sound.

1. A long rolling [r] is sequentially connected with the vowels /I/, /I/, /E/, /E/, /Yu/, while stretching the lips into a smile.

2. If there is no /P'/ soft, you can pronounce /P/ with your head thrown back.

3. Setting the sound [p`] from the syllable combination "zi" with a slightly lengthened pronunciation of the first sound "zzzzi". In the course of repeated repetition of syllables, the child, at your request, moves the front of the tongue up and forward to the alveoli until the acoustic effect of the fricative sound [p`] in combination with the vowel "i" is obtained. After that, insert the probe (forefinger, teaspoon stalk, spatula), with its help bring the tongue to vibration.

11. Fixing isolated sound. An exercise "Let's start the car."

Do you know how a car engine roars? Rrr. How does a small car engine work? R-r-r. It turns out that our guest is crying because she got lost. Let's help her! In order for Ryovushka to get to your home, you need to run your finger along this path, pronouncing the sound [r`].

Fizminutka:

Homka, hamster, hamster (children puff out their cheeks)
Striped barrel. (stroke their sides)
Homka gets up early, (stretching movements)
Washes cheeks, rubs neck, (rubbing face and neck)
Homka sweeps the hut (movements imitate sweeping)
And goes out to charge (marching in place)
One, two, three, four, five (3-4 movements imitating charging)
Homka wants to become strong. (arm muscle tension)

12. Ball game "Say the sound."

Our Ryova is very distracted, and always forgets to finish the words. Can we help her?

The speech therapist, throwing the ball to the child, pronounces the words without the last sound, the child must name this sound, repeat the whole words, and then return the ball to the speech therapist.

Flashlight]
Bullfinch]
Amber]
Primer]
Dictionary]
Anchor]
Acne]
Knight]
LODS...[R]
Camp]

XO ... [R]
Measles]
The beast]
Tsar]

13. Development of phonemic hearing:

1) Clap your hands when you hear the sound [p`]

Isolated: K R` R` N G R` Z R` R` T R` V R` D M K R` F M Z R` P R` R`

2) Raise your hand when you hear the sound [p`]

In syllables: Rya-LO-PO-Ryu-WE-OR-VA-Rya-Ri-KO-Ryu-AR

3) Stomp your foot when you hear the sound [p`]

In words: child, hare, Roar, apple, rice, mountain ash, belt, hedgehog, table, backpack.

14. The game "Replace the sound - change the word!"

Reva learned that if you change at least one sound in a word, then its meaning will change. Let's check? Now I will speak words to you, and you try to replace the first sound in these words with the sound [p`].

oven-speech

cap - Turnip

squeak-risk

River stove

Typhoid reef

Sculpting-turnip

cheek-river
Lake-Reika

Mim-rim

15. Homework: Guess the riddle, draw the riddle:

There are lights outside the window.
They are bittersweet.
Birds peck at them in winter
Songs are sung in the spring.
What a vibrant picture!
What's outside the window? - ……

16. The result of the lesson:

Well done Ira! You did well!! Look, our Ryova has stopped crying, she is smiling and thanking you!

Remember what sound we learned to pronounce today in class? What task did you like the most?

I talked about how to prepare for setting the sound R. After the articulatory apparatus is ready, you can start setting the sound. There are different ways to set R, each of them is good in its own way, so you can try all at once, in turn or at the same time.

The most reliable - from the "fungus". To stick the tongue to the sky and blow on the tip of the tongue, there are a lot of variations: blow TSS, DZZ, JJ, TSHSH, just T or D. If the tongue falls down, hold it with probes or just index fingers in the area of ​​the molars. Or just hold the probe between the teeth, preventing the jaws from closing. The method is very simple and reliable. The good thing is that the sound will always be perfect and correct.

Usually at the beginning you get a ratchet - DRRR, which is easy to process and turn into R. But it is also the longest in time, because learning how to make a fungus does not always work out quickly if the child has problems with tone or bite. This is the only way to correct an incorrectly articulated sound: side, throat, one-beat. But you need to keep in mind that if the fungus is performed incorrectly, the tongue does not stick to the sky, but simply rises up or wraps back, then the sound will not work. Or the baby does not blow on the tip of the tongue, it does not come out either.

