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Features of the pronunciation side of speech with dysarthria

Dysarthria is a disorder of sound pronunciation caused by organic insufficiency of innervation of the speech apparatus. In other words, this is a speech disorder in which the connection between the central nervous system and the speech apparatus suffers. As a result, the pronunciation side of speech is disrupted.

The main manifestations of dysarthria are a disorder of the entire pronunciation (these are disturbances in the articulation of sounds, as well as voice, tempo, rhythm and all intonation in general). With dysarthria, the sound pronunciation of both consonants and vowels may be impaired.

Sound pronunciation disturbances in dysarthria manifest themselves to varying degrees and depend on the nature and severity of damage to the nervous system. In mild cases, there are individual distortions of sounds, “blurred”, inexpressive speech, poor diction; in more severe cases, distortions, substitutions and omissions of sounds are observed, tempo, expressiveness, intonation suffer, and in general the pronunciation becomes slurred.

Dysarthria in children is observed with various organic brain lesions. It occurs as a result of some pathology during pregnancy, birth trauma, or may be a consequence of any diseases suffered in early childhood. Dysarthria most often occurs in cerebral palsy (CP).

There are different forms of dysarthria, but all its forms are characterized by certain disturbances that an attentive parent will be able to notice.

Firstly, it is worth paying attention to gross motor skills. The child may move little or poorly, and quickly get tired from exertion. In music classes and during dancing, this can manifest itself in rhythm disturbances.

Also indicative fine motor skills. If a child has difficulty fastening buttons, lacing shoes, does not like to draw, or paints sloppily, you should be wary.

However, the most basic indicators for dysarthria are violations articulatory motor skills, facial muscles. This may manifest itself as follows. The child’s facial muscles are in constant tension, which is why facial movements are absent or weakly expressed. The lips are in a state of frozen half-smile, and the tongue is thick and inactive. This is a sign of muscle spasticity. Also, articulatory muscles may, on the contrary, be sluggish, which is expressed in drooping corners of the lips (which remain like this even when the child speaks). The tongue is thin, sluggish, and little active. This is already a sign of pareticity of the tongue and lips. Also, disorders of articulatory motor skills can manifest themselves in the form of trembling of the tongue, many chaotic movements of the articulatory apparatus when trying to find the appropriate position of the lips and tongue. You should also pay attention to increased salivation during speech.

Among other things, dysarthria is characterized by disorders voice, speech breathing(speech can be inhaled or speech exhalation is shortened and the child seems to “choke” at the moment of speech) and intonation disorders, which are more often found in the form of insufficient voice strength, disturbances in voice timbre and weak expression or complete absence of voice modulations (the child cannot voluntarily change the pitch).

It is very important to understand that dysarthria requires early, long-term and systematic speech therapy work.

Since the formation of the pronunciation side of speech is a complex process during which a child learns to perceive spoken speech addressed to him and control his speech organs to reproduce it, you should not expect results immediately. Correcting pronunciation with dysarthria can take months and even years (depending on the severity and form of dysarthria).

The effectiveness of correctional interventions in eliminating pronunciation defects in children with dysarthria largely depends on the early start of speech therapy classes, the systematicity of their implementation, as well as on the relationship in the work of the speech therapist and parents (mandatory implementation of the recommendations of the speech therapist, neurologist, massage therapist, exercise therapy specialist and other specialists).

As an example, we present some exercises for the development of speech and non-speech breathing and articulatory motor skills (however, we should not forget that speech therapy work for dysarthria is not limited to these exercises!)

Exercises to develop breathing.

Target: produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.

Description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “f” for a long time, blow the cotton wool onto the opposite edge of the table.

Attention!

1. The lower lip should not be pulled over the lower teeth.

2. You can’t puff out your cheeks.

3. Make sure that the child pronounces the sound “f” and not the sound “x”, i.e., that the air stream is narrow and not diffuse.

The breeze is blowing

Target: produce an air stream that exits along the edges of the tongue.

Description: smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow. Check the presence and direction of the air stream with a cotton swab.

Make sure that the air does not come out in the middle, but from the corners of the mouth.

Focus

Target: develop the upward movement of the tongue, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue.

Description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up.

1. Make sure that the lower jaw is motionless.

2. The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly.

3. The lower lip should not be tucked in or pulled over the lower teeth.

Speech breathing exercises

Football
Roll up a cotton ball and place two cubes as gates. The child must blow on the ball and drive it into the gate.

Windmill
A child blows on the blades of a spinning toy or a windmill from a sand set.

Snowfall
Make snowflakes from cotton wool (loose lumps). Explain to the child what snowfall is and invite the child to blow “snowflakes” from the palm of his hand.

Leaf fall
Cut out various autumn leaves from colored paper and explain to your child what leaf fall is. Invite your child to blow on the leaves so that they fly. Along the way, you can tell which leaves fell from which tree.

Butterfly
Cut out butterflies from paper and hang them on threads. Invite the child to blow on the butterfly so that it flies (while making sure that the child makes a long, smooth exhalation).

Ship
Blow smoothly and for a long time on the paper boat.

Dandelion
Invite your child to blow on a faded dandelion (make sure you exhale correctly).

Storm in a glass
Invite your child to blow through a straw into a glass of water (you need to make sure that your cheeks do not puff out and your lips are motionless).

Exercise technique:

Take in air through the nose

Don't raise your shoulders

The exhalation should be long and smooth

It is necessary to ensure that your cheeks do not puff out (to begin with, you can hold them with your hands); you cannot repeat the exercises many times in a row, as this can lead to dizziness

Articulation gymnastics

	“Frog” - “Proboscis” Stretch your lips in a smile and show how wide the frog’s mouth is. Then stretch your lips forward, like a tube - you will get a proboscis, like a baby elephant's
"Fence" Open your lips and show closed teeth. Here's a fence!
	“Spatula” - “Needle” Open your mouth and place a wide, relaxed tongue on your lower lip. Then make the tongue narrow and show a sharp needle.
"Swing" Open your mouth and, with the sharp tip of your tongue, reach first to your nose, and then to your chin, then again to your nose, and then again to your chin. This is how the swing swings.
	"Watch" Open your mouth slightly, stretch your lips in a smile and alternately stretch the tip of your narrow tongue to different corners of your mouth, depicting a clock pendulum.
"Slide" Open your mouth, hide the tip of your tongue behind your lower teeth, and lift the back of your tongue up. Show me a steep hill.
	« Cup» Open your mouth wide, stick out your tongue. Raise the tip and side edges of the tongue to create a cup.
"Delicious jam" Open your mouth. Lick your upper lip with your tongue. Performing a top-down movement.
"Horse" Open your mouth, raise your tongue to the roof of your mouth and flick it. Show how the horse clicks.
	"Fungus" Open your mouth. Suck your wide tongue to the roof of your mouth. The dorsum of the tongue is the mushroom cap, and the hyoid ligament is the stalk.
"Drum" Open your mouth. Raise your tongue to the “tubercles” behind your upper teeth. While holding this position, say: “D-d-d-d.”
	"Brushing our teeth" Open your mouth and use the tip of your tongue to “clean” your lower teeth, performing a bottom-up motion.

Aphasia- These are speech disorders that occur when the cerebral cortex is damaged.

