Comparison of dyslalia and dysarthria. Methods for diagnosing functional dyslalia and erased dysarthria in preschool children

How to distinguish dyslalia from dysarthria? This material will help both beginning speech therapists and parents!

Dislalia— violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

Dysarthria— violation of sound pronunciation due to insufficient innervation of the speech apparatus.

Differential diagnosis of functional dyslalia and erased dysarthria.

Functional dyslalia

Causes:

  • There may be an unfavorable speech environment.
  • There may be incorrect speech education.
  • There may be somatic weakness of health.
  • There are no neurological symptoms. Disorders from the autonomic nervous system may be observed, such disorders include: poor sleep, excessive sweating, pallor, bluishness of the skin or, conversely, their hyperemia.

Mental status:

  • Children with dyslalia do not have intellectual or emotional-volitional disorders.
  • Neat and neat.
  • Generally healthier.
  • Sound disturbances occur primarily in the form of absence, replacement, i.e. phonological speech defects predominate.
  • There are no prosody violations.
  • Sound pronunciation does not deteriorate.
  • The voluntary speech movements are preserved.
  • According to the structure of the speech defect, the following can be observed: FNR (phonetic), FFNR, phonemic speech disorder.
  • There are no violations of the lexico-grammatical aspect of speech.

Erased dysarthria

Causes:

  • Organic damage to the central nervous system.

Neurological status of children:

  • Neurological symptoms are necessarily present, although they may be present. slightly expressed.

Manifestation of neurological symptoms:

  • general motor skills suffer, there is no dexterity, mobility, or confident execution of movements.
  • children do not know how to jump on one leg or jump rope,
  • have difficulty playing with the ball,
  • movements are constrained and tense,
  • tension in the hands is noted,
  • tremor of fingers,
  • body swaying,
  • deviation of the tongue to the side,
  • hyperkinesis of the tongue,
  • salivation.

Manifestation of neurological symptoms in fine motor skills:

  • Finger tests are not fully performed (wrong choice of fingers, inability to create and maintain a pose, tremor, asynchrony of movements).

Manifestation of neurological symptoms in facial muscles:

  • There is slight facial amymia,
  • reduction in the volume and quality of movements of the forehead muscles, orbicularis oculi muscles, and cheek muscles.

In the organs of the articulatory apparatus:

  • The child cannot close his lips tightly or hold a tube or straw with his lips;
  • on the part of the tongue, hyperkinesis, deviation of the tongue to the side, cyanosis of the tongue may be observed, maintaining the position during the count is difficult.
  • The amplitude of movements is limited.
  • Movement changes may occur.
  • Salivation.
  • Children cannot chew food thoroughly or swallow water and food in small portions.

In order to detect these disorders, the examination must be performed with a functional load. This means that we perform each test repeatedly (3-4-5 times).

Mental status:

  • There is a rapid depletion of nervous processes,
  • There is a decrease in memory and attention.
  • Excitable and unbalanced, affective outbursts may occur.
  • As a result of these manifestations, children often experience behavioral difficulties.

State of household self-care skills:

  • They may be untidy due to awkward holding of a toothbrush or food spoon in the hand.
  • Children are poor at lacing, tying shoes, unbuttoning and fastening buttons.
  • Salivation.

General somatic condition:

  • Somatically weakened.
  • They often suffer from acute respiratory infections and infectious diseases.
  • Have chronic diseases of internal organs.

Features of speech disorders:

  • The most common distortion of sounds is: interdental, lateral, throat sound R, pronunciation of a number of sounds from lower positions, i.e. prevail anthropophonic defects.
  • Prosody may be impaired: speech is quiet with changes in tempo and fluency. Fading, little expressive.
  • Sound pronunciation becomes blurred, worsens in the flow of speech, and the voluntary speech movements are impaired.
  • According to the structure of the speech defect, the groups are FNR, FFNR, ONR.
  • Lexical and grammatical disorders may be observed, including those that are not pronounced.

Exercises for diagnosing functional dyslalia and erased dysarthria

Eyebrow exercises:

  • "Friendly guys": Eyebrow movement up, down. To frown.

Eye exercises:

  • "Blinkers": Calmly close and open your eyes.
  • "Flashing lights": Ability to alternately open and close eyes.

Exercise for facial motor skills:

  • "Repetitions": Smile and raise your eyebrows at the same time. Blink your eyes and shake your head.

Cheek exercise:

  • "Inflate the balloon": Inflate, deflate cheeks. Inflate alternately one or the other cheek.

Lip exercises:

  • "Fence": Lips closed, lips in a smile.
  • "Dudochka": Pull your lips forward.
  • "Fence-pipe": Switches lip positions.

Tongue exercises:

  • "Spatula": Ability to keep the tongue in a relaxed position on the lower lip.
  • "Watch": Move the tongue to the sides without touching the lips.
  • "Swing": The ability to quickly change the position of the tongue - up, down.

