Description of the correct articulation of sound l. Setting the sound "L" - independently and with a speech therapist. Pronunciation of "L" and the age of the child

One of the common pronunciation disorders in young children is the incorrect pronunciation of the consonant "L". Sometimes "L" is completely absent in the child's speech or is replaced by incorrect options. For example, the letter "Y" in the words "yug", "yisa" instead of "meadow" and "fox". How to contribute to the correct setting of the consonant sound "L" in young children, what exercises should be done?

Setting the correct pronunciation of the sound “L” will not take much time, it is enough to devote 15–20 minutes a day to exercises aimed at correcting and automating the pronunciation of this consonant.

We perform speech therapy exercises

To the complex speech therapy exercises necessary for the correct formulation of any sound that causes problems in pronunciation (including "L"), several types of classes are included:

Articulation gymnastics;
Tasks for the development of speech breathing;
Exercises to automate the pronunciation of sounds.

It is desirable that any home lesson contains elements of the listed types of classes. It should be borne in mind that the total duration of such a lesson for a child of 3–4 years old should not be more than 15–20 minutes.

For children aged 5-6 years, the total duration of the lesson can be 20-25 minutes. In this case, it is desirable to alternate speech therapy exercises with tasks for the development of speech.

Exercises to establish the correct pronunciation of "L"

Articulation gymnastics, including the following exercises.

"Steamboat"

Purpose of the exercise: work out the position of the tongue, which is necessary for the correct setting of the sound "L".

Performance: The child slightly opens his mouth in a smile, sticks out his tongue, clamps it with his teeth and sings “Y-y-y-y-s”, imitating the whistle of a steamer.

Attention: If during this exercise (when “Y-s-s-s-s” is sung) an adult hears a soft “L ’”, then you should ask the child to stick out the tongue as far as possible, while clamping the teeth not on the tip, but on the middle part of the tongue.

"Turkey"

How does a turkey talk? "Bl-bl-bl", gurgles and "buzzes". Have your child try to imitate a turkey "talk" using the following exercise:

Step 1. Having slightly opened his mouth, the child puts the tongue on the upper lip, while the tip of the tongue should slightly bend upwards, as if flowing around the lip.

Step 2 Practice, make a few movements with the tip of the tongue on the upper lip up and down.

Step 3 Connect the buzz on the exhale, at the same time increasing the speed of movements until you get “bl-bl-bl”.

This exercise will be very useful for the correct setting of the sound "L", as it perfectly develops the mobility of the tip of the tongue and works out the correct degree of its rise.

"How does the horse ride?"

This exercise has two parts. In the first part, the clatter skill is practiced, which helps to strengthen the muscles of the tongue well and develop the ability to lift the tongue up. The second part helps the child determine the position of the tongue in the mouth when he says "L".

Step 1. The child smiles, opening his mouth and showing his teeth. Then he clicks his tongue several times, resting against the palate. (We imitate the clatter of a horse).

Important: During this exercise, the lower jaw should not be mobile, only the tongue should move.

Step 2 Explain to the baby that horses can ride quietly, and repeat the tongue movements from the previous exercise, silently, without connecting your voice.

Important: Make sure that the tip of the tongue rests against the upper palate during execution, and does not protrude beyond the mouth.

"Breeze"

Purpose of the exercise: learn to exhale air in such a way that it leaves the mouth along the edges of the tongue, and not along its central part.

Performance: the child opens his mouth and bites the tip of his tongue with his teeth. Then he needs to exhale, imitating the breath of the breeze. If it is not clear whether the child is doing this exercise correctly, put a piece of cotton in his mouth while he is blowing. This will help determine the direction of the air stream.

Possible distortions in the pronunciation of the sound "L" in children

There are two most common mispronunciations of "L" in young children. This is interdental and nasal pronunciation.

In the case of interdental pronunciation "L", the tip of the tongue extends beyond the upper incisors and is located almost between the teeth. It turns out a transitional option, something in between "L" and "B". To correct this problem, a standard set of exercises is needed to produce the consonant sound "L".