In the first days after a cerebrovascular accident, speech disorders in patients manifest themselves in the form of total aphasia, when the patient does not speak and does not understand speech addressed to him. Total aphasia after a few days or weeks can be replaced by gross motor aphasia: the patient begins to understand speech addressed to him, but communicates with others using a speech “embolus” - a stereotypically repeated sound combination, syllable or word, sometimes well intoned.

In some cases, repetition and naming are preserved, but errors in the coordination of words in a sentence or pronunciation disorders appear. With sensory aphasia, speech understanding is impaired. At the same time, patients can talk a lot, but due to a violation of auditory control, in the speech of patients there can also be many substitutions of sounds, replacing one word with another.

In addition, with motor and sensory aphasia, reading and writing are often affected.

In addition to motor and sensory aphasia, semantic and amnestic aphasia occurs: patients speak quite well, speak fluently, and understand everyday speech quite well. However, with semantic aphasia, they find it difficult to understand the meaning of proverbs, sayings, and complex speech structures. With amnestic aphasia, patients with relatively free speech find it difficult to name objects.

Before starting classes with patients, it is necessary to establish contact with them. First, you need to encourage the patient, assure him that his movements and speech will gradually be restored, but for this he needs to exercise. You need to talk to the patient persistently, but calmly, in a low voice, with a feeling of conviction in your words.

Close people and relatives caring for the patient should have close contact with the speech therapist and strictly follow his recommendations.

In addition, classes with the patient should be regular, without long breaks in the first years after a stroke, during which speech restoration is possible.

It is very important to remember the following:

• Do not confuse impaired speech with impaired thinking.
• Communicate with a patient with aphasia as an equal dialogue partner.
• Listening to him means waiting. Such a patient needs more time to express himself.
• Be a conversation starter, but don't help prematurely with verbal cues. To understand it, you must listen with your heart!
• Give the patient with aphasia the opportunity to speak out! Thinking together and accurately observing the situation will help in understanding.
• When making incomprehensible statements, do not interrupt the patient, even if the meaning of what was said is not clear. Don't constantly correct it.
• If a patient with aphasia is stubborn and deliberately repeats words, interrupt and divert his attention.
• Don't give up, don't give up communication! Key phrase: “We will understand each other - start again!”

With sensory aphasia, establishing contact can be somewhat more difficult.

In order for a patient with sensory aphasia to realize his speech defect, it is necessary to use so-called non-speech techniques for establishing contact.

To restore speech understanding in patients with sensory aphasia, pictures with captions are used. Patients are asked to lay out captions for pictures (for example: dog, house, cup, ball), read these captions, copy them, show where this or that object is depicted. Gradually, the number of pictures with captions expands, the patient has the opportunity to show surrounding objects, he begins to differentiate words that sound similar: table-chair, closet-scarf, crayfish-varnish, house-tom, etc. Working with object pictures does not lead to only to the restoration of phonemic hearing, but also the naming function.

For patients with motor aphasia at an early stage, it is advisable to give very short instructions, accompanied by a demonstration of actions and objects with which this and that must be done.

To restore oral, expressive speech in the early stages after a stroke in patients with motor aphasia, techniques are used to stimulate oral utterance, not individual words, but short, everyday phrases:

• will you have lunch?
• will you sleep?
• will you study?

Then they ask special questions that provoke a response with a specific word, for example “I want”:

• do you want to have lunch? Want;
• are you sleepy? Want.

Thus, in addition to the word “will”, the word “want” will appear in the dictionary, etc.

In case of more severe speech impairment, when the patient cannot utter a single sound as instructed, it is recommended to use automated speech series: ordinal counting, naming the days of the week, months of the year, reading well-known quatrains or the initial verses of songs known to the patient. In this case, the patient should follow the lips of the speaker and try to slowly repeat these speech sequences with him. Repeating speech series brings success within 2 - 3 weeks; The patient’s speech may be unclear at first, and not all sounds “pop up” at once. The patient should not only repeat these words, but also try to read them, first with a relative, and then independently. As soon as the patient is allowed to sit, visual dictations of spoken words should begin (the patient must read the word, write it down from memory, and then compare it with the model).

If repeated speech is quickly restored, then you should not engage in repetition again! - we urgently need to start working out answers to questions that are feasible for the patient, suggesting these answers to one degree or another. All work with patients with motor aphasia is carried out based not on objective, but on plot pictures for the timely restoration of a grammatically correctly constructed sentence.

With mild speech disorder, patients are advised to read short humorous texts of 1-2 pages, retell them, etc.

In parallel with classes to restore oral speech skills, patients must be taught reading and writing, since the restoration of these functions significantly contributes to the restoration of speech. If there is no hope of restoring writing with the right hand (severe paresis), the patient should be taught to write with the left hand from the very beginning.

It is necessary to emphasize such a feature of speech restoration at an early stage after a stroke as the dosage of speech load. First of all, it is desirable that the patient is in a ward or room where the radio, TV, etc. are turned off, i.e. the patient needs a certain auditory mode. But this does not mean that you cannot talk to the patient. The patient should hear quiet speech that is not traumatic, but somehow concerns him, in order to stimulate him to listen and listen to the speech.

When carrying out certain procedures with a patient, it is necessary to accompany them with a quiet speech, for example: “You need to change your shirt, raise your left hand. Fine. Now let’s free my right hand,” etc. After 6-10 days, the patient’s bedside table should contain his favorite newspapers and magazines, the headlines of which he should look through, i.e. the patient should not be completely turned off from his usual life. Already a month after a stroke, some patients can watch their favorite programs on TV for 10–15 minutes. However, care must be taken to ensure that the patient does not become overtired.

Speech classes during the first weeks after a stroke last from 7 to 15 minutes, after 1–2 months - up to 30 minutes. Sometimes it is advisable to split up these classes and conduct them 2-3 times a day.

Dysarthria is a violation of the pronunciation side of speech. The leading defect in dysarthria is a violation of the quality of pronunciation and fluency of speech.

Speech with dysarthria is blurred and unclear. The rate of speech is often impaired, which can be accelerated or slowed down. Sometimes there are alternations of accelerated and slow speech rates. The phrase is formulated unclearly, understatements are left unsaid, semantic stresses are placed randomly, the placement of pauses is disrupted, omissions of sounds and words, and muttering at the end of the phrase are typical. Voice disturbances are also observed: the voice is usually quiet, often uneven, sometimes quiet, sometimes loud, monotonous, sometimes nasal, often hoarse.

In combination with speech disorders, swallowing disorders are often observed.

RESTORATION PROGRAM FOR MOTOR APHASAIA:

1. Overcoming disorders of understanding situational and everyday speech:

• answers with an affirmative or negative gesture (word) to situational questions;

2. Disinhibition of the pronunciation side of speech:

• joint and independent pronunciation of automated speech series (ordinal counting, names of days of the week), singing with words, ending proverbs and phrases with hard (a cow gives tasty ....), and later with free (they brought it to the store .....) context.
• pronouncing simple words and phrases together;
• introducing a speech embolus into a word or phrase;

3. Stimulating a primitive dialogue on everyday topics, and later - a detailed statement in the dialogue.

4. Stimulating global (grasping a word as a whole, not syllable by syllable) reading and writing:

• placing captions under pictures;
• letter of familiar words (mother, Moscow);
• copying words, reading.

5. Restoration of analytical reading and writing (syllable, letter by letter)

6. Overcoming disorders of the pronunciation side of speech.

7. Practicing the purity of pronunciation of sounds.

8. Restoration and correction of phrasal speech:

• composing phrases based on a plot picture, using supporting words, detailed answers to questions, composing stories based on a series of plot pictures, retelling using leading questions.