Speech disorders Alalia Dyslalia Dysarthria Stuttering aphasia dyslexia

photo Karus Tatiana 2014

Brief description of speech disorders.

Currently, speech therapy uses two classifications of speech disorders: clinical-pedagogical and psychological-pedagogical . These classifications do not contradict each other, but complement each other, considering the same problems from different points of view.

Clinical and pedagogical classification

Dislalia- violation of sound pronunciation with normal hearing and intact innervation of the speech apparatus.

Depending on the preservation of the anatomical structure of the speech apparatus, two types of dyslalia are distinguished:

Functional;

Mechanical.

Functional dyslalia occurs in childhood during the process of mastering the pronunciation system, mechanical dyslalia occurs at any age due to damage to the peripheral speech apparatus. In some cases, combined functional and mechanical defects occur.

Causes of functional dyslalia:

General physical weakness caused by frequent somatic diseases occurring during the period of the most intensive formation of speech function;

Insufficient development of phonemic hearing

Unfavorable speech conditions in which the child is raised;

Bilingualism in the family.

Causes of mechanical dyslalia:

Defects in the structure of the maxillodental system (defects in the structure of the dentition, defects in the structure of the jaws, shortened or too massive frenulum of the tongue)

Pathological changes in the size and shape of the tongue.

Irregular structure of the hard and soft palate.

Atypical lip structure.

Violations of sound pronunciation in the speech of a child with dyslalia can manifest themselves:

Lack of sound: ampa (lamp), aketa (rocket);

The sound is pronounced distorted, i.e. is replaced by a sound that is absent in the phonetic system of the Russian language: for example, instead of r it is pronounced “throat”; instead of c - interdental c;

The sound is replaced by a sound that is simpler in articulation (l → y).

Dysphonia(aphonia) - absence or disorder of phonation due to pathological changes in the vocal apparatus.

It manifests itself either in the absence of phonation (aphonia), or in a violation of the strength, pitch and timbre of the voice (dysphonia), can be caused by organic or functional disorders of the voice-forming mechanism of central or peripheral localization and occur at any stage of the child’s development. It can be isolated or part of a number of other speech disorders.

Bradylalia- pathologically slow speech rate.

It manifests itself in the slow implementation of the articulatory speech program, is centrally conditioned, and can be organic or functional. At a slower pace, speech turns out to be drawn out, sluggish and monotonous.

Tahilalia- pathologically accelerated rate of speech.

It manifests itself in the accelerated implementation of the articulatory speech program, is centrally conditioned, and can be organic or functional. At an accelerated pace, speech is pathologically hasty, rapid, and assertive.

Bradylalia and tachylalia are combined under the common name - disturbance of the tempo of speech. The consequence of an impaired speech rate is a violation of the smoothness of the speech process, rhythm and melodic-intonation expressiveness.

Stuttering- a violation of the tempo-rhythmic organization of speech, caused by the convulsive state of the muscles of the speech apparatus. It is centrally determined, has an organic or functional nature, and occurs most often during the child’s speech development.

The symptoms of stuttering are characterized by physiological and psychological symptoms.

Physiological symptoms:

Convulsions, which are classified by form and location

Violation of the melodic-intonation side of speech;

The presence of involuntary movements of the body and face;

Violation of speech and general motor skills.

Psychological symptoms:

The presence of logophobia (fear of speech in certain situations, fear of pronouncing individual words, sounds);

The presence of protective techniques (tricks) - speech (pronouncing individual sounds, interjections, words, phrases) and motor, changing the style of speech;

Varying degrees of fixation on stuttering (zero, moderate, pronounced).

Rhinolalia manifests itself in a pathological change in the timbre of the voice, which turns out to be excessively nasalized due to the fact that the vocal-exhalatory stream passes during the pronunciation of all speech sounds into the nasal cavity and receives resonance in it. speech with rhinolalia is slurred and monotonous.

Rhinolalia closed is a disorder of sound pronunciation, which is expressed in a change in the timbre of the voice; the cause is organic changes in the nasal or nasopharyngeal region or functional disorders of the nasopharyngeal seal.

Open rhinolalia is a pathological change in voice timbre and distorted pronunciation of speech sounds, which occurs when the soft palate lags far behind the back wall of the pharynx when pronouncing speech sounds.

Rhinolalia mixed.

Dysarthria- a violation of the pronunciation side of speech, caused by insufficient innervation of the speech apparatus.

The leading defect in dysarthria is a violation of the sound pronunciation and prosodic aspects of speech associated with organic damage to the central and peripheral nervous systems.

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 speech”; in more severe cases, distortions, substitutions and omissions of sounds are observed, tempo, expressiveness, modulation suffer, and in general the pronunciation becomes slurred. With severe damage to the central nervous system, speech becomes impossible due to complete paralysis of speech motor muscles. Such disorders are called anarthria. Based on the localization of damage to the motor apparatus of speech, the following forms of dysarthria are distinguished: bulbar, pseudobulbar, extrapyramidal (or subcortical), cerebellar, cortical.