In the case of nasal pronunciation, the difference is more obvious. The speech apparatus works as follows: the tongue touches the soft palate with its back, and should touch the upper incisors with its tip. The passage of the air stream through the organs of the speech apparatus in this case is also different: it passes (partially or completely) through the nasal passage, making the resulting sound look like a combination of "n" and "g". The sentence "the pussy lived happily" will sound to the child in this case as "the pussy of spring ging."

In order to successfully solve this problem, it is necessary to carry out exercises that will help adjust the direction of the air jet and.

Consolidation (automation) of the correct pronunciation of the sound "L"

Exercises aimed at training the correct automatic pronunciation of the sound “L” must be done after articulation exercises for 15–20 minutes.

We practice the pronunciation of "L" in syllables:

Lu-ly-la-lo, la-lo-lu-ly, ly-lo-lu-la;

Ol-al-al-yal, yol-ol-il-yel, yal-yul-ol-yel.

We compose speech therapy snakes using children's loto cards:

We train the pronunciation of words, following the speech therapy snake. Sample options for cards/words:

lily of the valley, swallow, pin, rock, noodles, school, ash, tent, diver, bathrobe, salad, lamp, kalach elk, boat, forehead, crowbar, soap.

You can use not only nouns, but also other parts of speech: verbs, adjectives:

He sang, washed, rumbled, blew, yawned, put on his shoes, arched, pinched, winnowed, sowed, stood, sat, hung, offended, saw, hated.

Hungry, cold, bold, ripe, cute, whole, dull, scarlet, white, lethargic, small, evil.

Particular attention should be paid to the pronunciation of the consonant "L" in difficult cases: when there are two letters "l" in one word and when the letter "l" is next to other sounds.

Two letters "L" in one word:

barked, sent, chatted, swam, swallowed, broke, served, received, imposed, burst, kissed, flew.

The confluence of "L" and another consonant sound:

Gratitude, eyes, burned, Klava, cereals, sweet, jinx, shred, globe, chores, merit, lumps, fangs.

We learn poems and tongue twisters:

Oh, on the river, on the Volzhanka

The nightingale floats on a stick

Sat on a thin board

He started a ringing song.

Invite the child to analyze the fable and explain what really cannot be. Learn the fable together by pronouncing the "L" correctly.

Petya is small, he took the mint and crushed it

I saw my mother, did not order mint mint.

Repeat the tongue twister together, articulating clearly in words containing "L". Ask the child to explain what mint is. Add elements of lessons on the development of speech: let him reason about why it should not be crushed.

Sets with speech therapy exercises: cards, books, games, lotto, teaching aids for parents

Play set self-study at home "Speech therapist's suitcase" Setting the sound "L", "P". For children from 4-7 years old.
The set includes: bright workbooks with tasks and exercises (recognition alphabet, texts, words, professions); developing domino "Funny animals"; developing lotto “Learning the sounds [P], [P ’]”; developing lotto "Learning the sounds [L], [L ']". Bright, high-quality publication, with positive feedback from parents and speech therapists. You can separately purchase only the developing loto "Learn the sounds of L".
Set of 500 cards + guidelines, - is designed to consolidate and automate the skills of "pure" sound pronunciation, and to develop phonemic hearing. Designed for educators, but can also be used by parents for home schooling. The cards are two-sided (picture + spelling of the word with sound emphasis), the words for each sound are chosen in such a way that allows you to quickly and efficiently enter the set sounds into speech.
Another wonderful set from "Clever Girl" - "We speak from the cradle". It will teach a child not only to correctly pronounce sounds in words, but also develop speech and intelligence in general. Suitable for children in early age from 0-3 years. Designed for a course of classes for 53 weeks. The set is very extensive in terms of materials, it includes: methodological support "Development of speech activity"; class diaries; leaflet books \ talkers \ repeaters; chatter cards \ copycats; soft toy Wolf. Kits from "Umnitsa" always have positive feedback from parents, it is interesting, easy and effective to study them.

Pronunciation of "L" and the age of the child

Some parents are in a hurry, trying to get the correct pronunciation of "L" in a child who has only recently begun to speak. According to speech therapy standards, the pronunciation of “L” and “R” is the most difficult for young children, therefore, the final setting of the sound “L” is considered to be the consolidation of its clear pronunciation at the age of 5-6 years.