9. Restoring understanding of complex speech:

• following complex instructions
• explanation of proverbs, sayings.

RESTORATIVE EDUCATION PROGRAM FOR SENSORY APHASAIA:

1. Overcoming disorders of understanding situational and everyday speech:

• display of everyday objects and their images;
• showing body parts in pictures and on your own body;
• choosing the correct name of the object and action based on the picture;
• classification of words by topic (vegetables and fruits) based on pictures;
• answers with an affirmative or negative gesture (word) to situational questions;

2. Stimulation of understanding of situational phrasal speech:

• answering “yes” and “no” questions using a gesture;
• following simple verbal instructions;

3. Preparation for restoration of written speech:

• laying out captions for objects and pictures;
• answers to questions in a simple dialogue based on visual perception of the text of the question and answer;
• writing words, syllables, letters from memory;

4. Restoring understanding of the meaning of a word:

• selection of generalizing words (vegetables, dishes...),
• selection of definitions for words (what kind of apple? - juicy, red, round, sweet...);
• filling in the gaps in phrases (I'll take an umbrella because...);

5. Overcoming oral speech disorders:

• composing sentences with given words;
• making proposals based on plot pictures;
• selection of synonyms and antonyms;

SPEECH RESTORATION PROGRAM FOR DYSARTHRIA

ARTICULATION EXERCISES FOR THE TONGUE:

• Alternately stick out a narrow, tense tongue and a wide, relaxed one.
• Press the tip of your tongue firmly against your upper teeth, then relax. At the same time, the mouth is slightly open.
• Smile, open your mouth slightly, place a wide, relaxed tongue on your lower lip. Hold for a count of 5.
• Pull your tongue back with force. Feel the tension in the root of the tongue, then relax it and place it on the floor of the mouth.
• Hold a wide tongue on the lower, then on the upper lip.
• “Cross-shaped” movements of the tip of the tongue.
• Slide the tip of your tongue across the hard palate.
• Move your tongue back and forth.
• Bite the tip of your tongue over the entire surface, moving back and forth.
• Circular movement of the tongue between the lips and teeth with the mouth closed.

FOR THE MUSCLES OF THE LOWER JAW:

• Move the lower jaw forward and return to its original position.
• Perform lateral movements of the lower jaw, then take the starting position.
• Perform circular movements with the lower jaw.
• Bite your upper lip with your lower teeth and vice versa, hold for a count of 5, then relax.
• Perform movements of the lower jaw back and forth while simultaneously tilting the head back and forth.
• Perform movements of the lower jaw alternately left and right while simultaneously turning the head in the same direction.
• Touch your chin alternately to your right and left shoulder.
• Touch your chin to your chest.
• Tilt your head back, slowly extend and retract your chin.

FOR LIPS:

• Alternately raise and lower the upper and lower lips; expose the upper and lower teeth as much as possible.
• Pull the corners of your mouth to the sides, then pull your lips forward with a tube. First imitation, then pronouncing the sounds I-U-O-A.
• It is exaggerated to pronounce the sounds P-B.
• Repeatedly pronounce the combination of labial consonants MB BM PM MP and labiodental VM MV BV VB, etc.
• Massaging the lower lip with the upper teeth. Then with the lower teeth - the upper lip.
• Movement of elongated lips left and right.
• Pull your lips over your teeth with your mouth slightly open.

FOR FAMILY MUSCLES:

• Lower the corners of your mouth with your mouth closed.
• Frown your eyebrows, relax.
• Raise your eyebrows, relax.
• Squint one eye, then the other.
• Close your eyes, relax.
• Puff out your cheeks, suck in your cheeks, pump air from one cheek to the other alternately, as when rinsing.
• Bare your teeth as much as possible.
• Place your upper lip over your lower lip.
• Pull your lower lip over your upper lip.
• Alternately expose the upper and lower teeth.
• Move your nostrils, as if flaring them.
• Wrinkle your forehead, relax.

Exercises to shape exhalation

Treatment of dysarthria. Exercises to shape exhalation

And these are exercises for forming exhalation. It turns out that inhaling air is not enough; you also need to exhale correctly. We inhale air for oxygen, and exhale for speech. As a result of performing the exercises, it is important to learn to feel the difference in the direction of the air stream. To work on breathing at this stage, three sets of exercises have been created

Exercises to differentiate oral and nasal exhalations.

Complex 1. Formation of a fixed exhalation.

1.1. Open your mouth wide and breathe calmly through your nose.

1.2. Close one nostril with your middle finger - inhale. Exhale smoothly through the other nostril. Alternately close the left and right nostril.

1.3. Inhale through slightly closed lips, exhale smoothly through the nose, first without a voice, then with a voice (m......).

1.4. Inhale with your mouth wide open, exhale smoothly through your nose (do not close your mouth).

1.5. Inhale through your nose, exhale smoothly through your mouth (open your mouth wide, tongue on your lower teeth - like warming your hands), first without a voice, then with a voice (ah.....).

1.6. Inhale through your nose, exhale smoothly through loosely closed lips (ph.....).

1.7. Inhale through the nose, exhale smoothly through the corners of the mouth, first through the right, then through the left.

1.8. Inhale through the nose, exhale - stick out your tongue (it should be relaxed), lift it to your upper lip, blow on your nose (blow the cotton wool off your nose).

Complex 2. Formation of forced exhalation.

2.1. Inhale through your nose, exhale through your nose in bursts.

2.2. Inhale through your nose, exhale through loosely closed lips jerkily, intermittently, making short intervals (f! f! f!)

2.3. Open your mouth wide, stick out your tongue, inhale and exhale through your mouth jerkily, intermittently (like a dog breathing).

2.4. Inhale with your mouth wide open, exhale jerkily through your nose (do not close your mouth).

2.5. Exhale through slightly closed lips, jerky exhale through the nose, first without a voice, then with a voice (m! m! m!).

2.6. Inhale through the nose, exhale jerkily through the corners of the mouth, first through the right, then through the left.

2.7. The lips are extended forward like a tube. Inhale through the nose, exhale jerkily through the “tube” (ooh! ooh! ooh!)

Complex 3. Formation of the ability to combine fixed and forced exhalations.

3.1. Inhale through the nose, elongate the exhale with intensification at the end (ph...ph! ph!).

3.2. Inhale through the nose, jerky exhale, at the end turning into a smooth exhalation (f! f! f...).

3.3. The lips are extended forward like a tube. Inhale through the nose, exhale extended through the “tube” with intensification at the end (ooh...ooh! ooh!).

3.4. The lips are extended forward like a tube. Inhale through the nose, jerky exhale, at the end turning into a smooth exhalation (ooh! ooh! ooh...).

3.5. Inhale through slightly closed lips, elongated exhale through the nose with intensification at the end with a voice (m...m! m!).

3.6. Inhale through slightly closed lips, jerky exhalation, at the end turning into a smooth exhalation (m! m! m...).

3.7. Lips in a smile. Inhale through the nose, exhale extended through the mouth (s...s! s!).

3.8. Lips in a smile. Inhale through the nose, jerky exhale, at the end turning into a smooth exhalation (s! s! s...).

3.9. Inhale through your nose. Pronounce the sound “sh” for a long time with intensification at the end (sh...sh! sh!). Inhale through your nose. Briefly pronounce the sound “sh”, lengthen the exhalation at the end of the pronunciation (sh! sh! sh...).