We start the "motor"

This is the most famous and popular way. A wide tongue, like a "sail", lift up, resting on the alveoli. Run along its middle part with a ball probe or finger. Vibrate and say DDDDD or fricative DZZZZ.
The exhalation should be strong enough, and the tongue should be wide, of course, it should be sufficiently developed, with a narrow and thick sound it is very difficult to deliver. As, however, with a weak exhalation.

calling sound

The most popular is to evoke sound. This method is sufficiently described, for example, in children's literature, when a child, trying to imitate the growl of a tiger cub or the cawing of a crow, finally learns to speak R. It turns out cheap and cheerful, without the participation of a speech therapist. But there are a lot of pitfalls, often in this way, forcing the child to growl, pronounce words with this sound or speak tongue twisters, parents achieve a defective sound, the baby burrs in some exotic way, which is then difficult to wean.

Chatterbox

From "talker". The child quickly, quickly runs his tongue across the sky back and forth, this exercise has several names, in addition to the chatterbox, there is also a “turkey”. In this case, you can make different sounds, if for setting R, then RYA-RYA or something similar to BRL-BRL. It is often possible in this way to cause a single-strike P or Pb, which is then strengthened and strengthened, turning into PPRR or DRRRRR.

Individual approach

In general, when staging, I use a physiological approach - I carefully observe what the child does better and what abilities develop faster. If the children already know how to make a ratchet - “shoot like a machine gun”, then we set it from DR. Sometimes, when performing articulatory gymnastics, a single-hit P is immediately obtained (without a long vibration). It remains only to achieve a long vibration.

With dysarthria

Setting the sound P in dysarthria is complicated by a weak palatal curtain, dystonia of the tongue and increasing salivation. Careful study of the voice is required. But if there is no adenoiditis, the sound is set relatively quickly, sometimes even before whistling and hissing. Over time, the child learns to swallow saliva, chewing a douche helps. Sometimes you have to massage the soft palate a little, this procedure is unpleasant, but very effective.

Setting soft and hard sound

It happens that it is required to set the sound P soft from hard, which is set faster. And the soft Pb causes difficulty, is not pronounced at all, or, for example, PY is pronounced as PYA. In this case, you must continue to do gymnastics (fungus, sail, painter). To differentiate the pronunciation of P and iotated, explaining to the child the difference in the position of the tongue.

Sometimes, on the contrary, it is necessary to set up a hard P from a soft P (Pb). If soft Pb is single-impact, then it is necessary to achieve long-term vibration, first Ppppb, translating it into PPP. Strengthen the tip of the tongue with a massage and increase its sensitivity (suck the tip to the upper lip, alveoli, “clicking like a squirrel”). Then work out the difference between the pronunciation of soft Pb and hard P in syllables and words.

This concludes the article, in the following materials I will talk about how and how to automate it, phrases and sentences. Read, subscribe to updates, write comments, share with friends and acquaintances in social networks.

Problems with the “P” sound are perhaps the most common reason for visiting a speech therapist. First of all, it should be noted that the age norms for the sound "R" are 5-6 years (in different sources). Those. it is believed that until this age the child has the “right” not to pronounce “P”. This is theory. But in practice, in the absence of the sound "P" in speech, I advise you to start staging it from 5-5.5 years.

However, a very important point! It happens that the child has the sound “P”, but it is non-normative, i.e. wrong. Various options are possible here: “throat” R, “coachman” R, i.e. with vibration of lips and cheeks, etc.). In this case, you may need to contact a speech therapist earlier. Those. if an incorrect sound appeared at 4 years old, you should not wait 5.5 years, since such an incorrect pronunciation will become even more fixed in speech and it will only be more difficult to correct it over time. Please note that in this case we are not talking about replacing the sound “P” with other sounds (“L”, “V”, etc.), but about incorrect pronunciation.

The sound "P" is considered one of the most difficult sounds and, to be honest, I advocate that it be put by a specialist, and even more so correct its incorrect pronunciation. Why? There are many nuances here. It is necessary to take into account the mobility of the tongue, its tone, the formation and strength of the air stream, articulatory readiness and other points. Otherwise, we run the risk of calling and fixing the wrong sound in speech. And fixing it is much more difficult than setting it up. By the way, as a rule, speech therapists put the sound “P” last, i.e. after all other sounds have already appeared in the child's speech.