Lecturer, child development center specialist
Druzhinina Elena

Lesson on differentiating the sound "L", speech therapist exercises:

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

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

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

Pronunciation is tested with the following exercises:

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

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

Reasons for the lack of the correct "L"

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

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

Incorrect speech breathing can be characterized as follows:

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

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

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

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

Poor hearing development can be eliminated in the following ways:

creating an auditory image of sound

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

repeated pronunciation of words with sound [L]

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

poor development of the articulatory apparatus,

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

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

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

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

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

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

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

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

Articulation gymnastics

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

Warm-up exercises

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

Sound staging exercises [S]

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

Staging exercises from the sound [L´]

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

Sound staging exercises [A]

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

Sound staging exercises from [B]

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

Setting the sound [Л]

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

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

It is also necessary to perform exercises for the language:

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

The set of subsequent speech exercises includes the following:

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

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

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

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

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

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

6) remember the names that begin with L;

7) change the offer:

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

8) Say words with reverse syllables:

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

Sound automation [L] in syllables

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

You can choose from the following exercises:

1) sound song [L]:

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

2) pronunciation [L] in syllables:

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

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

Ask the child to say each picture step by step. This will help develop the correct setting of the sound L

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

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

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

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

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

The number of words in sentences is gradually increasing.

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

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

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

Mimic gymnastics

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

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

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

With a ball, you can do the following:

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

Suitable for mimic gymnastics and exercises with a spoon:

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

Breathing exercises. Setting the sound [L] on inspiration

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

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

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

Setting [L] with mechanical assistance

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

In this case, the following tasks can help:

We fix the pronunciation

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

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

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

The kid is invited to complete the phrase:

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

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

Ten little squirrels

They all went out to meet my mother.

At the hollow they sat

And looked at the sun.

Exercises to improve speech hearing

Speech therapists use the following games to develop speech hearing:

“Snowstorms, snowstorms, what did you sing?”

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

"Speak loud! Speak quietly!

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

"Guess who's talking!"

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

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

"Do not miss!"

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

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

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

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

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

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

To carry out the phased setting of the sound [L], you need systematic training with simple and complex, musical and simple exercises that will teach the child to correctly articulate.

Article formatting: Vladimir the Great

Video about sound production L

Articulation gymnastics for sounds L, L:

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

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

SOUND SETTING L.

Exercises of articulatory gymnastics.

Frog-proboscis.
Spatula.
punish the naughty tongue.
Delicious jam.
Cup.
Sweet tooth.
Swing.
Steamboat.
Turkey.
Painter.
We clean the upper teeth.
Count your top teeth.
Let's catch the sound "L"

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

BOGOMOLOV.

Normal setting when pronouncing a solid sound.

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

2) Lips are open.

3) The teeth are open.

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

5) Sound l voiced.

PREPARATORY EXERCISES

Exercises for lips and jaws.

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

An exercise for language.

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

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

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

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

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

4) Pronouncing a long sound l.

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

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

TRUE.

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

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

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

In these cases, you can apply the following methods:

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

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

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

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

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

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

LEVIN.

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

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

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

One of the latest sounds that a child begins to pronounce is "L". Sometimes it is possible to put his pronunciation only by the age of 6. There are a number of exercises that can help with this. It is important to know the correct technique for their implementation, so as not to worsen the situation with articulation. It can take a long time to produce the "L" sound, so it's important to take your time and work out consistently.

The incorrect pronunciation of "L" and "L" has its own name - lambdacism. This term describes not only the incorrect reproduction of sound, but also its complete skipping. Lambdacism is of several types:

bilabial: instead of the correct sound, “y” is heard (“uapata” instead of “shovel”);
nasal (the root part of the tongue falls on the soft palate, due to which the air flow rushes into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
interdental (in the process of speech, the tip of the tongue is placed in the interdental space);
Sometimes the sound is not pronounced at all (instead of the word onion, the child says "uk").