The first complex is aimed at the formation of fixed (smooth) exhalations through the nose or mouth and their alternations. A fixed exhalation is necessary to pronounce consonant sounds - f, v, s, z, sh, zh, sch, x.

The second complex is designed to master forced (push-like) exhalation through the nose or mouth and alternating one and the other. Forced exhalation is necessary to pronounce consonant sounds - p, b, t, d, k, g.

The third complex should help you learn to combine fixed and forced exhalations. This is necessary for pronouncing the sounds ts, ch and other consonants.

After working out the first complex, you need to move on to the next ones sequentially.
The main feature of these complexes is the combination of breathing exercises with the work of the articulatory and vocal apparatus, which contributes to the development of coordination between breathing, voice and articulation.

Self-massage for dysarthria

Before starting classes, it is necessary to ventilate the room, wash your face and hands.

BAT 1 - relieves tension in the argiculatory-facial muscles.
BAT 2 - training to sense the chest resonance of the voice.
BAT 3 - training the sensation of head resonance of the voice.
BAT 4 - relieving tension in the lower jaw.
BAT 5 - nasal breathing training.
BAT 6 - relieves tension in the neck muscles.
BAT 7 - prevention of runny nose.
BAT 8-13 - relieving fatigue of the vocal apparatus, improving memory, increasing performance during mental fatigue.

Exercises to improve swallowing function

Imitate familiar movements:

• cough "cough cough"
• yawn with mouth wide open
• pretend to whistle without sound, straining the oral cavity
• gargle
• snore
• swallow semolina porridge - “yum, yum, yum and sip”

2. Firmly, as if pushing, pronounce the sounds “a” and “e” - 3-5 times

3. Stick out your tongue and say the sound “g”

4. Silently pronounce the sound “y”, pushing the lower jaw forward

5. Swallow drops of water from the pipette.

6. Extend the sound “m”, closing your lips (as much air as you can, i.e. exhale).

7. Pull the sound “and” either high or low on one exhalation, while vibrating the larynx with your fingers

• You can eat and drink only while sitting or raising the head end of the bed.
• After eating, you must wait 20-25 minutes before lying down in a horizontal position.
• You need to eat in small portions, slowly, slightly lowering your chin to your chest - this makes it easier to swallow. You can squeeze the bed rail or blanket while swallowing; this also helps swallow food.
• The diet should be dominated by thick drinks and food (jelly, fermented milk products, purees, jelly, mousses, cutlets, soufflé, etc.)
• All crumbly products are prohibited (baked goods and confectionery products, products with cereals, nuts), which can be dangerous - they are easy to choke on, and it is also not advisable to eat meat, citrus fruits (the fibers are difficult to chew)!
• It is not recommended to mix drinks and food during meals; you should drink before or after meals.
• After eating, it is advisable to rinse your mouth or clean the oral cavity with a napkin, as food may remain there (behind the cheek, on the gums). If the patient chokes, allow him to cough, do not give him anything to drink, as water penetrates the respiratory tract more easily.
• When returning home for a bedridden patient, it is necessary to call a general practitioner or GP at home. If possible, go to the clinic at your place of residence to continue rehabilitation. Rehabilitation can last 1-2 years, provided that the patient, relative and doctor form a single team. Good luck to you!

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The pronunciation level of speech development of first-graders involves working on vocal data, on stress - phonetic and phrasal (logical), on orthoepic norms, on speech tempo and pauses, on semantic and emotional intonations. Many children entering first grade need help in overcoming psychological barriers, slow reactions in dialogue, passivity and shyness.

Pronunciation work is planned in the following areas: speech technique, orthoepy, intonation.

The first direction is implemented daily in the system of literacy lessons at a special stage - speech warm-up. Speech technique exercises are necessary for almost all students: for some, such exercises help correct speech deficiencies, for others, not to lose previously acquired skills, and for everyone, they allow them to tune in to the lesson and prepare their speech apparatus for speaking. Speech technique is understood as the result of correct breathing and clear diction: speech is acquired when the ability to control the muscles of the speech-motor apparatus is acquired. From this pattern of teaching speech follows the principle of attention to the matter of language, to the physical development of the speech organs.

Speech warm-up is a complex that includes breathing, articulation and diction exercises.

1 group of exercises (breathing)- to establish correct speech breathing for students.

There are physiological and speech breathing. In human life, breathing is involuntary. It proceeds with uniform acts of inhalation and exhalation of equal duration, which are separated by a short stop. During reading aloud and speaking, normal physiological breathing is not enough; in this case, speech breathing takes place, which is a controlled process. The skill of speech breathing is acquired gradually as a result of long-term constant training in the system of literacy lessons, and later - lessons of the Russian language and literary reading. Breathing is of great importance for oral speech. Proper breathing is health.

Tasks for the development of speech breathing:

· Teach to distinguish the elements of speech breathing (inhalation, exhalation, holding the breath, gaining air);

· Develop the ability to increase lung capacity;

· Practice long exhalation, i.e. develop the ability to exhale correctly - gradually (and not at all the ability to inhale large amounts of air);

· Train the ability to rationally expend and promptly renew the supply of air during speech, i.e. make more air.

In the initial stage of mastering speech breathing, will and consciousness are involved, but as a result of training, this process gradually becomes involuntary.

Here are a few exercises that you can use in literacy lessons.

Exercise 1. I.P. (starting position) Stand up straight, straighten your shoulders (do not raise them while breathing!), keep your head straight, smile. At the teacher’s signal, take a deep breath (the teacher raises his hand, palm up). Hold your breath - the palm turns down, exhale - the hand goes down.

Exercise 2. I.P. Same. On the count of 1-2, take a deep breath. Hold your breath for “one time”. Exhale - smoothly count from one to three, from 1 to 5, from 1 to 7, etc. It is recommended to increase the exhalation count every other day.

Exercise 3. I.P. Same. On the count of 1-3, take a deep breath. As you exhale, prolonged pronunciation of vowel sounds (any sounds can be taken, and the number of sounds pronounced as you exhale gradually increases).

Exercise 4. I.P. Same. After taking a deep breath, vowel sounds (any of the teacher’s choice) are pronounced as you exhale; a consonant [g] or [n] or others is added to each sound.

Exercise 5. I.P. Same. At the teacher’s signal, students take short breaths until their lungs are completely filled with air. Then slowly, smoothly exhale on the sounds [f], [s], [w] (first separately, and then in a row). Any sounds can be used.

Exercise 6 - “Blow out the candle!” I.P. Sit down, straighten your shoulders, keep your head straight. Visualize a candle in front of you (you can use a strip of paper as a candle). Taking a deep breath, blow on the candle forcefully to extinguish the flame.

This exercise can be used to develop the ability to rationally use air during speech. To do this, you need to imagine not one, but two or three candles. And, of course, try to distribute the exhaled air so as to blow them all out.

Exercise 7 - “Let’s throw the ball!” I.P. the same thing. We inhale, as we exhale we bend over and “lift” the ball, another inhalation – we straighten up, a sharp exhalation – we “throw” the ball.

Exercise 8 – “Blow on a leaf!” I.P. the same. Imagine that you have a small birch leaf on your palm. Exhale, inhale and hold your breath (2 seconds), gently blow on the leaf so that it flies far, far away.