Alalia- absence or underdevelopment of speech in children with normal hearing and primarily intact intelligence.

The cause of alalia is damage to the speech areas of the cerebral hemispheres during childbirth, as well as brain diseases or injuries suffered by the child in the pre-speech period of life.

Motor alalia develops when the functions of the fronto-parietal areas of the cortex of the left hemisphere of the brain (Broca's center) are impaired and manifests itself in a violation of expressive speech with a fairly good understanding of addressed speech, late formation of phrasal speech (after 4 years) and poverty of pre-speech stages (frequent absence of babbling) . Accompanied by a gross violation of grammatical structure. There is a pronounced poverty of vocabulary. In the mental state of children with a similar disorder, there are often manifestations of varying degrees of severity of psychoorganic syndrome in the form of motor disinhibition, attention and performance disorders in combination with intellectual development disorders.

Sensory alalia occurs with damage to the temporal region of the left hemisphere (Wernicke's center) and is associated with disturbances in the acoustic-gnostic aspect of speech while hearing is intact. It manifests itself in insufficient understanding of addressed speech and a gross violation of its phonetic side with a lack of differentiation of sounds. Children do not understand the speech of others, due to which expressive speech is extremely limited, they distort words, mix sounds that are similar in pronunciation, do not listen to the speech of others, may not respond to a call, but at the same time react to abstract noises, are noted; auditory attention is sharply impaired, although the timbre of speech and intonation are not changed. In the mental state, there are signs of organic brain damage - often in combination with intellectual underdevelopment in a wide range (from mild partial developmental delays to mental retardation).

Aphasia- complete or partial loss of speech caused by local brain lesions.

A child loses speech as a result of traumatic brain injury, neuroinfection, or brain tumors after speech has been formed. Depending on the area of ​​brain damage, six forms of aphasia are distinguished.

Dyslexia- partial specific violation of the reading process.

Manifests itself in difficulties in identifying and recognizing letters; in difficulties merging letters into syllables and syllables into words, which leads to incorrect reproduction of the sound form of the word; in agrammatism and distorted reading comprehension.

Mnestic dyslexia manifests itself in a violation of the acquisition of letters, in difficulties in establishing associations between sounds and letters. The child does not remember which letter corresponds to which sound.

Dysgraphia- partial specific violation of the writing process.

photo Karus Tatiana 2014

Psychological and pedagogical classification

Speech disorders in the psychological and pedagogical classification are divided into two groups. The first group is a violation of means of communication.

It distinguishes:

Phonetic-phonemic underdevelopment (FFN) is a violation of the processes of formation of the pronunciation system of the native language in children with various speech disorders due to defects in the perception and pronunciation of phonemes.

The main manifestations characterizing this condition.

Undifferentiated pronunciation of pairs or groups of sounds. In these cases, the same sound can serve as a substitute for two or even three other sounds for the child. For example, the soft sound t" is pronounced instead of the sounds s", ch, sh ("tyumka", "tyaska", "chopper" instead of bag, cup, hat).

Replacing some sounds with others that have simpler articulation and present less pronunciation difficulty for the child. Usually, sounds that are difficult to pronounce are replaced by easier ones, which are characteristic of the early period of speech development. For example, the sound l is used instead of the sound r, the sound f - instead of the sound sh.

Mixing sounds. This phenomenon is characterized by the unstable use of a number of sounds in different words. A child can use sounds correctly in some words, but in others, replace them with similar ones in articulation or acoustic characteristics. So, a child, being able to pronounce the sounds r, l or s in isolation, in speech utterances says, for example, “Stolyal is laying a plank” instead of a carpenter planing a board.

General speech underdevelopment (GSD)- various complex speech disorders in which the formation of all components of the speech system is impaired, i.e. the sound side (phonetics) and the semantic side (vocabulary, grammar).

General underdevelopment of speech can be observed in complex forms of childhood speech pathology: alalia, aphasia (always), as well as rhinolalia, dysarthria.

Despite the different nature of the defects, the following general patterns can be identified in children with ODD:

Significantly late appearance of speech

Limited vocabulary;

Gross violations of grammatical structure;

Pronounced deficiencies in sound pronunciation;

The speech of children with ODD is difficult to understand.

There are three levels of OHP

The first level of speech development is characterized by the absence of speech (the so-called “speechless children”). Such children use “babble” words, onomatopoeia, and accompany “statements” with facial expressions and gestures. The child reproduces commonly used words in the form of individual syllables and combinations.

Second level of speech development. In addition to gestures and “babbling” words, although distorted, but fairly constant commonly used words appear, in independent statements simple common sentences of 2-3-4 words appear. Children in this category have a limited passive vocabulary, agrammatisms (incorrect use of grammatical structures), omission of prepositions, and lack of agreement between adjectives and nouns. Children's pronunciation abilities lag significantly behind the age norm. The syllable structure is broken.