Another speech therapy term describes the condition when a child replaces the correct sound "l" with others - paralambdacism. More often in practice, such substitutions "l" occur:

on G - "stack" instead of "table", instead of "floor" "pogy";
on B - instead of "ski" "survive";
on Yo - instead of the word "spoon" pronounced "hedgehog":
on D - the word "horse" is pronounced as "doshad";
to the soft sound L - “dividing instead of“ deeds ”.

With the right exercise, this can be corrected.

What are the reasons for the incorrect pronunciation of "L"

There are only 3 reasons why a child may not learn how to pronounce "L" correctly right away. Among them:

in the course of a conversation, “L” is not perceived by the child phonemically;
anatomically short hyoid ligament;
weakness of the muscles of the tongue.

Sometimes the age of the baby is also attributed to the reasons - if the child is very small (2-3 years old), his mistakes in pronouncing "L" can be considered the norm, since the sound is formed later - by 4-6 years.

How to position the tongue and lips to correctly pronounce "L"

The pronunciation of "L", especially if the sound is not yet obtained, requires the correct location of the organs of articulation. You need to pay attention to the following rules:

teeth from the upper and lower rows should not close - it is better if they are at a small distance from each other;
in order not to disrupt breathing, it is important to monitor the lateral parts of the tongue - they should not adjoin the far teeth of the upper row;
the tip of the tongue should be strained, it should rest against the upper teeth or the gums above them;
it is important to lift the root part of the tongue;
in order for the passage to the nasal cavity to be closed, it is necessary to raise the upper palate;
vibration must be created in the area of the vocal cords.

The position of the lips can be different when pronouncing "L" - it all depends on the letters that follow in the word after.

What can be mistakes when trying to pronounce "L"

There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of staging sound become ineffective. Many of the errors are caused by misalignment of the lips and tongue and are therefore easy to fix.

The sound "L" may not work due to the fact that:

the tongue is pulled into the inside of the mouth, which makes it possible to pronounce "Y" (instead of the word "crowbar" it turns out "yom");
lips are not positioned correctly, which causes the wrong sounds to be heard - for example, the combination “uva” (instead of “shovel” “uvapata”);
a sharp breath is taken at the moment of pronunciation - L changes to F if the cheeks are involved, and to H if the air flow passes through the nose.

Sometimes children replace the sound “L” with “R” - this happens especially often if the last sound has already been worked out, but the first one has not. Then the child can say "ruk" instead of "bow".

Incorrect lip placement

If bilabial lambdacism is present, errors may be associated with incorrect positioning of the lips during pronunciation - for example, if the baby pulls them out strongly, instead of the desired sound, “y” or “v” is obtained.

The “Smile” exercise is especially useful here: you need to clench your teeth, and your lips should be strongly parted in a smile. This position should be maintained as long as possible, and it is better to perform the movement under the count. Sometimes adults even have to hold their lips in such a smile by hand to avoid pulling them out.

So that the baby does not strain his lips when doing exercises on "L", you can do the following tasks:

"Fish": relax your lips, and then pat them together, like aquarium fish.
"Fatigue": take a deep breath through the nose, and exhale through the mouth: while the lips should be parted and relaxed.
"Horse": you need to inhale through the nose, and exhale through the mouth. At the same time, the lips should be relaxed so that their “prr” vibration begins from the air flow.

Preparation for the exercises for setting "L"

There is articulatory gymnastics that helps to put "L" and facilitates the process of setting the sound later. In general, exercises help increase the mobility of the lips and tongue:

"Hammock" - the tip of the tongue rests on the front incisors of the upper row. It should be bent down so that it resembles a hammock sagging down in shape. There is no need to perform any movements here - just hold the tongue in this position for a while. It is better to do the exercise on the account.
“Delicious” - the tongue must be made wide, and then lick the upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move up, thus moving the tongue. This makes it easier to do the exercise, but it's wrong.
"Turkey" - the position of the tongue, as well as the movements performed, coincide with the "Tasty" exercise. At the same time, it is necessary to significantly speed up the pace of movements and add to this the pronunciation of the sound “bl-bl-bl” or similar.
"Horse" (helps if it is difficult to hold the tongue on weight, resting it on the front teeth): the tongue should be made wide, and then clicked on the sky near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly opened.
"Swing" - in a wide smile you need to open your mouth. The exercise is performed according to the account - for “one” you need to rest the tip of the tongue against the upper teeth from the inside, for “two” - in the lower ones. The exercise is performed alternately.
"Fungus" (helps to fix the tongue on the palate, that is, in the position on top): the surface of the tongue from above must be rested against the palate so that the tension of the tongue frenulum is felt. Movement is not required.