Exercise 9 – “The ball has dropped!” We inhaled, puffed out our cheeks, spread our arms to the sides. As we exhale, we join our hands and pronounce the sounds [c] or [w].

Exercise 10. I.P. Same. As you exhale, a proverb or saying, a tongue twister. Long tongue twisters come with more air. For example, Thirty-three Yegorkas lived on a hillock (gaining air) near a hill.

To develop the ability to add air, you can use A. Barto’s quatrains, for example: The hostess abandoned the Bunny, the Bunny remained in the rain (gaining air), he could not get off the bench, he was completely wet. Our Tanya is crying loudly and dropped a ball into the river (gaining air). Hush, Tanechka, don’t cry, the ball won’t drown in the river!

By the time children enter school, in most cases, they have a sufficiently trained articulatory apparatus and speech hearing, which are used to reproduce and distinguish the semantic properties of sound units of Russian speech. However, one should take into account the shortcomings in the functioning of the speech base of younger schoolchildren. The inaccurate operation of the articulatory apparatus is widespread: firstly, as a result of sluggishness and insufficient flexibility (mobility, “obedience”) of parts of the speech apparatus, “blurred” speech, vagueness, indistinctness is observed; secondly, as a result of excessive tension in the muscles of the speech apparatus, excessive haste and “rapid speech” of pronunciation occurs. Often, first-graders also have individual speech defects: burr, lisp, whistling, etc. During the period of learning to read and write, articulation and diction exercises should be carried out regularly, correlating them with the learned sound and letter.

2nd group of exercises (articulation)– to practice the correct pronunciation of vowels and consonants.

Before performing the exercises, plastic (articulation) gymnastics “Let’s stretch the tongue” is recommended. Its purpose: to warm up the muscles of the tongue, lips, cheeks to ensure their mobility when speaking. Gymnastics is aimed at developing and strengthening the muscles of the lips, tongue, jaws and mouth.

Exercises:

· lips in a smile (teeth exposed);

· lips “in a tube” (pulling forward);

· alternating “smile-pipe”;

· stroke the palate with the tongue;

· “horse” (clattering, “clicking” of the tongue);

“talk” (moving the tongue back and forth);

· “clock” (moving the tongue left and right);

· “brushing your teeth” (moving your tongue along the inner surface of the upper and then lower teeth);

· circular movements of the tongue clockwise and back (mouth closed);

· “pendulum” (the tongue rests alternately on the left and then on the right cheek);

· calm opening and closing of the mouth (lips in a smiling position);

· “scapula” (place a wide, soft and relaxed tongue on the lower lip);

· “needle” (narrow, tense tongue stuck out forward).

Articulation exercises for consonants and vowels:

1. Pronouncing pairs of mixed (difficult to pronounce) sounds in direct and reverse order [s-z], [s-sh], [zh-ts], [s-ts].

2. Game “Hard-Soft”: the teacher pronounces hard consonants, and the children pronounce soft ones. Then vice versa: the teacher pronounces soft consonant sounds, and the children pronounce hard ones. When performing this exercise, you must be careful, since there may be “traps” (in the Russian language there are only hard or only soft consonant sounds).

3. A number of vowels are proposed for pronunciation in the following order: [a], [o], [i], [s], [u], [e]. Alternately shifting the stress from one vowel to another will ensure the reading of unusual words that are first pronounced slowly, then the tempo increases. This exercise can be organized in the form of the game “Aliens”. Such a game promotes the development of attention and memory, and can also be used to develop students’ first skills in the culture of verbal communication (polite people, when addressing each other, call the interlocutor by name and look directly at him, and not to the side).

Another option for performing this exercise is to pronounce vowels in pairs. First, all subsequent vowels are pronounced with the first vowel, then with the second, etc. until the last pair.

4. The exercise for pronouncing vowels and consonants is carried out on the basis of the following table:

The table is read horizontally, vertically, with the addition of one or more consonants. The game form of the exercise is carried out using various emotional intonations available to primary schoolchildren: “complaint”, “joy”, “sadness”, “anger”, etc.

5. Exercise on pronunciation of triplets of words with alternating vowels or consonants at the beginning or in the middle of the word: soap-mil-soap; cheese-fat-cheese; vol-vel-vol, etc.

Group 3 exercises (diction) – to practice clear pronunciation in accordance with a given pace. Good diction is equally important for both the reader and the listener. Diction makes breathing easier and the vocal cords work. Children enjoy doing these exercises.

Teacher Children

Who wants to talk, we will talk,

He must reprimand, and we will reprimand,

Everything is correct and clear, So correct and clear,

So that it is clear to everyone. So that it is clear to everyone.

Tongue twisters are good material for developing diction. Work on a tongue twister is carried out in several stages. At the first stage, work with tongue twisters proceeds slowly, with exaggeratedly clear speech. From long and repeated repetition of the same words, the speech apparatus learns to perform tongue twisters at a fast pace. First, short and then more complex tongue twisters are selected: The Christmas tree's needles are sharp and prickly; Checkers on the table, cones on the pine tree; Three magpies on the threshold, three crows on the gate; The turtle, not bored, sits for an hour with a cup of tea; The mouse whispers to the little mouse: “Are you still rustling, aren’t you sleeping?”; Our Polkan fell into a trap, etc.

Work on a tongue twister can take a whole week. The following sequence of work is advisable:

Day 1 – students detect a repeating sound in a tongue twister and pronounce it in a choral, measured manner;

Day 2 – pronunciation of the tongue twister three times, relying on clapping. The teacher sets the rhythm by clapping, first at a slow and then at a fast pace, which the children pick up. In accordance with the rhythm, children pronounce a tongue twister in chorus.

Day 3 – pronunciation of tongue twisters with transfer of logical stress from one word to another.

Day 4 - pronunciation of tongue twisters with different voice strengths: whisper, loud whisper, quietly, sotto voce, loud, very loud, articulation without sounds (lips move, but no sounds are heard).

Day 5 – pronunciation of the tongue twister in the given intonation. Intonations of different emotional connotations are offered, for example: sad-happy; delight - anger; pity - delight; fear - surprise, etc.

Day 6 – competition “Who is better and faster?” Individual pronunciation in accordance with the task and analysis of the exercise from the point of view of success in solving diction and intonation problems.

The second direction in the work on speech development at the pronunciation level is the organization of practical acquisition by first-graders of the orthoepic norms of the Russian literary language. In a preschool child, speaking skills develop unconsciously under the influence of the natural speech environment. Upon entering school, the main mechanism for mastering pronunciation norms continues to be imitation, i.e. imitating the speech of others, mainly the teacher. The task of a primary school teacher is to prevent and eliminate the negative impact of writing as the leading cause of deviations from spelling norms. In this regard, special attention is paid to:

Combinations Thu in a pronoun What and its derivatives;

Combinations chn in separate words ( of course, on purpose and etc.);

Combinations schn in a noun assistant;

Endings wow/his (winter, etc.) and words Today;

The use of words of foreign pronunciation like postman, district;

Combinations gk, gc in words light, soft;

The use of hard and soft consonants before e in borrowed words.