The third level of speech development is characterized by the presence of extensive phrasal speech with elements of lexico-grammatical and phonetic-phonemic underdevelopment. Free communication is difficult. Despite significant progress in the formation of independent speech, the main gaps in the lexico-grammatical and phonetic design of coherent speech are clearly identified.

The second group - violations in the use of means of communication.

This group includes stuttering, which is considered as a violation of the communicative function of speech with correctly formed means of communication. A combined defect is also possible, in which stuttering is combined with general speech underdevelopment (GSD).

DIFFERENTIAL DIAGNOSTICS

With erased dysarthria the following are observed:

1. Complicated anamnesis: pathology of intrauterine development (toxicosis, psychotrauma, hypertension, nephropathy and other maternal diseases). Prolonged labor and mild asphyxia of newborns (“screamed after spanking”) are typical. Early motor development - holding the head, sitting, crawling - is normal. More complex locomotor functions are somewhat delayed (walking from 1 year 2 months - 1 year 3 months). Characterized by motor clumsiness, inability to run, jump, hold a spoon, and rapid fatigue when walking. Children prefer liquid food; they chew thick food slowly and hold it in their cheek for a long time. Later: when drawing, they cannot draw a straight line, they do not respect the shape and size of the drawings. Speech develops with a delay: the first words at 1.5-2 years, phrasal speech - at 2-3 years, but is incomprehensible to others. By the age of 4-5, many sounds appear spontaneously, speech becomes clearer, but overall remains phonetically unformed;

2. Inaccuracy and weakness of articulatory movements;

3. Lethargy and limited movements of the tongue: it is caused by hyperkinesis, as a result of which the tongue is constantly mobile, as if it does not find the desired position. This is especially noticeable when the tongue moves forward, up and to the sides. Repeating movements causes rapid fatigue, the pace of movements slows down, and loss of precision of movements quickly occurs. With further repetition of the movement, trembling (tremor of the tongue) appears;

4. In a state of rest, the tongue is restless, tense, lies lumpy, constantly retracts deeper into the mouth, sometimes the right or left half of the tongue sinks, then it constantly tilts to one side. When prompted to action, it immediately becomes narrow and long. This condition indicates a change in the tone of the muscles of the tongue in one or both halves of it. Often the tip of the tongue is weakly defined, i.e. its anterior edge does not extend (with a normal hyoid ligament). The child cannot move the tip of the tongue and does not feel its position in the mouth for a long time, which indicates a paretic state of the tongue muscles;

5. There may be paresis of the hypoglossal nerve and changes in tone; its consequence is erased, mildly expressed neurodynamic symptoms: movements, although performed in full, are slow, tense, quickly exhausted, and require effort from the child;

6. A mosaic pattern of symptoms is characteristic, with a predominance of the facial, glossopharyngeal, and hypoglossal nerves, which determines the features and variety of phonetic disorders. When the facial and hypoglossal nerves are damaged, labial and lingual sounds are affected. If the hypoglossal nerves are damaged, there are deviations of the tip of the tongue towards paresis, limited mobility of the tip and the middle part of the back of the tongue. When the tip of the tongue is raised tooth-to-toe, the middle part of the back of the tongue quickly falls on the side of the paresis, which causes a lateral stream of air when pronouncing hissing sounds and the sound [P]. If the glossopharyngeal nerves are disturbed, there are disorders of phonation, nasalization, disturbances in the pronunciation of sounds [K], [G], [X]; unclear pronunciation of vowel sounds, and with functional dyslalia, consonant sounds are preserved;

7. The pronunciation of simple and complex consonant sounds in articulation is impaired, and with functional dyslalia, only complex sounds (wheezing, pinching, [L], [R]). In addition, with functional dyslalia, the pronunciation of individual consonant sounds or groups of sounds is impaired, and this is the only violation.

With dysarthria, there is often a violation of the pronunciation of the following consonant sounds: interdental pronunciation [T], [D], [N], [L]; absence of sound [P]; throat (velar or uvular) [P]; lateral pronunciation of whistling, hissing and sounds [P], [P"]; replacement of sounds [P], [P"] with [D], [D"]; formation of hissing sounds in a simpler, lower pronunciation; replacement of hissing sounds with whistling ones sounds; voicing defects as a partial voice disorder; softness of speech due to spastic tension in the middle part of the back of the tongue. Children with erased dysarthria often experience difficulties in learning to read and write. Disadvantages of oral speech - voicing disorders, difficulties in mastering the structure of a syllable, substituting sounds - are reflected in writing.

With dysarthria, the automation of sounds is very difficult, which is associated with poor mobility of the articulatory apparatus when switching from phoneme to phoneme, from syllable to syllable (in more severe cases), and in milder cases, switching from word to word is difficult. The new sound can be pronounced in words with a lighter construction - in two-syllable words with two open syllables. With a more complex syllabic structure of words (consonant clusters, closed syllables), the newly delivered sound is omitted or distorted.

