By ΠΡΡΠΏΠ΅Π½ΡΡΠΊ ΠΠ»ΡΠ³Π° ΠΠ³ΠΎΡΠ΅Π²Π½Π°
ΠΡΡΠΏΠ΅Π½ΡΡΠΊ ΠΠ»ΡΠ³Π° ΠΠ³ΠΎΡΠ΅Π²Π½Π°, 2015, Π‘Π΅ΡΠΈΡ: Π ΠΏΠΎΠΌΠΎΡΡ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄Ρ
ΠΠ°ΠΊΡΠ΅ΠΏΠ»Π΅Π½ΠΈΠ΅ ΠΏΠΎΡΡΠ°Π²Π»Π΅Π½Π½ΡΡ Π»ΠΎΠ³ΠΎΠΏΠ΅Π΄ΠΎΠΌ Π·Π²ΡΠΊΠΎΠ² ΡΠ²Π»ΡΠ΅ΡΡΡ ΡΠ»ΠΎΠΆΠ½ΠΎΠΉ Π·Π°Π΄Π°ΡΠ΅ΠΉ Π΄Π»Ρ ΡΠ΅Π±Π΅Π½ΠΊΠ°, ΡΡΠ΅Π±ΡΡΡΠ΅ΠΉ ΠΎΡ Π½Π΅Π³ΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΡ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΠΏΡΠΈ ΠΏΡΠΎΠΈΠ·Π½Π΅ΡΠ΅Π½ΠΈΠΈ ΠΎΡΠ΄Π΅Π»ΡΠ½ΡΡ ΡΠ»ΠΎΠ², Π½ΠΎ ΠΈ ΠΏΡΠΈ ΠΈΡ Π²ΠΊΠ»ΡΡΠ΅Π½ΠΈΠΈ Π² ΡΠ»ΠΎΠ²ΠΎΡΠΎΡΠ΅ΡΠ°Π½ΠΈΡ, ΠΏΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½ΠΈΡ ΠΈ ΡΡΠΈΡ ΠΈ. ΠΡΠ½ΠΎΠ²Π½Π°Ρ ΡΠ΅Π»Ρ ΡΠΏΡΠ°ΠΆΠ½Π΅Π½ΠΈΠΉ Π² ΡΡΠΎΠΉ ΠΊΠ½ΠΈΠ³Π΅ β Π΄ΠΎΠ±ΠΈΡΡΡΡ Π°Π²ΡΠΎΠΌΠ°ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΡΠΎΠΈΠ·Π½ΠΎΡΠ΅Π½ΠΈΡ Π·Π²ΡΠΊΠΎΠ², ΡΡΠΎΠ±Ρ ΡΠ΅Π±Π΅Π½ΠΎΠΊ ΠΏΡΠΎΠΈΠ·Π½ΠΎΡΠΈΠ» ΠΈΡ Π»Π΅Π³ΠΊΠΎ ΠΈ Π±Π΅Π· ΡΡΠΈΠ»ΠΈΠΉ. ΠΠ»Ρ ΠΏΡΠΎΡΠ½ΠΎΠ³ΠΎ ΡΡΠ²ΠΎΠ΅Π½ΠΈΡ ΠΌΠ°ΡΠ΅ΡΠΈΠ°Π»Π° Π² ΠΈΠ³ΡΠΎΠ²ΠΎΠΉ ΡΠΎΡΠΌΠ΅ ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½Ρ Π·Π°Π½ΠΈΠΌΠ°ΡΠ΅Π»ΡΠ½ΡΠ΅ Π·Π°Π΄Π°Π½ΠΈΡ Ρ ΠΊΠ°ΡΡΠΈΠ½ΠΊΠ°ΠΌΠΈ Π΄Π»Ρ Π²ΡΠ΅Ρ ΡΠΈΠΏΡΡΠΈΡ Π·Π²ΡΠΊΠΎΠ² (Π¨, Π, Π§, Π©) ΠΈ Π·Π²ΡΠΊΠ° [Ρ].
Olga Igorevna Krupenchuk, 2015, Series: Speech Therapy Assistance
Consolidating sounds that a speech therapist has established presents a significant challenge for a child. It requires sustained attention not only when saying individual words but also when integrating them into phrases, sentences, and rhymes. The primary goal of the exercises in this book is to achieve automatic sound production, enabling the child to pronounce them effortlessly. Engaging, picture-based tasks are provided for all sibilant sounds (Sh, Zh, Ch, Shch) and the [t] sound to ensure robust learning through play.