The third area of ​​work on speech development at the pronunciation level is improving students' intonation skills. During the period of literacy training, special work should be organized to accumulate a dictionary of emotional states, because A first grader does not have a sufficient stock of emotional and evaluative vocabulary. The subject of practical development should be intonations that are close and understandable to children: joy, sadness, anger, fear, surprise, etc. Improving intonation skills should begin with dialogical speech, gradually moving on to improving monologue. Intonation work is included in the structure of literacy lessons and is based on textual and illustrative material in the educational book. Such a preparatory course makes it possible, on the one hand, to form the intonation culture of first-graders, and on the other, to create the basis for further study of syntax, punctuation, teaching expressive reading and storytelling, and mastering intonation as a means of communication.

Intonation is a sound means of language, with the help of which the speaker and listener highlight the statement and its semantic parts in the flow of speech, conveying a subjective attitude to what is being expressed. The structure of intonation includes the following means of speech expressiveness: melody of the voice (raising and lowering the tone), intensity or strength of the voice (dynamic component), tempo or duration, pauses, a special timbre as a means of expressing emotions. There are semantic and emotional intonations. Semantic ones include logical and grammatical ones, as well as intonations of relationships (requests, orders, beliefs, etc.).

Work on the intonation expressiveness of speech can be done using the material of short poems or riddles. For example:

A steam locomotive without wheels.

What a miracle locomotive!

Has he gone crazy?

He went straight across the sea!

What is this? Guess this riddle. How did you guess?

Let's read it expressively. Each line in this riddle is read differently, in a different tone.

How do we read the 1st line? (With surprise.) Don’t forget to pause after the word “locomotive.” This way we will increase the surprise.

How do we read the second line? (With admiration.)

How do we read the third line? (In a questioning and mocking tone). And the fourth? (Admiring and surprised).

As the most important means of developing first-graders’ intonation skills, speech situations are used that ensure the emergence of lively and natural intonations. In this case, the circumstances of reality should be detailed, which will help the child to easily imagine himself in the role of a hero and obtain the necessary intonation. Here are several exercises for practicing intonation expressiveness of speech.

Exercise 1. Children, imagine a sunny day. You are walking in the garden. And suddenly…! A beautiful carnation flower, like a red light, burns in a flower garden. How did you feel? Did you want to show it to someone? How will you invite your friends? With what intonation will you pronounce these words? Read E. Serov’s poem about this.

Look, look, look!

What is this red light?

This is a thin clove

It's a hot day celebrating!

Second? (in a joyfully questioning tone) third and fourth? (With admiration)

Exercise 2.– When are we surprised? (When we see something unusual) And when do we admire? (When we see something very beautiful) Now we will read a poem in which the author is surprised, admired, and asks us something.

What kind of ceiling is this?

Sometimes he is low, sometimes he is high,

Sometimes he is gray, sometimes he is whitish,

It's a little bluish.

And sometimes so beautiful -

Lace and blue-blue!

What is this? (Riddle. The answer is heaven) How did you know?

Preparing for expressive reading:

Why is he surprised? Read it. What does he admire? Read it.

Arrangement of pauses and logical stresses.

Exercise 3. Guess the riddle:

Steam locomotive without wheels

What a miracle locomotive!

Has he gone crazy?

He went straight across the sea!

Each line in this riddle is read differently, in a different tone.

How do we read the first line? (With surprise) Don't forget to pause after the word "locomotive." This way we will increase the surprise.

How do we read the second line? (With admiration) The third? (In a questioning and mocking tone) The fourth? (Admiring and surprised)

Iya Valerievna Bolgova
Dysarthria

Task 1. Describe the symptoms of bulbar dysarthria and draw up a plan for correctional and speech therapy work to restore speech.

For bulbar dysarthria typical symptoms:

Disorder of the muscles responsible for the swallowing function, which is expressed in difficulty swallowing, and sometimes even in aphagia (inability to swallow). Under such conditions, there is a risk that food will enter the trachea and directly into the lungs, which can lead to suffocation and death.

Speech disorder. At the same time, it becomes inaccessible to perception. The voice and the very ability to speak may disappear. The patient gets tired of the tension that the muscles of the speech apparatus experience when speaking.

Weakening of the respiratory and cardiovascular systems, which is due to the proximity of their location to the damaged areas of the nerves;

Deviation of the tongue to the side not affected by paralysis.

Drooping soft palate. Absence of pharyngeal and palatal reflexes.

Uncontrollable crying or laughing when holding an object over the surface of the teeth.

Features of work with bulbar dysarthria.

For flaccid paralysis and paresis, the goal of speech therapy work is to improve tissue nutrition, conductivity of nerve tissue, muscle excitability and reactivity, and induce reflexes.

This can be achieved through tonic massage and gymnastics. Gymnastics is initially passive, then passive - active.

Respiratory muscle training is a must. With flaccid paralysis of the muscles of the soft palate and pharynx, it is necessary to select exercises to train these muscles.

To activate the vocal cords, it is useful to let a speech therapist feel the sound of your voice. The child puts his hand to the speech therapist’s larynx and feels the tension of the sounding voice and the vibration that occurs. At the same time, the child is taught to distinguish between turning the voice on and off by ear.

Speech therapy work with dysarthria is carried out in stages.

The first stage, preparatory - its main goals: preparation of the articulatory apparatus for the formation of articulatory patterns, in a young child - nurturing the need for verbal communication, development and clarification of passive vocabulary, correction of breathing and voice.

An important task at this stage is the development of sensory functions, especially auditory perception and sound analysis, as well as the perception and reproduction of rhythm.

Methods and techniques of work are differentiated depending on the level of speech development.

The second stage is the formation of primary communicative pronunciation skills. Main it target: development of speech communication and sound analysis.

Work is underway to correct articulation disorders.

Work on relaxing the muscles of the articulatory apparatus begins with general muscle relaxation, relaxation of the neck, chest muscles, and arm muscles.

Then they begin to relax the lip muscles.

After relaxation, and in case of low tone - after a firming massage of the lips, they are trained in passive-active movements.

After general muscle relaxation and the exercises described above, begin training the muscles of the tongue.

The first stage of work is exercises for the lips, helping to relax them and enhance tactile sensations in combination with passive closing of the child’s mouth. Attention is fixed on the sensation of a closed mouth, the child sees this position in the mirror.

At the second stage, the mouth is closed in a passive-active way. At first, it is easier for a child to close his mouth when his head is tilted, and easier to open when his head is slightly tilted back. At the initial stages of work, these lightweight techniques are used. The transition from passive mouth opening movements to active ones becomes possible through reflex yawning.

At the third stage, active opening and closing of the mouth is trained according to verbal instructions: "Open your mouth wide", "Pull your lips forward", “Pull your lips into a tube and return them to their original position.”.

Various tasks are offered to imitate the position of the mouth presented in the pictures. Gradually several exercises become more complicated: the child is asked to blow through relaxed lips and make vibration movements.

Task 2. Describe the symptoms of cerebellar dysarthria and select exercises to restore the pronunciation side of speech.

Features of work with cerebellar dysarthria.

Occurs when the cerebellum and its connections with other brain structures are damaged.

Pathogenesis and clinical symptoms. There is marked asynchrony between breathing, phonation and articulation. As a result, speech is slow in tempo, jerky, with impaired stress modulation, with the voice fading towards the end of the phrase, that is, chanted speech. Due to hypotonia, movements of the articulatory organs are reproduced and maintained with difficulty. As a result, sounds that require fairly clear, differentiated movements and sufficient muscle strength are phonetically impaired. abbreviations: complex anterior lingual sounds, affricates, stop sounds. A symptom of open nasality develops. Prosodic disturbances are more pronounced.