However, below I propose to consider some of the staging options available to mothers at home. But first, I recommend preparing the child's articulatory apparatus by performing special exercises for the tongue.

• "Horse"- click your tongue slowly and strongly, imitating the clatter of a horse's hooves. Important: the lower jaw remains motionless.
• "Swing"- open your mouth, stretch your tongue alternately to the nose, then to the chin.
• "Football"- mouth closed, lips closed. With the tip of the tongue, with force, we rest against one or the other cheek.
• "Turkey" or in another way - "talker" - with a wide tip of the tongue we draw back and forth along the upper lip, without tearing off the tongue. At the same time, we pronounce BL-BL-BL.

Each exercise is performed 10-15 times.

Setting from the sound "D"

We ask the child to pronounce the sound “D” loudly. In this case, the tip of the tongue should be strong and strongly rest against the sky in the place where the alveoli (tubercles) are located. We seem to pull the sound D, repeat without stopping: “Ddddd”. When pronouncing the sound "D", the tongue should not come off the alveoli. You need to press the tongue with such force that at some point it vibrates, and you hear “DDD-RRR”. This will be the beginning of the pronunciation of the sound "R". Next, we begin to pronounce the syllables: DRA, DRO, DRU, DRE, DRY, i.e. those where the "R" sounds hard. Pay attention to this and do not use syllables with a soft "P" (dre, dri, etc.). This is already the stage of automation, i.e. introduction and consolidation of the sound "R" in speech. Over time, we move on to words starting with “DR”: fight, friend, dragon, etc.

Then we work out R in words for “TR”: grass, coward, etc. When the child succeeds in these exercises, we begin to “turn off” the sound “D” that we do not need, break away from it. To do this, we select pairs of words, like these: thunder-city, bromine-beard, etc.

ATTENTION! If the method described above does not work, try the following. At the stage when the child says "Dddd", lightly push his tongue deep into the mouth. The movement must be very light! You can use an ice cream stick for this. You can also try to slightly vibrate (about the middle of the tongue) with this stick. If it works out, you will hear the sound “DDRR”, and we begin to work with it according to the already outlined scheme.

Staging from the sound "Zh"

This method is only suitable if the child has a good and clear sound "Ж". We ask the child to pronounce the sound “Ж” for a long time with an effort and move the tongue a little deeper into the mouth. You should hear a short (single beat) "P" sound. If it worked out, we continue to repeat this exercise, fix the sound, and then proceed to its automation by analogy with what was described above. First, syllables with "ZHR", "DR", "TR", etc.

Setting from the sound "C"

An important condition is that the child has the correct sound "C". This method is unusual in that we evoke the sound on inhalation, while we usually do it on exhalation. And in general, all our speech is on the exhale. We ask the child to pronounce the sound “Ssss” for a long time, and then inhale a little through the mouth and press the tongue to the alveoli. If all these actions were carried out correctly, then we should hear a short "P" with which we begin to work according to the scheme announced above.

If your child has the sound "R" in an isolated sound, i.e. he can say “R” separately, but at the same time he does not pronounce the sound in words, you can quite automate the sound yourself, i.e. put it into speech. BUT it is important that it is the right sound. The automation algorithm is similar to what I described above: first we pronounce it in syllables, then in words, where the sound is first at the beginning, then in the middle, then at the end. And aerobatics - we fix the pronunciation in phrases, tongue twisters, tongue twisters and rhymes.

And most importantly, we remember that we conduct all sound-calling exercises in the form of a game! It is important. After all, you can think that we are not blowing on the tongue, but “inflate the sail”, under which we will sail to the sea, that we do not inhale the tongue, but want to put the “snail back into the shell”, etc. Create game situations, fantasize in order to involve the child as much as possible. We should not provoke negative reactions in the baby. We do not practice, but play, and then, believe me, the result will appear many times faster.