Such exercises are effective for any type of lambdacism. Prior to the start of training directly "L", these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After that, you can start doing speech therapy exercises for the sound that is needed.

You can find more details on our website.

Training the sound "L" by imitation

If the child does not pronounce the sound in any way, it will be easier to put it on, because when the right sound is replaced with the wrong one, a habit is formed, and it can be much more difficult to correct it.

You can learn to speak hard and soft "L" by imitating the correct sound. At the same time, you need to show the child how to properly position the articulatory organs in order to be able to pronounce "L". They do this in front of a mirror - a speech therapist or a parent sits down to him with a child and, by his own example, shows the correct position of the lips and tongue when pronouncing "L".

In words, this can be explained as follows: the tongue should be expanded as much as possible, and the tip should be pressed to the base of the upper front teeth. The middle part of the tongue needs to be bent down, like a hammock, and the root, on the contrary, should be raised. It is important not to lift the side parts of the tongue up, because otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing the sound).

Such a setting of the sound “L” from demonstrating their example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can pick up simpler tasks - for example, tell the child fairy tales that train the necessary sounds (you usually need to extend these sounds in them, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).

The child may not immediately learn how to pronounce “L” correctly, but after several trainings, the desired sound should turn out. For the sound “L”, articulatory gymnastics is carried out both through exercises for the language and through the pronunciation of syllables and words.

When you manage to train "L", you can try to combine it with vowels and pronounce syllables already - Lo, La, Le and others. If the baby has difficulties with such combinations, you can start with the reverse ones - Ol, Al, Ul.

How to make correct pronunciation automatic

Staging at home can be very difficult. This is a long process, so it is better not to overload the child - it is enough to practice for a few minutes 2 times a day (no longer than half an hour). It is better to conduct training in a playful way.

Soft "L"

Even if the child has learned to speak the sound “L” itself, as well as the syllables with its participation, he can still miss it in words. Then it is better to start with training the soft sound "L". Here, too, you should start training with syllables - La, Liu, Li and other similar ones. When the syllables begin to turn out, you can try to go to the words:

Le: light;
La: fields;
Le: laziness;
Liu: buttercup;
Lee: fox.

The production of the sound "L" in individual words can be fixed with pure words:

La-la-la - cold earth.
Lu-lu-lu - I'll flood the stove.
Li-li-li - we found mushrooms.

Tongue twisters are also useful. For example, to set the sound "L" you can use the following:

Lala ate halva under the covers.
At the warm stove, Tolya weaves bast shoes.
Lyuba loves buttercups, and Polya loves cartoons.
Barely Lena ate, she didn’t want to eat out of laziness.
Valenki felt boots are small for the giant.

If in syllables of the direct type the articulation of the sound "l" of the soft began to turn out, you can go to the reverse ones. The syllables are pronounced as follows: Al, Yel, Ol, Yal, Ul, etc. After setting them, you can also switch to the corresponding words - for example, tulle, poplar, moth, tulip, high chair.

Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). Words for staging such sounds are easy to pick up - plum, cranberry, slush, glucose, flux, mica, plus and others).

The following exercises for setting L will help to consolidate the skill:

FIR-EL-EL: in the yard drops.
OL-OL-OL: the moth flew.
YL-YL-YL: palm quickly lathered.
UL-UL-UL: we will hang the tulle.

You can play this game. Connect objects with squares depending on where the letter "l" occurs (at the beginning, at the end or in the middle). Say each item several times.

At this stage, you still need to control the correct position of the tongue in the mouth.

Solid "L"

It is more difficult to learn to pronounce "L" solid. The technique here is similar to that used when the articulation of the sound "L" is put, but much more repetitions may be required.