With this form dysarthria disorders of general and articulatory motor skills are determined by low muscle tone, lack of accuracy and proportionality of movements, disturbance of synchrony and rhythm. There is a gross violation of the intonation of speech; its monotony. Speech is slurred and fragmentary.

The cerebellum and its functions can develop during training, and the higher voluntary level of movement regulation carried out by the cerebral cortex should be used as much as possible. Thus, when teaching a child any movements, consciousness is included and they are taught to control their movements with the help of vision.

Before starting comprehensive training dysarthria, requires careful preparation, which consists of four stages of work. Long-term plan and work with the aim of developing speech muscles and carrying out the necessary corrections:

Working on proper breathing to develop speech. The sequence of inhalation and exhalation when speaking, holding the breath on individual syllables and sounds. Development of articulatory motor skills.

Auditory memory training, work to increase attention and perception.

Exercises for fine and gross motor skills.

The work is based on two methods - passive and active articulatory gymnastics.

Passive gymnastic movements

The passive method for eliminating speech defects promotes the development of the functions of a certain muscle group that was not previously involved in work. In addition, automation of the muscle group that took an active part in the conversation is being further developed. All these factors form various voluntary muscle movements for staging the development of speech. Thanks to passive exercises, an image of articulation is created in which new tactics for pronouncing sounds are implemented and new patterns of movement of the speech organs are determined. Inert articulatory gymnastics and exercises are carried out after the massage session. On the part of the baby, it is performed without his actual participation: all movements of the tongue and lips are made without its help. Articulatory speech exercises are repeated serially from three to five times. Passive articulatory gymnastics is performed for the tongue and lips. It has its own methods that allow the child to acquire correct speech.

Gymnastics and exercises language:

the tongue is removed from the oral cavity and then returned to it (input Output); raising the tongue and retracting it back (setting and correcting sound "l");

the tongue reaches to the chin;

the tongue reaches towards the nose;

stretching the tongue and abducting it from side to side;

lowering the tongue to the bottom of the mouth;

the tip of the tongue stretches and reaches the palate (sound setting and correction "R"); relaxing the tongue muscle with small swings to the right and left. Articulation gymnastics and exercises for passive exercises (lips):

light squeezing of the upper lip - carried out with fingertips, which are fixed in the corner of the mouth;

light squeezing of the lower lip - carried out in a similar way;

movement "proboscis"- collecting the upper and lower lips into a tube (sound production "y");

fixing the fingers in the corners of the mouth, the line is stretched (sound production "And");

raising the upper lip towards the nose;

drooping of the lower lip to the sides of the chin;

full compression and closing of the mouth (production of sounds "m", "P");

placement of the corners of the mouth to produce vowels sounds: "O", "y", "And", "Yu""s", "A".

When performing passive gymnastics exercises, the relationship between the instructor and the student is very important. Thus, the following must be present: actions: visual control - the child sees a reflection in the mirror, thus it becomes clear to him which muscles can actively develop speech to activate the pronunciation of sounds; auditory perception - inform your child about your actions. For example: “Now your tongue is touching the roof of your mouth.”, “your upper lip reaches your nose”. After passive gymnastics, active exercises of the speech muscles are performed. (speech automation). However, it should be borne in mind that the structure of the work transition should be smooth, that is, it is advisable to devote some time to passive-active exercises.

Active gymnastic movements

They are carried out in front of a mirror. The child looks at speech therapy instructions and repeats facial movements.

Here are some popular ones ways: "astonishment". With this grimace, you need to roll your eyes out and raise your brow ridge upward. If the child does not do this well, then help him by slightly raising his forehead with your fingers;

rapid blinking of the eyes;

inflating first one cheek, then the second, and after that two at once!

Do the same sequence with lips: first blow air under the upper and then under the lower lip (sound production "f"). After this warm-up, you can proceed directly to working on the muscles of the oral cavity. Again, in front of the mirror, we help the child complete the following speech therapy tasks: pull the tongue forward and make it soft and spread out; make an extended tongue "tube", that is, try to bring its edges together; With the tip of your tongue, lick the upper border of the lip, and then the lower; reach your tongue to your nose and then to your chin; reproduce the running of a horse, that is, click your tongue (set sound to).

An excellent exercise for working the lower frenulum and palate; smile so that as many teeth as possible are exposed (sound setting and); gather your lips together "pipe"; alternating the two previous exercises; Job jaws: moving it forward and backward, left and right.

Task 3. List the main symptoms of anarthria.

Make a plan for correctional and speech therapy work to restore speech in anarthria and select exercises.

Symptoms of anarthria

Lack of ability to pronounce words, letters, and sometimes even sounds.

Marked slurring speeches: words are pronounced with great difficulty, stuttering, as if through the nose (nasal). The patient critically evaluates his speech defect and prefers to remain silent or communicate using gestures and writing.

Choking when eating (does not directly relate to the term anarthria, but is often encountered with it).

Speech therapy work with dysarthric disorders should begin with weakening the manifestation of disorders of the innervation of the muscles of the speech apparatus. By expanding the possibilities of movement of speech muscles, one can count on their better spontaneous inclusion in the articulatory process.

When carrying out correctional and speech therapy work with children with dysarthria It is advisable to use the following methods of speech therapy impact:

Differentiated speech therapy massage (relaxing or stimulating);

Probe, acupressure, manual, brush massage;

Passive and active articulatory gymnastics;

Artificial local contrast therapy (combination of hypo- and hyperthermia).

Speech therapy work with children - dysarthrics is based on:

Knowledge of the structure of speech defects in different forms dysarthria,

Knowledge of the mechanisms of disorders of general and speech motor skills,

Taking into account the personal characteristics of children.

Particular attention is paid to the state of children's speech development in the field of vocabulary and grammatical structure, as well as the peculiarities of the communicative function of speech. For school-age children, the state of written speech is taken into account.

Classes with a speech therapist: correction of an existing defect with the help of special exercises (physical therapy to normalize muscle tone and increase the range of movements of the articulation organs (tongue, cheeks, lips).

An approximate complex of passive gymnastics:

The lips close passively and are held in this position. The child's attention is fixed on closed lips, then he is asked to blow through his lips, breaking their contact;

Using the index finger of the left hand, lift the child’s upper lip, exposing the upper teeth; with the index finger of the right hand, raise the lower lip to the level of the upper incisors and ask the child to blow;

The tongue is placed and held. between teeth;

The tip of the tongue is pressed and held against the alveolar process, the child is asked to blow, breaking the contact;

An approximate set of static articulation exercises for dysarthrics. L. V. Lopatina, N. V. Serebryakova

1. Open your mouth, hold it open while counting from 1 to 5-7, and close it.

2. Open your mouth slightly, push your lower jaw forward, hold it in this position for 5-7 seconds, return to its original position.

3. Pull the lower lip down, hold it while counting from 1 to 5-7, return to its original state;

Raise your upper lip, hold it while counting from 1 to 5-7, return to its original state.

4. - stretch your lips into a smile, exposing the upper and lower incisors, hold them counting from 1 to 5-7, return to their original state;

Stretch in a smile only the right one (left) hold the corner, exposing the upper and lower incisors, counting from 1 to 5-7, return to its original position.

5. - lift alternately first the right one, then left: corner of the lip, lips closed, hold at a count from 1 to 5-7, return to its original state.