I also want to recommend a book. "Self-tutor in speech therapy", author M.A. Polyakova. This is an excellent practical guide to sound production, with an explanation of the subtleties, nuances, with many options and ways.

Ekaterina Petunina, mother of twins and practicing speech therapist. Author child development blog and speech development of children.

The most frequent request for parents to contact a speech pathologist is a violation of the pronunciation of the sound “R”. It is formed last in the child's speech, the production of the sound "P" requires control by adults.

Mnemonic phrases for the development of the pronunciation of the sound "R".

When is a correction needed?

The sound "R" is one of the most difficult in the development of a child's speech. It belongs to the category of sonorants, in which the tones of the voice are greater than the noise.

Experts put "P" last, when all other sounds have already formed and consolidated correctly. The production of "P" is done after 5.5-6 years. Until that time, a violation in his pronunciation is the age norm.

In some cases, it is worth contacting a speech therapist from the age of 4, when the “P” appeared in speech, but does not appear correctly. In this variant, the child does not replace “R” with other sounds (“L”, “V”), but tries to pronounce “R”, but with violations of the articulatory apparatus.

Norm of pronunciation "R":

• lips are relaxed;
• distance between teeth 4-5 mm;
• the tip of the tongue rises to the upper gums;
• tongue vibrates in a stream of air;
• the middle part of the back of the tongue arches;
• the back of the tongue is directed backward, pressed against the palate;
• lateral edges are pressed upward;
• vocal folds fluctuate during speaking.

Violation of the pronunciation of the hard "P" and soft "Pb" in defectology is called rotacism or pararotacism. In Soviet times, these violations were called burr.

The main types of rotacism that require correction:

1. Velar.
   The tip of the tongue is lowered down, does not participate in articulation. The tongue is tense, pushed back. There is little voice in the pronunciation, a lot of air. The sound is guttural, loud.
2. Uvular.
   The tongue vibrates in the air stream. The sound is soft, quiet, smooth.
3. Nasal.
   The air is directed to the nose, there is no vibration.
4. Bilabial.
   Only the lips take part in articulation, without the tongue.
5. slotted.
   The tongue is directed upward and forms a gap with the soft palate. The sound changes to "Z" or "Zh".
6. Interdental.
   The tongue is between the teeth.

Stages of correction of violations:

1. Preparatory.
2. Sound setting.
3. Automation.
4. Differentiation.
5. Consolidation in speech.

Reasons for mispronunciation

A set of art exercises.

Forms of rotacism:

1. Distorted pronunciation.
2. Lack of sound in the child's speech.
3. Replacing one sound with another.

1. Disorders of articulatory motility and the structure of the articulatory apparatus: short frenulum, narrow or enlarged tongue, malocclusion, absence of teeth, high palate.
2. Violation of the central regulation of respiration. Violated rhythm, coordination of inhalation and exhalation. Exhalation occurs through the nose with throat pronunciation. Defects are caused by changes in muscle tone, limitation of mobility of the muscles of the larynx, soft palate, vocal folds, tongue and lips.
3. Pedagogical neglect. The child does not hear literate speech in everyday situations, there is no literacy training. Adults consciously imitate its pronunciation, changing the sounds, do not correct the incorrect sound. Literary works are not read to a preschooler, they do not have long conversations with him.
4. Phonemic hearing disorder. The child does not distinguish the phonemes of the native language, mixes them up, poorly understands the speech of others.

Problems with speech breathing

Speech breathing is the basis of sounding speech. It is responsible for the voice-forming and articulatory functions. Speech breathing is the ability of a person to take a short deep breath and distribute the air during exhalation while simultaneously pronouncing various sounds. At the same time, inhalation is shorter than exhalation by 5-8 times. On a long output, speech is formed. With correct speech breathing, the child speaks clearly and expressively, observes pauses.

Preschoolers do not control themselves, they begin to speak on inspiration or on the residual output, they take in air before pronouncing each word. This affects the correct pronunciation. If the child does not pronounce "P", correction work should begin with breathing.

Hearing disorders

Phonemic hearing is the ability to distinguish, analyze and differentiate heard phonemes. From birth, children learn their native language by imitation. By the age of 4, a preschooler develops the technique of pronunciation of all sounds except sonorants.