There are sensory dysfunctions (visual agnosia, phonemic hearing disorders), which lead to the appearance of optical and acoustic errors.

With dysarthria, there can be not only phonetic, but also phonation, prosodic and respiratory disorders.

Complex and special correctional work is required: in addition to speech therapy classes, it is necessary to carry out medication treatment, physiotherapy, exercise therapy, speech therapy massage, speech therapy rhythm.

Speech disorders in which, due to damage to the cortical parts of the speech analyzer, the ability to use words to express thoughts and communicate with other people is partially or completely lost are called alalia.

One of the forms of alalia is aphasia, When organic Speech disorders of cortical origin are observed against the background of preserved function of the articulatory apparatus, vision and hearing (the patient could speak, but does not “know how”).

Aphasia of central cortical origin, but functional character (of hysterical origin, or against the background of severe emotional stress), is called logoneurosis and appears in the form anarthria(loss of speech), or dysarthria(speech disorders caused by articulation disorders, difficulties in pronouncing speech sounds due to paresis, spasm and other disorders of the speech muscles). Dysarthria can also be observed when brain damage is localized in the area of ​​structures that provide the speech motor mechanism of speech.

Dislalia– a type of dysarthric disorder of sound pronunciation. Violations of sound pronunciation in dyslalia are associated with an anomaly in the structure of the articulatory apparatus, or with features of speech education. In this regard, a distinction is made between mechanical and functional dyslalia. Mechanical (organic) dyslalia is associated with a violation of the structure of the articulatory apparatus: malocclusion, incorrect structure of teeth, etc. Functional dyslalia is associated with improper speech communication in the family.

Rhinolalia– a violation of sound pronunciation and voice timbre associated with a specific congenital defect in the structure of the articulatory apparatus (cleft palate, etc.).

Stuttering (logoneurosis)– disturbance of fluency of speech caused by muscle spasms of the speech apparatus.

Voice disorders– is the absence or disorder of voice formation (phonation) due to pathological changes in the vocal apparatus. There are partial voice disorders - dysphonia and complete absence - aphonia .

Partial disorder of the processes of reading and writing is designated by the terms dyslexia And dysgraphia . The reasons are associated with disruption of the interaction of various analyzing systems of the cerebral cortex.

Bradylalia- pathologically slow, but correctly coordinated speech. According to some authors, in the pathogenesis of bradyllia, a pathological increase in the inhibitory process, which begins to dominate over the excitation process, is of great importance

Tahilalia - pathologically accelerated rate of speech, caused by an intensification of the excitation process, which dominates the inhibition process. Refers to a number of speech tempo violations.

Agnosia- violation of various types of perception (visual, auditory, tactile) while maintaining sensitivity and consciousness. Agnosia is a pathological condition that occurs when the cortex and the nearest subcortical structures of the brain are damaged; with asymmetric damage, unilateral (spatial) agnosia is possible. Agnosia is associated with damage to the secondary (projection-association) parts of the cerebral cortex, responsible for the analysis and synthesis of information, which leads to disruption of the process of recognizing complexes of stimuli and, accordingly, recognition of objects and an inadequate reaction to the presented complexes of stimuli.



Formation of speech sounds (articulation)

Only general anatomical and physiological information regarding the formation of speech sounds is presented here. A detailed description of the articulation of individual sounds is included in the speech therapy course.

The peculiarity of the extension pipe of the human vocal apparatus in comparison with the extension pipe of a reed musical instrument is that it not only amplifies the voice and gives it an individual coloring (timbre), but also serves as a place for the formation of speech sounds.

Some parts of the extension tube (nasal cavity, hard palate, posterior wall of the pharynx) are motionless and are called passive organs of pronunciation. Other parts (lower jaw, lips, tongue, soft palate) are movable and are called active organs of pronunciation. When the lower jaw moves, the mouth opens or closes. Various movements of the tongue and lips change the shape of the oral cavity, forming closures or crevices in different places of the oral cavity. The soft palate, rising and pressing against the back wall of the pharynx, closes the entrance to the nose, falling - opens it.

The activity of the active organs of pronunciation, which is called articulation, and provides education speech sounds, i.e. phonemes. The acoustic features of speech sounds, which make it possible to distinguish them from each other by ear, are determined by the features of their articulation.

The phoneme system of the Russian language consists of 42 sounds, including 6 vowels (a, i, o, u, ы, e) and 36 consonants (b, b", v, v", g, g", d, d" , f, h, 3", j (yot), k, k", l, l", m, m", n, n", p, p", p, r", s, s", t, t", f, f", x, x", c, h, w, sch).