It is better to start with solid syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can go to the words:

Lo: boat, elbow, forehead;
La: lamp, bench, varnish;
Ly: skis, floors, tables;
Lou: moon, meadow, bow.

To consolidate the result, such tongue twisters and tongue twisters are suitable:

La-la-la - removed the garbage,
Lu-lu-lu - sweep the ashes,
Lo-lo-lo - the glass burst.

In the boat Volodya.
Put coal in the corner.
Near London is the lair of the sorcerer.

When setting "L" hard and soft, it is better to avoid words or syllables with "R". The sounds "L" and "R" are especially difficult for a child, so it's best not to confuse them with each other. required later than "L".

The sound "L" is one of the most complex sounds, which in some cases can be formed only by 6 years. To put it as quickly and efficiently as possible, it is better to consult with a speech therapist. You can try to cope at home with the help of exercises.

Young children often distort words when they speak, and some sounds are especially difficult for them. What to do if the baby does not pronounce the sound [l]? The speech therapist will determine the cause of the speech defect, prescribe a set of exercises to eliminate it. But before going to a specialist, parents can try to work out with their child on their own. It is possible that lessons at home will be enough.

Letter or sound?

Before the first speech therapy carefully study the theoretical material, familiarize yourself with the basic prerequisites for the occurrence of a defect, sound production methods and types of exercises to consolidate success.

Gaps in the knowledge of parents are the main reason for the ineffectiveness of classes. First of all, remember that a speech therapist teaches you to pronounce not a letter, but a sound [l]. The sounds of speech in writing are indicated by letters. A letter can only be written, but not pronounced or heard. Several different sounds can be denoted by the same letter when written. There are more sounds in Russian than letters. By naming a sound as a letter, you give your child the wrong idea of the Russian phonetic base.

Reasons for mispronunciation

Doctors identify three main reasons why a baby has problems with pronunciation of the sound [l]:

[l] is not perceived by the child by ear;
there is a defect in the oral cavity;
underdevelopment of the muscular tissue of the tongue.

Often parents are overly demanding of crumbs. At 2-3 years old, speech therapists consider errors in pronouncing words with the letter L to be normal. If in 4-6 years the problem has not disappeared on its own, it makes sense to think about remedial classes.

The correct position of the speech apparatus

The correct position of the organs of articulation can be achieved as follows:

teeth do not close;
the lateral parts of the tongue are not adjacent to the molars of the upper row;
the tip of the tongue is in tension, it rests on the base of the front teeth of the upper jaw or on the gums above them;
the root of the tongue is raised;
the upper palate is located so that it covers the openings of the nasopharynx;
vocal cords vibrate.

Common articulation errors

A child pronounces [l] incorrectly if he:

draws the tongue into the inside of the mouth. This is how the sound [s] appears - for example, [yotka] instead of [tray] in the word “boat”;
incorrectly positioning the lips, the child says [in] instead of [l] - [to take in] instead of [to horse] in the word “horse”;
incorrectly passes the air flow - [fuk] instead of [bow], [smile] instead of [smile] in the word “smile”.

Children often unconsciously replace the previously mastered sound [p] with [l]. To avoid new problems with articulation, before practicing the sound [p], practice the sound [l].

Preparatory exercises before sound production

Before proceeding to the main part of the lesson, it is necessary to perform a small articulation warm-up. It consists of five exercises.

"Om-Nom-nom". The tongue is in the form of a shoulder blade, protruding outward, the lips are motionless. Lick your upper lip from top to bottom.
"Turkey". The initial position of the speech apparatus is the same. Licking your upper lip at a fast pace, try to say “bl-bl-bl”.
"Horse". The exercise is aimed at strengthening the muscles of the oral cavity. Imitate the clatter of hooves by clicking your tongue near the front teeth of the upper jaw.
"Swing". Smile broadly with your mouth slightly open. Alternately rest the tip of the tongue on the lower and upper teeth.
"Mushroom". Pull on the tongue bridle, resting your tongue on the palate. Fix the position for a while.

In speech therapy, they rely on two main ways of setting the sound [l].