Impaired phonemic hearing (dyslalia) makes it difficult to perceive oral and written speech in school, so it is necessary to correct defects immediately when they are detected.

Speech therapy exercises for the development of phonemic hearing, which parents can do on their own:

1. The adult names a series of sounds, and the child clap his hands when he hears the hidden one.
2. An adult claps or taps a rhythm with a pencil, which the child must repeat.
3. The adult dictates sound combinations, the child repeats them.
4. The adult shows the pictures, the child chooses those in which there is a hidden sound.
5. The adult calls the words correctly and incorrectly, the child claps his hands when he hears the correct option.

Automation of the letter "R".

Underdevelopment of the organs of speech

The immaturity of the speech apparatus is the main cause of pronunciation disorders in preschoolers. The speech apparatus consists of 2 sections: central (brain sections) and peripheral (tongue, lips, soft palate, lower jaw). Brain disorders are diagnosed and corrected by a neuropsychologist. Defects of the articulatory apparatus are eliminated by a speech pathologist-defectologist in a playful way.

The individual structure of the frenulum

A shortened frenulum, anomalies in its location, is a defect in the oral cavity that occurs in early childhood. The problem is effectively solved surgically, with timely access to a specialist, the hyoid ligament is stretched with the help of exercises and speech therapy tools.

Preparation of the articulatory apparatus

In remedial classes, the preparatory stage is devoted to working with the articulatory apparatus. Exercises are carried out to stretch the hyoid ligament, upper tongue lift, warm up the lips and jaw.

Tasks for preparing the articulatory apparatus for work:

1. "Swing" - open your mouth, stretch your tongue alternately to the nose and to the chin.
2. "Horse" - click the tongue slowly and strongly, imitating the sound of a horse's hooves, while the lower jaw remains motionless.
3. "Chatterbox" - with a wide tip of the tongue, draw back and forth along the upper lip, without tearing off the tongue. Simultaneously pronounce "BL-BL-BL".

Breathing exercises

Breathing speech therapy gymnastics:

1. "Bubbles".
   Take a deep breath in through your nose, puff out your cheeks and exhale through your mouth.
2. "Mill".
   Feet together, arms up. Rotate with straight arms, pronouncing “zh-r-r” on the exhale. Accelerate movement, amplify sound.
3. "Geese".
   Walk around the room, flapping your arms like wings. Raise your hands while inhaling, lower them while exhaling, pronouncing "g-u-u".
4. "Balloon".
   Lying on your back, put your hand on your stomach. Take a deep breath in and out, observing the movement of the hand. Inflate your belly like a balloon.
5. "Hedgehog".
   Imitation of hedgehog panting with tension in the muscles of the nasopharynx.

Sound production methods

Tongue twisters for the pronunciation of the sound "r".

Basic staging techniques:

1. By imitation - the child's attention is fixed on the movements, positions of the organs of articulation when using visual and auditory control.
2. Mechanically - using speech therapy probes, spatulas, hand tools.
3. In a mixed way - staging from other sounds.

The period of fixing the correct sound is from 25 to 60 days. Lessons are held 2 times a week, without a speech therapist at home they are engaged daily.

Imitation

Until the age of 6, pure "P" and "Pb" appear in children by imitation. The child masters articulation independently through phonemic perception, focusing on the speech of the surrounding people. Therefore, the pronunciation of adults should be clean and clear, without violations.

Setting "R" from the sound "D"

You can teach your child to say the letter "P", starting from already formed sounds.

Statement from "D":

1. The child pronounces "D" loudly. The tip of the tongue rests on the alveoli of the upper palate. The tongue does not leave the palate.
2. Repeat without stopping "Ddddd". The tongue will vibrate and “DDD-RRR” will appear.
3. Say the syllables DRA, DRO, DRU, DRE, DRA, in which the "R" sounds hard.
4. Pronounce words that begin with "DR", "TR", work out pronunciation.
5. Remove the "D" from the exercises.

If the child is unable to vibrate the tongue, then you can help him by gently pushing the tongue with an ice cream stick.