Vowel articulation. A common feature for all vowel sounds that distinguishes their articulation from the articulation of all consonant sounds is the absence of obstacles in the path of exhaled air. The sound arising in the larynx in the extension pipe is amplified and perceived as a clear voice without any admixture of noise. The sound of a voice, as has been said, consists of a fundamental tone and a number of additional tones - overtones. In the extension pipe, not only the fundamental tone, but also the overtones are amplified, and not all overtones are amplified equally: depending on the shape of the resonating cavities, mainly the oral cavity and partly the pharynx, some frequency regions are amplified more, others less, and some frequencies are not amplified at all. These enhanced frequency regions, or formants, characterize the acoustic properties of various vowels.

Thus, each vowel sound corresponds to a special location of the active organs of pronunciation - the tongue, lips, soft palate. Thanks to this, the same sound, originating in the larynx, acquires a color characteristic of a particular vowel in the supernatant, mainly in the oral cavity.

The fact that the peculiarities of the sound of vowels do not depend on the sound originating in the larynx, but only on air vibrations in a correspondingly established oral cavity, can be verified through simple experiments. If you give the oral cavity the shape that it takes when pronouncing a particular vowel, for example ah, oh or y, and at this time, pass a stream of air from the bellows past your mouth or click your finger on your cheek, you can clearly hear a peculiar sound, quite clearly reminiscent of the corresponding vowel sound.

The shape of the oral cavity and pharynx, characteristic of each vowel, depends mainly on the position of the tongue and lips. Movements of the tongue back and forth, raising it more or less to a certain part of the palate change the volume and shape of the resonating cavity. The lips, stretching forward and rounding, form the opening of the resonator and lengthen the resonating cavity.

Articulatory classification of vowels is built taking into account: 1) participation or non-participation of the lips; 2) degree of tongue elevation and 3) location of tongue elevation. These divisions differ in the following characteristics:

1. vowels o and y, when pronounced, the lips protrude forward and are rounded, called labialized(from lat. labium - lip); the lips do not take an active part in the formation of the remaining vowels, and these vowels are called non-labialized;

2. when pronouncing vowels, the tongue can rise to a greater or lesser extent to the sky; There are three degrees of tongue elevation: upper, middle And lower. High vowels include and, y, s; with the average rise of the tongue, the vowels e and o are formed; Only one vowel belongs to the lower rise - A;

3. the location of tongue elevation depends on the movement of the tongue forward and backward; when pronouncing some vowels, the tongue moves forward, so that a large space remains behind the root of the tongue, the tip of the tongue rests on the lower teeth, the middle part of the back of the tongue rises to the hard palate; vowels formed with this position of the tongue are called front vowels; they include And And e.

When forming other vowels, the tongue moves back, so that only a small space remains behind the root of the tongue, the tip of the tongue is moved away from the lower teeth, the back of the back of the tongue rises to the soft palate; vowels formed with this position of the tongue are called back vowels; they include O And u.

Vowels A And s at the place where the tongue rises, they occupy an intermediate position, and they are called middle vowels; when pronouncing a vowel s the entire back of the tongue is raised high to the hard palate; vowel A It is pronounced without raising the tongue, so it can be considered non-localized in relation to the place of rise.

Vowel classification

Articulation of consonants. A distinctive feature of the articulation of consonants is that during their formation, various kinds of obstacles arise in the path of the exhaled stream of air in the extension pipe. Overcoming these obstacles, the air stream produces noises, which determine the acoustic characteristics of most consonants. The nature of the sound of individual consonants depends on the method of noise formation and the place of its origin.

In some cases, the organs of pronunciation form a complete closure, which is violently torn apart by a stream of exhaled air. At the moment of this rupture (or explosion), noise is produced. This is how they are formed stops, or explosive, consonants.

In other cases, the active organ of pronunciation only approaches the passive one, so that a narrow gap is formed between them. In these cases, noise occurs as a result of friction of the air stream against the edges of the gap. This is how they are formed slotted, otherwise spacious or fricatives(from Latin fricare - to rub), consonants.

If the organs of pronunciation that have formed a complete stop do not open instantly, by explosion, but by transitioning the closure into a fissure, then complex articulation arises with a stop beginning and a fissure end. This articulation is characteristic of education occlusive-frictional(fused) consonants, or affricate.

An air stream, overcoming the resistance of the organ of pronunciation blocking its path, can lead it to a state of vibration (trembling), resulting in a peculiar intermittent sound. This is how they are formed trembling consonants, or vibrants.

If there is complete closure in one place of the extension tube (for example, between the lips or between the tongue and teeth), in another place (for example, on the sides of the tongue or behind the lowered soft palate), there may be a free passage for the air stream. In these cases, almost no noise occurs, but the sound of the voice acquires a characteristic timbre and is noticeably muffled. The consonants formed with such articulation are called closure-passage. Depending on where the air stream is directed - into the nasal cavity or into the oral cavity, transitive consonants are divided into nasal And oral.

The characteristics of noise characteristic of consonants depend not only on the method of its formation, but also on the place of origin. Both explosion noise and friction noise can occur at different locations in the extension pipe. In some cases, the active organ of pronunciation, forming a stop or cleft, is the lower lip, and the consonants arising in this case are called labial In other cases, the active organ of pronunciation is the tongue, and then the consonants are called lingual.