Try to pronounce [s] together - cheerfully, lingeringly, in a singsong voice, etc. Next, ask to repeat short words with the syllable -ly- for you: fangs, skis, bast, smile, hear, etc. At one fine moment, the baby will be able to catch the interdental position of the tongue, and he will pronounce the word correctly. When this happens, focus his attention on where the tip of the tongue should rest.
The exercise is also performed together. Open your mouth so wide that all of your teeth are visible. Stick your tongue out between your teeth and say [a]. In parallel, slightly close the jaw, pressing the tip of the tongue. The syllable -la- should turn out. When the child begins to clearly pronounce [l], invite him to move the tongue to the correct position.

Don't forget that you still have Small child. The best teaching methods for him are adult repetition and play. Do not push if the baby is not in the mood for exercise. Warm up interest in the lessons, explain what you are doing and why. Start with 1-2 sessions per day for 3 repetitions.

Sound Automation

Bringing the pure pronunciation of the sound [l] to automatism is a complex and time-consuming process of training. When the sound is set, the child can successfully pronounce it separately, but also skip it in words or syllables. It is better to start by practicing a soft sound [l ’], namely, the syllables -lu-, -la-, -li-, -le-. As soon as the syllables are easy for the child, move on to words with these syllables, for example: deer, fox, fields, etc.

After verbal training, move on to pure words, such as:

la-la-la - summer fields;
lu-lu-lu - pour milk;
Li-li-li - we found the fox.

Clean tongue twisters are replaced by tongue twisters.

Barely Lena ate, she didn’t want to eat out of laziness.
Valenki felt boots are small for the giant.

Then begin to master articulation of the reverse type: syllables -al-, -yal-, -el-, etc. The training scheme remains the same with one exception: at this stage, you need to carefully control the position of the tongue on the gums or teeth.

A solid sound [l] is more difficult for children. The technique is no different from the one used with soft sound, but the number of approaches and repetitions of speech therapy exercises will have to be increased several times.

Exercise rules

In order for your classes to meet the methodological and medical requirements, you must follow a few rules.

Classes are held daily for the successful transition of the acquired skill into a skill.
You can not perform more than 5 exercises per session.
When selecting tasks, one should be guided by the principle “from simple to complex”.
Classes are held in the form of a game.
Of the 5 exercises, only one should be new to the baby. The 4 others are familiar to him from previous classes.
The lesson is carried out only in a sitting position.
The child sees both his own face and the face of an adult well in order to control the correctness of the task. It is better to sit next to a large mirror.
An adult must control the correctness of the exercise.
The lesson is held in a relaxed atmosphere with a positive attitude of the baby.
Highlight and praise any success of the baby.

Other ways to develop the speech apparatus

It has been proven that in the human brain the centers responsible for speech and fine motor skills of the hands are located in the neighborhood. between delay speech development and poor coordination of children's fingers there is a direct relationship. By developing the child's speech, you stimulate the mechanisms for the development of fine motor skills, and vice versa. Thus, to eliminate difficulties in the articulation of sounds, it is necessary to play finger games with the baby. Teaching aids are rich in examples of homework in speech therapy based on finger games for children of primary preschool age:

modeling from plasticine or clay;
drawing, coloring, creative work with drawings;
games with pebbles, beads, balls;
stringing beads or buttons on a thread;
tying knots on a rope;
fastening buttons, hooks, zippers;
construction;
collecting puzzles;
folding cubes and pyramids;
games with water and sand;
application.

Such games have their own characteristics of conduct.

A combination of games and exercises for the development of speech. Games are not played in silence. Each action is voiced and spoken out.
Regular workouts. Finger games should be allocated separate time in the child's daily routine.
The energy of movements and the maximum motor load on children's fingers are important.
Lesson duration.

Games and exercises aimed at developing fine motor skills of the hands also help children learn to understand the content of poems, to distinguish between the rhythm of speech. The formation of subtle movements of children's fingers contributes to the maturation of visual-motor coordination, the readiness of the hand to write.

Classes will not be successful without the maximum involvement of parents in the learning process. Learn to re-pronounce complex sounds with your child. Connect fantasy to interest him. Turn an ordinary exercise into a fun game, and the result will not be long in coming!