Exercises from the sound "Ж"

If the preschooler correctly pronounces “F”, then when pronouncing it, you can move the tongue with a stick deep into the mouth. A short "R" is formed. Fix it by repeating the exercises. After automating "R" to select words without using "F".

Staging from the sound "Z"

The child pronounces "Z" briefly, lightly touching the alveoli with his tongue, blowing strongly on the tongue. A single-hit “P” will be heard, which then easily turns into a vibrating one.

This method is rarely used in practice, because. the articulation of "R" and "Z" is different.

Exercises from the sound "C"

The child pulls "Sssss" for a long time, then inhales through the mouth and presses the tongue to the alveoli. A short "P" will appear, which is automated through the above exercises.

Inhale

A distinctive feature of the above method is that the sound is evoked on inspiration. Speech is built on a long exhalation, inhalation during speech breathing is short. But when setting "P" from "C", the child makes a sound, inhaling the air.

Ways of setting the sound "r".

mechanical method

"P" is placed mechanically using speech therapy tools. The child opens his mouth, raises his tongue to the sky. The speech therapist taps the alveoli with a hammer, adds vibration with a spatula. The sound is fixed with the help of exercises, vibration is worked out first with a spatula, then without it.

The vibration of the tongue can be obtained in the following way: put a thick piece of paper (tied to a long thread) on the tip of the tongue, remove the tongue by the upper teeth and blow it off the tongue with a strong stream of air.

The mechanical method is applied with care, in the game, so as not to injure the preschooler.

Setting the sound "Pb"

When replacing "P" with its soft pair, the child opens his mouth wide and pronounces the sound more slowly, moving the front edge of the tongue forward to the upper incisors. In this case, "R" is combined with the front vowel "I". As a result, the sound acquires a soft tone.

Automation of the sound "P" in the syllables "ra-ro-ry-ru"

The game for working out "R" in open syllables helps the child to consolidate hard and soft forms, and contribute to the fluency of speech.

The preschooler repeats tongue twisters:

Ra, ra, ra is a warm hole.

Ra, ra, ra - thin bark.

Ry, ry, ry - a hedgehog sits at the hole.

Ry, ry, ry - they ran to the mountain.

Ru, ru, ru - we will walk in the forest.

Ru, ru, ru - I'll pick a lot of berries.

Ro, ro, ro - we called the bureau.

Setting the sound "R" according to Khvattsev

The Soviet teacher M. E. Khvattsev in 1959 developed a system of stage-by-stage production of "P":

1. Comparison of phrases with an explanation of the difference for the development of phonemic perception (hot-sorry, thief-ox, horns-spoons).
2. Obtaining vibrations mechanically, by tapping on the gums, and through working with an air jet.
3. Setting "P" from the resulting long "D" and "R".
4. Automation through the insertion of a reduced vowel sound "Y" (dyyyra, tyyyyra).

Exercises for the development of the pronunciation of the sound "r" according to Khvattsev.

Method according to Levina

Speech therapist R. E. Levina in 1965 developed a set of articulation exercises for teaching the pronunciation of "P".

At the first stage, the exercises are aimed at obtaining a fricative "P" without vibration after achieving the correct articulation.

On the second, the vibration of the tongue is trained from the sounds “Sh”, “Zh”. The child spreads his lips without rounding them, stretches out the “F”, moves the tip of the tongue up to the gums, there is no gap between them. The child exhales forcefully.

To generate vibration, the sound “D” is used, which is pronounced on one exhalation. The mouth is wide open, the front edge of the tongue is tightly connected to the gums of the upper teeth. "D" is pronounced instead of "R" in words with a combination of "TR" or "DR".

Bogomolova's method

A. I. Bogomolova in 1979 proposed a method for generating vibration for speaking "P". The teeth are open at a distance of 2 fingers. The tongue is pressed against the palate, stretching the frenulum as much as possible. The teacher moves the edges of the tongue to the sky with his fingers, while the frenulum is free.

The child takes a deep breath and blows it out sharply, connecting the voice. The combination "TJ" is formed. Repeat the exercise, gradually increasing the air pressure. The sound combination "TLE" will change to "TR". After fixing the short “TR”, they work out the rolling “TR” with the help of fingers, and then without them.