When most consonants are formed, additional articulation may be added to the main method of articulation (bow, narrowing, vibration) in the form of raising the middle part of the back of the tongue to the hard palate, or the so-called palatalization(from Latin palatum - sky), the acoustic result of palatalization of consonants is their mitigation.

Classification of consonants. The classification of consonants is based on the following features: 1) participation of noise and voice; 2) method of articulation; 3) place of articulation; 4) the absence or presence of palatalization, in other words - hardness or softness.

Sonorant consonants are opposed to all other consonants, which are called noisy. Unlike sonorous sounds, they are formed with the participation of fairly strong and clearly distinguishable noises.

Noisy consonants, in turn, are divided into two groups. One group is consonants formed without the participation of the voice, using only noise. They're called deaf; when pronouncing them, the glottis is open, the vocal cords do not vibrate.

Another group is consonants formed with the help of noise and accompanied by a voice. They're called voiced; most noisy consonants are pairs of voiceless and voiced (p-b, f-v, sh-f etc.). Unpaired voiceless consonants are: x, x\ c, h, sch, and unpaired voiced ones have one consonant) (yot).

According to the method of articulation, that is, according to the method of forming a barrier between the active and passive organs of pronunciation, consonants are divided into five groups.

Noisy consonants form three groups:

1. stops, or plosives: p, p", b, b", t, t", d, d", k, k", g, g";

2. slotted (slotted), or fricatives: f, f", v, v", s, s", з, з", х, х",ш, ш, j (yot);

3. octopus-frictional(fused), or affricates: ts, h. Sonorant consonants according to the method of articulation are divided into two groups:

· octopus: m, m", n, n", l, l". Among the stop-passive consonants m, m", n, n" are nasal and consonants l, l" - oral;

· trembling, or vibrant: r, r".

According to the place of articulation, consonants are primarily divided into two groups depending on the active organ of pronunciation involved in their formation, namely labial And lingual.

Labial consonants, in turn, are divided into two groups depending on the passive organ relative to which the lower lip articulates:

1. labiolabial, or bilabial: p, p", b, b", m, m"; when pronouncing these sounds, a bow is formed between the lower and upper lips;

2. labiodental: f, f", v, v"; here the lower lip articulates relative to the upper incisors, forming a gap with them.

Lingual consonants, depending on the passive organ in relation to which the tongue articulates, are divided into five groups:

1. lingual-dental: s, s", z, z", c, t, t", d, d", n, n", l, l"; when pronouncing these sounds, the front part of the tongue, together with its tip, articulates relative to the upper incisors, forming a bow or gap with them;

2. lingual-alveolar: p, p"; these consonants are formed as a result of vibration of the anterior edge of the tongue at the alveoli of the upper incisors;

3. lingual-anteropalatal: w, w, h, sch; when pronouncing these consonants, the front edge or front part of the back of the tongue forms a stop or cleft with the front part of the hard palate;

4. lingual-medial palatal: k", g", x", j; this group of consonants is formed by closing or bringing together the middle part of the back of the tongue with the middle part of the palate;

5. lingual-posterior palatal: k, g, x, When these sounds are formed, the back of the back of the tongue articulates relative to the soft palate and the back of the hard palate, forming a stop or cleft here.

Palatalized consonants (i.e., consonants formed using the additional articulation described above, which consists in raising the middle part of the back of the tongue to the hard palate) are called soft as opposed to non-palatalized, or solid consonants. Most consonants are pairs of hard and soft. Unpaired hard consonants are and And ts, unpaired soft - h And j.

Dislalia– disturbance of sound pronunciation with normal hearing and intact innervation of the articulatory apparatus. In practice, the pronunciation of any of the phonemes of the native language can be impaired (dyslalia) or difficult (paralalia). Dyslalia can manifest itself in the form of a violation of the pronunciation of whistling and hissing, sonorant (p, p, l, l) or back-lingual (g, g, k, k, x, x) sounds. In common parlance, “burr” is nothing more than dyslalia. Sometimes there are such violations as defects in voicing and softness.

The following forms of dyslalia are distinguished:

  • simple - one sound or several sounds from one group suffers (S-Z-C or SH-ZH-CH)
  • complex - several sounds from different groups suffer (S-R-K-SH)
  • physiological (age-related) - disturbances in sound pronunciation up to 5 years, caused by insufficient development of articulation organs. After 5 years it goes away on its own.
  • functional - a violation of sound pronunciation in the absence of deviations in the articulatory apparatus and the functioning of the central nervous system, auditory and peripheral articulatory apparatus.
  • organic (mechanical) - caused by hereditary, congenital or acquired anatomical defects of the peripheral articulatory apparatus.