6. - stick out the tip of your tongue, mash it with your lips, pronouncing the syllables pa-pa-pa-pa. After pronouncing the last syllable, he will leave his mouth slightly open, fixing his wide tongue and holding it in this position, counting from 1 to 5-7;

Stick the tip of your tongue between your teeth, bite it with your teeth, pronouncing the syllables ta-ta-ta-ta. After pronouncing the last syllable, leave the mouth slightly open, fixing the wide tongue and holding it in this position, counting from 1 to 5-7, return to its original position.

7. - place the tip of the tongue on the upper lip, fix this position and hold it counting from 1 to 5-7, return to its original state;

Place the tip of the tongue under the upper lip, fix it in this position, hold it while counting from 1 to 5-7, return it to its original state;

Press the tip of the tongue against the upper incisors, hold the given position counting from 1 to 5-7, return to its original state;

Movement "licking" with the tip of the tongue from the upper lip into the oral cavity behind the upper incisors.

8. – give the tip of the tongue a position "bridge" ("slides"): press the tip of the tongue to the lower incisors, raise the middle part of the back of the tongue, press the lateral edges to the upper lateral teeth, hold the specified position of the tongue counting from 1 to 5-7, lower the tongue.

An approximate set of dynamic articulation exercises for dysarthrics. L. V. Lopatina, N. V. Serebryakova

1. Stretch your lips into a smile, exposing the upper and lower incisors; stretch your lips forward "tube".

2. Stretch your lips into a smile with your incisors bared, and then stick out your tongue.

3. Stretch your lips into a smile with your incisors bared, stick out your tongue, and press it with your teeth.

4. Raise the tip of the tongue to the upper lip, lower it to the lower .

5. Place the tip of your tongue under the upper lip, then under the lower lip (repeat this movement several times)

6. Press the tip of the tongue behind the upper, then lower incisors (repeat this movement several times).

7. Alternately make the tongue wide, then narrow.

8. Lift your tongue up, place it between your teeth, and pull it back.

9. Build "bridge"(the tip of the tongue is pressed against the lower incisors, the front part of the back of the tongue is lowered, the front is raised, forming a gap with the hard palate, the back is let down, the lateral edges of the tongue are raised and pressed against the upper lateral teeth, break it, then build it again and break it again, etc. .

10. Alternately touch the protruding tip of your tongue to the right, then to the left corner of your lips.

11. Raise the tip of the tongue to the upper lip, lower it to the lower lip, alternately touch the protruding tip of the tongue to the right, then to the left corner of the lips (repeat this movement several times).

2.2. Exercises for teaching the pronunciation side of speech

The formation of stable auditory-pronunciation and rhythmic-intonation skills is a long process, so work on pronunciation should take place at all levels of education.

Exercises aimed at developing auditory and pronunciation skills are usually divided into two large groups:

1. Listening exercises.

2. Exercises in reproduction.

These two groups are closely related to each other, and they are both necessary for the development of both auditory and pronunciation skills.

Listening exercises. The number of types of actual phonetic exercises in listening is relatively small, and all of them are aimed primarily at developing phonetic hearing and establishing differentiated characteristics of studied or repeated phonemes and intonemes.

Listening must be active, therefore it should always be accompanied by a task that concentrates the student’s voluntary attention on a specific characteristic of a phoneme or intoneme.

Exercises can be performed by ear and using a graphic support.

As an example of the first exercises, the following tasks can be given:

Listen to a series of sounds/words, raise your hand when you hear the sound [...]; listen to pairs of sounds and raise your hand when both sounds of the pair are the same; listen to the sentence and say how many times the sound [...] occurs in it.

Playback exercises. The effectiveness of this group of exercises aimed at developing students’ own pronunciation skills increases significantly if the reproduction is preceded by listening to a sample, regardless of whether new material is being trained or previously learned material is being repeated.

The material for these exercises are individual sounds, syllables, words, phrases, and sentences. They can be organized:

Based on the principle of analogy (all examples contain the same feature).

According to the principle of opposition (examples are selected in such a way that they contrast some feature).

Or they are given in any order.

In the first two cases, the exercises perform a training function, and in the last - mainly a control one.

Examples of tasks performed by ear:

Pronounce sounds/syllables/words/phrases/sentences, paying attention to (sign indicated) after the teacher;

remember words containing the sound [...]; repeat the sentence, adding the word suggested by the teacher to it.

In addition to special exercises for substituting, maintaining and improving students’ pronunciation, memorizing tongue twisters, rhymes, poems, dialogues, passages of prose and reading aloud passages of texts studied from a textbook are widely used. These types of work pursue two goals: to achieve, firstly, maximum correctness of pronunciation and, secondly, its fluency.

Accordingly, two stages of work are distinguished.

At the first stage, the text is memorized under the guidance of the teacher, as a result, students receive a grade for correct reading. Only after this does the second stage of work begin, aimed at speeding up the reading of a poem/dialogue/excerpt from a text that has already been learned: the student is required not only to pronounce correctly, but also fluently.

The exercises listed above and similar ones are used at all levels of education, although their purpose is somewhat different: at the initial stage, their goal is to develop auditory and pronunciation skills; at the middle and senior levels they are aimed at preventing mistakes. Therefore, they should be performed when mastering new language material, before appropriate exercises in oral speech and before reading texts.

For the same purposes, at the beginning of each lesson, it is recommended to carry out so-called phonetic exercises, in which the teacher includes the most phonetically difficult material from the upcoming lesson: one or another rhythmic-intonation model, a group of sounds, etc. The exercise can include 1-2 tasks of the above types, which are performed by the student and the choir, and in turn.

Exercises aimed at developing rhythmic and intonation skills in various types of sentences: interrogative, imperative, complex and complex sentences

When assessing the correctness of a student’s speech, one should distinguish between phonetic and phonological errors. The former distort the sound quality, but do not violate the meaning of the statement; the latter distort the content of the statement and thereby make the speech incomprehensible to the interlocutor. In accordance with the accepted approximation, the presence of errors of the first type is allowed in the student’s speech and is not taken into account when assessing the answer, while phonological errors are regarded as a violation of the correctness of speech.

I.L. Beam says that it is possible to distinguish phonetic exercises by levels of material organization; namely:

1. Exercises at the level of individual sounds.

Task: practicing the pronunciation of isolated sounds, for example, in exercises like Hört zu und sprecht nach. Beachtet...(indicates what to pay attention to): a, e, i, o, u - aus bist du!

2. Exercises at the level of sound combinations.

Task: to prevent “palatalization, etc. The task can be formulated in the same way as in 1:

Didi-dada-dede-dudu; didl-dadl-dumm-dumm; li-li, le-le, la-la, lo-lo, lu-lu, etc.

3. Exercises at the word level.

Task: to practice the development of phonemic awareness, for example: Hort zu und sprecht nur die Worter mit nach:

Liegen - legen; Lies - lesen; sehen - sieht; ihr-er, etc.

This includes exercises on stress in simple, derivative and complex words.

4. Exercises at the level of phrases. Task: to practice a hard attack. Task as in 1:

Ich auch; aus bist du; ich heiβe; auch du; das ist, etc. Of particular importance is working on the intonation design of the phrase, for example:

Hört zu und sprecht nach. Macht keine Pausen in der Mitte: In der Schule; in der Classe; auf dem Tisch, etc.

Information about the work “Phonetic exercises as a means of developing pronunciation skills in primary school students when teaching a foreign language”

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