The main causes of functional dyslalia: physical and neurological weakness due to long-term chronic diseases of the body, pedagogical neglect, bilingualism in the family, a pattern of incorrect speech in the child’s environment, the choice of incorrect articulation and underdevelopment of phonemic hearing.

The main causes of mechanical dyslalia: organic (related to the structure of the organ), hereditary, congenital or acquired.

Dysarthria- pronunciation impairment due to disruption of the innervation of the speech apparatus, resulting from damage to the nervous system. With dysarthria, the mobility of the speech organs (soft palate, tongue, lips) is limited, which makes articulation difficult. In adults, dysarthria is not accompanied by a breakdown of the speech system: impairment of speech perception by ear, reading, and writing. In childhood, dysarthria often leads to impaired pronunciation of words and, as a consequence, to impaired reading and writing, and sometimes to general underdevelopment of speech. Detection of dysarthria requires a neurological examination, based on the results of which treatment and speech therapy correction are prescribed.

A significant violation of sound pronunciation is easily recognized, since the speech is blurred, dull, often with a nasal tint (“Speaks as if there is porridge in his mouth”). Mild articulation disorders are detected during a special speech therapy study.

Dysarthria is not an independent disease, although in some patients it may be the most noticeable manifestation of damage to the nervous system. It is observed with injuries and tumors of the nervous system, cerebrovascular accidents, neuroinfections, demyelinating diseases, etc. In children, dysarthria is often combined with other manifestations of dysontogenesis caused by the action of pre- and perinatal factors, and is part of the structure of disorders in cerebral palsy.

Speech therapy classification is based on the principle of speech intelligibility for others and includes 4 degrees of severity of dysarthria:

  • 1st degree(erased dysarthria) – defects in sound pronunciation can only be identified by a speech therapist during a special examination.
  • 2nd degree– defects in sound pronunciation are noticeable to others, but overall speech remains understandable.
  • 3rd degree- understanding the speech of a patient with dysarthria is accessible only to those close to him and partially to strangers.
  • 4th degree– speech is absent or incomprehensible even to the closest people (anarthria).

Since dysarthria is not an independent disease and can be observed in many disorders of the nervous system, the content and order of treatment measures are determined by the doctor after establishing a clinical diagnosis, taking into account the age and condition of the patient. In many cases, complex (therapeutic and speech therapy) intervention is required. In children's speech therapy practice, an important role is given to the general development of all aspects of speech: vocabulary, grammatical structure, phonemic hearing, since children suffering from dysarthria experience difficulties in mastering written speech during school years. In some cases, it is advisable to train such children in the preschool period in speech therapy groups in kindergarten.

Rhinolalia– a violation of the timbre of the voice (nasality) and sound pronunciation, resulting from excessive or insufficient resonance in the nasal cavity during speech; such a violation of resonance occurs from the incorrect direction of the voice-exhalatory stream due to either organic defects of the nasopharynx, nasal cavity, soft and hard palate, or disorders of the soft palate.

Depending on the cause of occurrence, there are organic (mechanical) And functional; congenital and acquired rhinolalia.

If a child initially has defects in the fusion of the upper lip or palate, there are polyps, tumors of the nasopharynx, a deviated nasal septum or enlarged adenoids, they speak of organic rhinolalia.

Functional rhinolalia is different in that the child has no birth defects, but the muscles of the soft palate are very weak. The reason for this may be frequent inflammatory diseases, the consequences of adenoid removal, and dysfunction of the nervous system.

There are three forms of rhinolalia:

  • open - a pathological change in voice timbre and distorted pronunciation of speech sounds, which occurs when the soft palate, when pronouncing sounds, lags far behind the back wall of the pharynx, leaving a significant gap (shortening of the soft palate) or with mechanical defects of the hard and soft palate, when a significant part of the air enters nasal cavity.
  • closed - speech exhalation is directed only through the mouth for all sounds, as a result of which the articulatory and acoustic characteristics of the nasal sounds m, n, m', n' and the timbre of the voice suffer.
  • mixed - a condition when, with nasal obstruction, there is also an insufficient velopharyngeal seal. This is reflected in pronunciation by a decrease in nasal resonance, mainly for nasal phonemes, with simultaneous distortion of other phonemes, the timbre of which becomes like open rhinolalia.

Treatment of rhinolalia begins with closing the defect of the hard and soft palate with a temporary obturator. Next comes surgery. Speech therapy work should begin both during the period of wearing an obturator, preparing the articulatory apparatus for surgery to close the defect of the hard and soft palate, and after successful surgical closure. Palateplasty begins only after all the baby teeth have appeared. In addition to purely training and corrective speech therapy exercises, mechanical devices can also be used to eliminate nasal symptoms. Currently, defects of the hard and soft palate are successfully operated on at an early age (starting from a few days of life), depending on the type, size of the defect and the general condition of the newborn child. Early closure of the defect helps to normalize the acts of swallowing and chewing food and, undoubtedly, children who were operated on early do not have speech problems compared to children who were corrected at a later date.

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